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41.
The world wide web is becoming wider at an increasing rate. It is virtually impossible to take any kind of accurate snapshot of the state of its development. Undergraduate mathematics courses presented on the internet are relative newcomers to the race but nevertheless seem to be increasing in numbers also at a phenomenal rate. Internet education in mathematics is developing as a new mode of teaching with its own characteristics and possibilities, different from any traditional way of teaching. Research on this new mode of teaching is sparse and open research questions are temptingly plentiful. In a study presented in two parts, we try to capture the world of internet teaching of undergraduate mathematics with its myriad of possibilities. In this, the first part, we briefly list some of the technologies involved and we attempt to create some order in the huge number of activities that are available on the web. We give an overview of the scope of mathematics courses presented via the internet and attempt a graphical classification of the different types of web courses. In the second part (Engelbrecht, J. and Harding, A.: 2004a, Teaching undergraduate mathematics on the web 2: Attributes and possibilities) we discuss characteristics and implications of this mode of teaching/learning mathematics, list possible research issues and envisage possible future trends. 相似文献
42.
Johann Weninger 《International Journal of Science Education》2013,35(4):391-396
Summaries English The author develops the premise that the emergence of interdisciplinary relations between different fields of learning requires terminological conventions to be made consonant. He explores this issue with reference to two themes from the field of chemistry where strong relations exist with mathematics: the use of the equals sign and the (double) reaction sign, and the notions of reaction equation and reaction symbol. 相似文献
43.
Stephen Behan Sarahjane Belton Cameron Peers Noel E O’Connor Johann Issartel 《Journal of sports sciences》2013,31(22):2604-2612
ABSTRACTFundamental movement skills (FMS) are the basic building blocks of more advanced, complex movements required to participate in physical activity. This study examined FMS proficiency across the full range of Irish primary school children (n = 2098, 47% girls, age range 5–12 years). Participants were assessed using the Test of Gross Motor Development, 3rd edition (TGMD-3), Victorian Fundamental Movement skills manual, and the balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). Independent sample t-tests and a one way between groups ANOVA with planned comparisons were used analyse sex and age differences. Mastery or near mastery of skills ranged from 16% for overhand throw, to 75.3% for run. Girls scored significantly higher than boys in the locomotor and balance subtests with the boys outperforming the girls in object control skills. Improvements in ability can be seen over time (F(8,1968) = 70.18, p < 0.001), with significant increases in FMS proficiency seen up to the age of 10, after which proficiency begins to decline. The findings demonstrate the low levels of FMS proficiency amongst Irish primary school children, the differences between sex that exist, and highlights the need for more programmes that focus on developing these FMS at an early age. 相似文献
44.
Johann Christopher Bilsborough Kate Greenway David Opar Steuart Livingstone Justin Cordy Aaron James Coutts 《Journal of sports sciences》2013,31(19):1821-1828
AbstractThis study determined the precision of pencil and fan beam dual-energy X-ray absorptiometry (DXA) devices for assessing body composition in professional Australian Football players. Thirty-six professional Australian Football players, in two groups (fan DXA, N = 22; pencil DXA, N = 25), underwent two consecutive DXA scans. A whole body phantom with known values for fat mass, bone mineral content and fat-free soft tissue mass was also used to validate each DXA device. Additionally, the criterion phantom was scanned 20 times by each DXA to assess reliability. Test–retest reliability of DXA anthropometric measures were derived from repeated fan and pencil DXA scans. Fat-free soft tissue mass and bone mineral content from both DXA units showed strong correlations with, and trivial differences to, the criterion phantom values. Fat mass from both DXA showed moderate correlations with criterion measures (pencil: r = 0.64; fan: r = 0.67) and moderate differences with the criterion value. The limits of agreement were similar for both fan beam DXA and pencil beam DXA (fan: fat-free soft tissue mass = ?1650 ± 179 g, fat mass = ?357 ± 316 g, bone mineral content = 289 ± 122 g; pencil: fat-free soft tissue mass = ?1701 ± 257 g, fat mass = ?359 ± 326 g, bone mineral content = 177 ± 117 g). DXA also showed excellent precision for bone mineral content (coefficient of variation (%CV) fan = 0.6%; pencil = 1.5%) and fat-free soft tissue mass (%CV fan = 0.3%; pencil = 0.5%) and acceptable reliability for fat measures (%CV fan: fat mass = 2.5%, percent body fat = 2.5%; pencil: fat mass = 5.9%, percent body fat = 5.7%). Both DXA provide precise measures of fat-free soft tissue mass and bone mineral content in lean Australian Football players. DXA-derived fat-free soft tissue mass and bone mineral content are suitable for assessing body composition in lean team sport athletes. 相似文献
45.
Leigh N. Wood Glyn Mather Peter Petocz Anna Reid Johann Engelbrecht Ansie Harding Ken Houston Geoff H. Smith Gillian Perrett 《International Journal of Science and Mathematics Education》2012,10(1):99-119
We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study
and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from
two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended
questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual
skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able
to articulate how it would be used in their future. This has implications for their approach to learning and our approach
to teaching. 相似文献
46.
This paper describes our experiences in leading Lumberjack Summer Camp (LSC), a 10-week undergraduate research experience in compiler-based optimization techniques for functional programs, held during the summer of 2000. Like many undergraduate research experiences, LSC was designed to provide an opportunity for students and faculty to work closely together toward a common research goal. But LSC was designed around an additional aim as well: to bring together a critical mass of researchers from two small liberal arts colleges to pursue individual research projects situated within one overarching, collaborative, cutting-edge research endeavor. We explore some important consequences of this design choice, ultimately offering LSC as an unusual, but very workable, model for undergraduate research experiences. 相似文献
47.
Uwe M. Borghoff Michael Koch Martin S. Lacher Johann H. Schlichter und Knut Wei?er 《Informatik - Forschung und Entwicklung》2001,16(2):103-109
Zusammenfassung. Bei Anwendungen zur Unterstützung synchroner und asynchroner Interaktion über das Internet richtet sich das (Forschungs-)Interesse
in letzter Zeit immer mehr auf die (Rechner-)Unterstützung von Communities. Die IMC-Gruppe (Information Management for Communities) in München besch?ftigt sich mit verschiedenen Aspekten dieses Themas. Insbesondere hat die Gruppe eine agentenbasierte Grundarchitektur
für Community-Unterstützungssysteme erarbeitet, die sie in mehreren Projekten einsetzt und ausbaut. Nach einer kurzen Einführung
in das Thema Community-Unterstützung stellen wir im Folgenden zuerst die Grundarchitektur vor und verdeutlichen eine Einsatzm?glichkeit
an zwei konkreten Projekten, die gerade in der IMC-Gruppe durchgeführt werden. 相似文献
48.
Students in undergraduate chemistry courses find, as a rule, topics with a strong mathematical basis difficult to master. In this study we investigate whether such mathematically related problems are due to deficiencies in their mathematics foundation or due to the complexity introduced by transfer of mathematics to a new scientific domain. In the investigation we exposed a group of students to a chemistry instrument based on the Nernst equation in electrochemistry, and an equivalent group of students to a similar mathematics instrument in which the questions were stripped of all chemistry context. Both tests contained items requiring algebraic as well as graphical skills. Students experienced few problems with the algebraic questions in both the chemistry and mathematics tests. Their graphical construction and interpretation skills, on the other hand, are inadequate, as can be seen from the poor performance in both the mathematics and the chemistry results of the graphical question. Our conclusion is that the problem seems to lie at the mathematics side and is not due to the transfer of mathematics to an application. © Wiley Periodicals, Inc. J Res Sci Teach 45: 197–218, 2008. 相似文献
49.
This study focuses on the long-term retention of basic mathematical techniques in a first-year calculus course, involving a sample group of engineering students at the University of Pretoria. The study investigates which and how much of the basic mathematical knowledge and rote skills acquired in the first year of study is retained after a further two years of study. A quantitative and qualitative investigations show that, in general, there is a significant decline in performance over a two-year period. There are, however, areas in which students still performed reasonably well after the elapsed period or even showed improvement. The research is of diagnostic value in that it assists course designers in determining what basic mathematical skills and knowledge are retained after a period of two years in their teaching approach to and emphasis of different topics. 相似文献
50.
Sekao David Engelbrecht Johann 《International Journal of Science and Mathematics Education》2022,20(7):1431-1453
This study aims to investigate the perspectives of primary school teachers in South Africa, who participated in a Lesson Study (LS) project, on this professional development process and about their professional learning. The study followed a mixed approach, with data collected through a questionnaire, followed up by interviews. A novel approach in this study was to source teachers’ experiences of the individual stages of LS as well as of the integrated process. Teachers’ perspectives on LS were categorised into 5 themes: collaboration — commitment and the free rider effect, confidence issues, teachers’ knowledge and skills, misconceptions about the LS approach, and external issues including concerns over time of teachers and learners, systemic challenges and school management. Using teachers’ individual and focus group inputs in the questionnaire and the interviews, we report about their experiences.
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