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Nunes T Bryant P Burman D Bell D Evans D Hallett D 《Journal of deaf studies and deaf education》2009,14(2):260-277
Multiplicative reasoning is required in different contexts in mathematics: it is necessary to understand the concept of multipart units, involved in learning place value and measurement, and also to solve multiplication and division problems. Measures of hearing children's multiplicative reasoning at school entry are reliable and specific predictors of their mathematics achievement in school. An analysis of deaf children's informal multiplicative reasoning showed that deaf children under-perform in comparison to the hearing cohorts in their first two years of school. However, a brief training study, which significantly improved their success on these problems, suggested that this may be a performance, rather than a competence difference. Thus, it is possible and desirable to promote deaf children's multiplicative reasoning when they start school so that they are provided with a more solid basis for learning mathematics. 相似文献
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Mirlaine R. Freitas Renato L. G. Macedo Matheus P. Freitas Cleiton A. Nunes Nelson Venturin 《The Journal of Agricultural Education and Extension》2015,21(2):149-158
Purpose: Educational methods to diagnose and improve the level of environmental conception are required. The present work reports a methodology based on studies about the environmental perception of a university public, divided into general students and those related to the forest sciences, who are involved with disciplines and researches related to e.g. environmental management.
Design/Methodology/Approach: The environmental perception obtained from the graphical representation of environment and the most relevant actions indicated by the students to achieve the environmental conservation, divided in four levels of complexity, were correlated using principal component analysis.
Findings: The students from both groups having the highest scores in environmental perception prioritize actions related to the comprehension and responsibility levels, while the ideal scenario would be to indicate actions related to competence and citizenship. Thus, the complex concept about environment of the students is still incipient and, therefore, educational strategies can be traced based on the profiles obtained.
Practical Implications: The method for environmental perception can be designed for different populations and a scheme relating environmental perception with four levels of actions on behalf of the environmental conservation is proposed to diagnose environmental conceptions, as well as to guide educational strategies about socio-ecological system.
Originality/Value: A semi-quantitative method was developed to estimate, clearly and directly, the level of complexity about the environmental knowledge of university students and, consequently, to predict the actions on behalf of the environmental conservation that they would probably perform. 相似文献
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Lazaro Alessandro Soares Nunes Sayeeda Mussavira Omana Sukumaran Bindhu 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):177-192
This systematic review presents the latest trends in salivary research and its applications in health and disease. Among the large number of analytes present in saliva, many are affected by diverse physiological and pathological conditions. Further, the non-invasive, easy and cost-effective collection methods prompt an interest in evaluating its diagnostic or prognostic utility. Accumulating data over the past two decades indicates towards the possible utility of saliva to monitor overall health, diagnose and treat various oral or systemic disorders and drug monitoring. Advances in saliva based systems biology has also contributed towards identification of several biomarkers, development of diverse salivary diagnostic kits and other sensitive analytical techniques. However, its utilization should be carefully evaluated in relation to standardization of pre-analytical and analytical variables, such as collection and storage methods, analyte circadian variation, sample recovery, prevention of sample contamination and analytical procedures. In spite of all these challenges, there is an escalating evolution of knowledge with the use of this biological matrix.Key words: saliva, non-invasive, biological markers, drug monitoring, oral health 相似文献
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Terezinha Nunes Peter Bryant Deborah Evans Daniel Bell Rossana Barros 《Educational Studies in Mathematics》2012,79(3):371-388
The basis of this intervention study is a distinction between numerical calculus and relational calculus. The former refers
to numerical calculations and the latter to the analysis of the quantitative relations in mathematical problems. The inverse
relation between addition and subtraction is relevant to both kinds of calculus, but so far research on improving children’s
understanding and use of the principle of inversion through interventions has only been applied to the solving of a + b − b = ?
sums. The main aim of the intervention described in this article was to study the effects of teaching children about the explicit
use of inversion as part of the relational calculus needed to solve inverse addition and subtraction problems using a calculator.
The study showed that children taught about relational calculus differed significantly from those who were taught numerical
procedures, and also that effects of the intervention were stronger when children were taught about relational calculus with
mixtures of indirect and direct word problems than when these two types of problem were given to them in separate blocks. 相似文献
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Pedro Freitas Luís Catela Nunes Carmo Seabra Adriana Ferro 《Assessment in Education: Principles, Policy & Practice》2016,23(4):456-472
The results of large-scale international assessments such as Programme for International Student Assessment (PISA) have attracted a considerable attention worldwide and are often used by policy-makers to support educational policies. To ensure that the published results represent the actual population, these surveys go through a thorough scrutiny to ensure their validity. One important issue that may affect the results is the occurrence of different participation rates across groups with heterogeneous average student scores. In this study, we illustrate how problems of representativeness of the samples may be corrected by the use of post-stratified weights. We use the case of Portugal, a country where we uncover a meaningful difference between the actual population and the PISA samples in terms of the distribution of students per grade and track of studies. We show that after post-stratification, the temporal evolution of the PISA scores is quite different from the one reported. 相似文献
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Several conventional spelling sequences for morphemes do not conform to letter-sound correspondence rules. One example is the -ed spelling for the inflectional morpheme at the end of English past verbs. Previous work has shown a close relationship between children's awareness of grammatical distinctions and their success in learning about this spelling sequence. However, this research was with real verbs and the children's spelling might have been influenced by familiarity with the words. To check this, we devised a task with pseudo-verbs. This is a novel use of pseudo-words, which hitherto have been a tool for testing letter-sound knowledge; here the spellings violated letter-sound relationships and followed a morphological pattern. The children heard passages with a pseudo-verb in the past tense and in other tenses and had to write the pseudo-verb in the past tense. The task contained both regular pseudo-verbs, whose stem was the same in the present and past tense, and irregular pseudo-verbs, which had different stems in the present and the past tense. The children's scores in a grammatical awareness task predicted their use of the -ed spelling sequence over a 21 month period. The children also used -ed endings significantly more often in regular than irregular pseudo-verbs. We conclude that the use of -ed endings for regular verbs reflects a morphological spelling strategy based on children's grammatical awareness. 相似文献
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Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children’s success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children’s consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people’s knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one. 相似文献