Numeration a l'ecole elementaire     

Michèle Artigue  Jacqueline Robinet 《Educational Studies in Mathematics》1982,13(2):155-175

This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine:

— How their competence in counting and numeration evolved during this period.

— What the mechanisms of this evolution were.

— What role school learning played.

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The distributive effects of public junior college availability     

Vincent Tinto 《Research in higher education》1975,3(3):261-274

This paper presents the results of a study to determine the effect of the presence of a public junior college in a community upon the types of colleges attended by high school graduates of that community. Results of multivariate cross-tabular analysis of the college destinations of over 8,000 1966 Illinois high school seniors of different sex, ability, and social-status backgrounds living in 25 different communities, suggest that the local availability of a public junior college serves largely to alter patterns of college-going by substituting attendance locally for attendance elsewhere in a manner inversely related to social status. More importantly, results also suggest that among lower- and middle-status persons the substitution is such as to replace attendance at nonlocal four-year colleges with attendance locally at the public junior college.  相似文献   

Coordination of Knowledge of Numeration and Arithmetic Operations on First Grade Students     

Jacinthe Giroux  Gisèle Lemoyne 《Educational Studies in Mathematics》1998,35(3):283-301

The aim of this study was to develop a better understanding of the processes involved in the construction of the oral and written symbolic systems of numbers and to grasp their role in the elaboration of the modeling function of numbers. Tasks related to both spoken and written number sequenceS and to addition and subtraction problems were given to six first graders. Analysis of the children's behavior permits discussion of certain theoretical questions raised by the research results of the construction of number sequence, contributes to a better understanding of the relationship between numeration and arithmetic operations and finally, in light of these results, permits us to propose ideas for teaching.  相似文献   

What makes a good writer? Differences in good and poor writers' self-regulation of writing     

Ferrari  Michel  Bouffard  Thérèse  Rainville  Line 《Instructional Science》1998,26(6):473-488

Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality...  相似文献   

From communication to verbalization: Language practices in kindergarten     

Agnès Florin 《European Journal of Psychology of Education - EJPE》1998,13(3):335-345

Most children attend kindergarten very early in western societies; in fact, they are inserted in different contexts of socialization (family, school and/or other day-care). In what are these contexts of socialization different for linguistic abilities that they contribute to develop? How can the young children adapt themselves to these differences? These questions are discussed considering theoretical interactionnist approaches, and some analyses of communication practices in french kindergarten. Perspectives are released for a discussion on a pedagogy of oral language with young children.  相似文献   

Evaluating models of how morphological awareness connects to reading comprehension: A study in Portuguese     

Márcia Oliveira  Kyle C. Levesque  S. Hélène Deacon  Márcia Maria Peruzzi Elia da Mota 《Journal of Research in Reading》2020,43(2):161-179

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Modes of reasoning in explanations in Australian eighth-grade mathematics textbooks     

Kaye Stacey  Jill Vincent 《Educational Studies in Mathematics》2009,72(3):271-288

Understanding that mathematics is founded on reasoning and is not just a collection of rules to apply is an important message to convey to students. Here we examined the reasoning presented in seven topics in nine Australian eighth-grade textbooks. Focusing on explanatory text that introduced new mathematical rules or relationships, we classified explanations according to the mode of reasoning used. Seven modes were identified, making a classification scheme which both refined and extended previous schemes. Most textbooks provided explanations for most topics rather than presenting “rules without reasons” but the main purpose appeared to be rule derivation or justification in preparation for practise exercises, rather than using explanations as thinking tools. Textbooks generally did not distinguish between the legitimacies of deductive and other modes of reasoning.  相似文献   

Developmental stability and changes in the impact of root consistency on children’s spelling     

S. Hélène Deacon  Sarah Dhooge 《Reading and writing》2010,23(9):1055-1069

The study reported here examined grade 2–4 children’s sensitivity to the consistency in the spelling of roots in related words. We build on earlier research by attempting to quantify the extent that children’s spellings of both inflected and derived forms accord with this principle. We contrasted children’s accuracy and consistency in spelling the root form (e.g., rock) with that of its spelling in related inflected and derived forms (e.g., rocks and rocky), as well as unrelated control forms (e.g., rocket). Across grades 2–4, children’s spellings accorded with the root consistency principle to the same extent for inflected and derived forms. Nevertheless, it was not until grade 4 that spellings maximally reflected the principle. These results are discussed in terms of how children’s spelling might come to reflect the root consistency principle that guides spelling in English.  相似文献   

Relations between impostor feelings and upward and downward identification and contrast among 10- to 12-year-old students     

Marie-Hélène Chayer  Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2010,25(1):125-140

The first objective of this study was to examine the presence of the impostor phenomenon (IP) among 740 students aged 10 to 12 years old. The second objective was twofold: (1) to examine the link between the impostor feelings and the propensity to use social comparison and (2) to examine whether this feeling is related to the processes of identification with versus contrast to others who are either doing better or worse than oneself. Results showed that, although generally of low intensity, the impostor feelings are indeed present in late elementary school children. A positive link between the impostor feelings and the propensity to use social comparison was also observed. It also appeared that, more than for others, children who feel like impostors were likely to differentiate themselves from their more capable peers while identifying themselves with less capable peers. The discussion focuses on the presence of the IP in late elementary children and on how the upward contrast and the downward identification may contribute to its development and maintenance.  相似文献   

Comparison of two methodological approaches for the mechanical analysis of single-joint isoinertial movement using a customised isokinetic dynamometer*     

Mathieu Plautard  Gaël Guilhem  Vincent Fohanno  Antoine Nordez  Christophe Cornu 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):287-302

Compared to isokinetic and isometric tests, isoinertial movements have been poorly used to assess single-joint performance. Two calculation procedures were developed to estimate mechanical performance during single-joint isoinertial movements performed on a customised isokinetic dynamometer. The results were also compared to appreciate the effects of measurement systems and calculation procedures. Five participants performed maximal knee extensions at four levels of resistance (30, 50, 70 and 90% of the one-repetition maximum, 1-RM). Joint angular velocity and torque were assessed from customised isokinetic dynamometer measures (method A) and from weight stack kinematic (method B). Bland–Altman plots and mean percent differences (M_diff) were used to assess the level of agreement for mean and peak angular velocity and torque. A Passing–Bablok regression was performed to compare the angular velocity-angle and torque-angle relationships computed from the two analysis methods. The results showed a high level of agreement for all mechanical parameters (M_diff < 6% for all parameters). No statistically significant differences were observed between methods A and B in terms of angular velocity-angle and torque-angle relationships except at 30% of 1-RM for the torque-angle relationship. Both methodologies provide comparable values of angular velocity and torque, offering alternative approaches to assess neuromuscular function from single-joint isoinertial movements.  相似文献