Adults’ Use of Mathematics and Its Influence on Mathematical Competence     

Christoph Duchhardt  Anne-Katrin Jordan  Timo Ehmke 《International Journal of Science and Mathematics Education》2017,15(1):155-174

The Programme for the International Assessment of Adult Competencies (PIAAC) has recently drawn additional attention to “mathematical literacy” as an important influential factor for individuals’ life chances. High levels of mathematical literacy have thereby been linked to using mathematics in daily and working life frequently. In this paper, based on the data from Germany, we focus on the construct “use of mathematics” in two ways: First, we analyze in depth how it can be utilized to describe different groups of adults. Second, we investigate its role as predictor of mathematical competence and mediator of other relevant background variables. Results show that three groups of adults can be distinguished that use mathematics differently in daily and working life. However, the construct can sensibly be described as unidimensional. In a path model, “use of mathematics” turns out to be the strongest predictor of mathematical competence. In addition, it mediates effects of the mathematical requirements of the job, duration of education, and gender.  相似文献   

Detecting Careless Responding in Survey Data Using Stochastic Gradient Boosting     

Ulrich Schroeders  Christoph Schmidt  Timo Gnambs 《Educational and psychological measurement》2022,82(1):29

Careless responding is a bias in survey responses that disregards the actual item content, constituting a threat to the factor structure, reliability, and validity of psychological measurements. Different approaches have been proposed to detect aberrant responses such as probing questions that directly assess test-taking behavior (e.g., bogus items), auxiliary or paradata (e.g., response times), or data-driven statistical techniques (e.g., Mahalanobis distance). In the present study, gradient boosted trees, a state-of-the-art machine learning technique, are introduced to identify careless respondents. The performance of the approach was compared with established techniques previously described in the literature (e.g., statistical outlier methods, consistency analyses, and response pattern functions) using simulated data and empirical data from a web-based study, in which diligent versus careless response behavior was experimentally induced. In the simulation study, gradient boosting machines outperformed traditional detection mechanisms in flagging aberrant responses. However, this advantage did not transfer to the empirical study. In terms of precision, the results of both traditional and the novel detection mechanisms were unsatisfactory, although the latter incorporated response times as additional information. The comparison between the results of the simulation and the online study showed that responses in real-world settings seem to be much more erratic than can be expected from the simulation studies. We critically discuss the generalizability of currently available detection methods and provide an outlook on future research on the detection of aberrant response patterns in survey research.  相似文献   

Multimodal intervention in children with attention‐deficit hyperactivity disorder     

Timo Ahonen  Arja Luotoniemi  Katri Nokelainen  Anne Savelius  Sirkka Tasola 《欧洲特需教育杂志》2013,28(2):168-181

ABSTRACT

Children (N = 3) with attention‐deficit hyperactivity disorders were trained by using a multimodal programme, which comprised three types of intervention: children's individual and group‐based cognitive training, parent training and classroom intervention. The study was done using the experimental single‐case design. Baseline and progress were evaluated by classroom observations, questionnaires and rating scales. Results concerning the two children who were able to finish the programme were promising. Progress was seen in both classroom observations and parent and teacher ratings. Results are discussed and considered from the transactional point of view and some ideas about developing this kind of multimodal programme are given.  相似文献   

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade     

Riikka Heikkilä  Mikko Aro  Vesa Närhi  Jari Westerholm  Timo Ahonen 《Scientific Studies of Reading》2013,17(6):398-414

Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect.  相似文献   

Kein Heimvorteil in der 1. Tischtennisbundesliga der Herren     

Timo Klein-Soetebier  Annabelle Senff  Matthias Weigelt 《Sportwissenschaft》2014,44(2):71-77

A home field advantage is given when the home team wins more than half of the games under home conditions. For team sports, this advantage has been well-established in many studies. The present study examines the home field advantage for individual sports on the example of table tennis. Therefore, all games of the men’s first German National League of table tennis (n?=?406) were analyzed for the seasons 2008/2009 to 2012/2013. There was a home field advantage of 51.48?%. A more specific measure for the home field advantage is to look at single games (“best-of-five” modus), where the home teams won more games (2.01 per competition) than the away teams (1.95 per competition). Both results were statistically not significant. A statistically significant correlation between the size of the home field advantage and the number of spectators was found, as well as an advantage by competition rules of the home team in the opening game, whereas the travel distances of the away teams did not affect the results. Accordingly, the home field advantage is less pronounced in individual sports than in team sports. The player’s performance, however, is positively influenced by the social support of home spectators and the specific competition rules.  相似文献   

Assessing user-specific difficulty of documents     

Mari-Sanna Paukkeri  Marja Ollikainen  Timo Honkela 《Information processing & management》2013

On the web, a huge variety of text collections contain knowledge in different expertise domains, such as technology or medicine. The texts are written for different uses and thus for people having different levels of expertise on the domain. Texts intended for professionals may not be understandable at all by a lay person, and texts for lay people may not contain all the detailed information needed by a professional. Many information retrieval applications, such as search engines, would offer better user experience if they were able to select the text sources that best fit the expertise level of the user. In this article, we propose a novel approach for assessing the difficulty level of a document: our method assesses difficulty for each user separately. The method enables, for instance, offering information in a personalised manner based on the user’s knowledge of different domains. The method is based on the comparison of terms appearing in a document and terms known by the user. We present two ways to collect information about the terminology the user knows: by directly asking the users the difficulty of terms or, as a novel automatic approach, indirectly by analysing texts written by the users. We examine the applicability of the methodology with text documents in the medical domain. The results show that the method is able to distinguish between documents written for lay people and documents written for experts.  相似文献   

Outcomes of primary teacher education in Finland: an exit survey     

Timo Saloviita  Asko Tolvanen 《Teaching Education》2017,28(2):211-225

Seven final year cohorts of Finnish pre-service primary teachers (N = 384) were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results indicated that the profile of the graduates was uneven, showing low levels of satisfaction in the fields of special education and cooperation but high levels of satisfaction in the fields of reflective practice and planning. The satisfaction with the estimated knowledge and experience achieved was divided into three components of pedagogic, instructional and complex skills satisfaction. The central role of teaching practice was considered to be reflected in the results. The areas of low satisfaction were those in which the amount of teaching practice in the teacher education curriculum was considered insufficient to generate enough experience. This was especially so in the field of special education and in meeting the diverse needs of students. The 10-item INTASC scale showed sufficient psychometric qualities. The results are also discussed in terms of the suggested exceptional quality of Finnish teacher education.  相似文献   

Student teachers’ emotional teaching experiences in relation to different teaching methods     

I. Timoštšuk  E. Kikas  M. Normak 《Educational studies》2016,42(3):269-286

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching.  相似文献   

Active on Facebook and Failing at School? Meta-Analytic Findings on the Relationship Between Online Social Networking Activities and Academic Achievement     

Caroline Marker  Timo Gnambs  Markus Appel 《Educational Psychology Review》2018,30(3):651-677

The popularity of social networking sites (SNSs) among adolescents and young adults has raised concerns that the intensity of using these platforms might be associated with lower academic achievement. The empirical findings on this issue, however, are anything but conclusive. Therefore, we present four random-effects meta-analyses including 59 independent samples (total N = 29,337) on the association between patterns of SNS use and grades. The meta-analyses identified small negative effects of \( \widehat{\rho} \) = ??.07, 95% CI [??.12, ??.02] for general SNS use and \( \widehat{\rho} \) = ??.10, 95% CI [??.16, ??.05] for SNS use related to multitasking. General SNS use was unrelated to the time spent studying for school (\( \widehat{\rho} \) = ??.03, 95% CI [??0.11, 0.06]) and no support for the time displacement hypothesis could be found in a meta-analytical mediation analysis. SNS use for academic purposes exhibited a small positive association, \( \widehat{\rho} \) = .08, 95% CI [.02, .14]. Hypotheses with regard to cross-cultural differences were not supported.  相似文献   

Accreditation,the Bologna Process and National Reactions: Accreditation as Concept and Action     

Taina Saarinen  Timo Ala‐Vähälä 《Higher Education in Europe》2007,32(4):333-345

This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors?  相似文献