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This paper investigates the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. Using video clips of one student’s procedural error consisting of exchanging the order of coordinates when applying the distance formula, some variation was found in how PSTs attended to, interpreted, and responded to this error. A more important finding is represented by the inconsistent responses that individual PSTs provided to the three related tasks. This finding suggests that, to some extent, prior learning experience, beliefs, and orientations inform what PSTs notice. But the finding also suggests the centrality of selecting tasks that provide accurate representations of PSTs’ emerging professional noticing. Implications for teacher educators are discussed. 相似文献
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Susan B. Empson Debra Junk Higinio Dominguez Erin Turner 《Educational Studies in Mathematics》2006,63(1):1-28
Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared) in their solutions to equal sharing problems and to see to what extent this coordination was multiplicative. A secondary goal was to document children's solutions for equal sharing problems in which the quantities had a common factor (other than 1). Data consisted of problem-solving interviews with students in 1st, 3rd, 4th, and 5th grades (n=112). We found two major categories of strategies: (a) Parts Quantities strategies and (b) Ratio Quantities strategies. Parts quantities involved children's partitions of continuous units expressed in terms of the number of pieces that would be created. Ratio quantities involved children's creation of associated sets of discrete quantities. Within these strategies, children drew upon a range of relationships among fractions, ratio, multiplication, and division to mentally or physically manipulate quantities of sharers and things to produce exhaustive and equal partitions of the items. Additionally, we observed that problems that included number combinations with common factors elicited a wider range of whole-number knowledge and operations in children's strategies and therefore appeared to support richer interconnections than problems with relatively prime or more basic number combinations. 相似文献
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Jose M. Saavedra Antonio García-Hermoso Yolanda Escalante Ana M. Dominguez Raul Arellano Fernando Navarro 《Journal of sports sciences》2013,31(19):1783-1789
AbstractThe purpose of this study was to investigate the association between relay exchange block time and final performance in 4 × 100-m and 4 × 200-m freestyle and 4 × 100-m medley relays as a function of sex (men and women) and classification (medallists and non-medallists) in international competitions. Nineteen international competitions covering a 13-year period (2000–2012) were analysed retrospectively. The data corresponded to a total of 827 team relay histories (407 men, 420 women). Kruskal–Wallis and Mann–Whitney tests were performed to determine any differences by sex, classification, and event. Similarly, the relationship between the exchange block times and final performance was examined by means of a Pearson correlation analysis. In the three events, the men’s exchange block times were shorter than those of the women (η2 = 0.049–0.109; P < 0.001). The exchange block time was especially relevant for the women’s relay medallists in the 4 × 100-m freestyle (r = 0.306, P = 0.021) and 4 × 100-m medley (r = 0.385, P = 0.011), while for men the relationship was clearer for the non-medallists. These results suggest that the exchange block time should be considered as one of the performance parameters of swimming relay starts, and thus should be included explicitly as part of training. In particular, the coach could design training targeted at standardising an optimal exchange block time equal to or less than that expected for other teams in the competition. 相似文献
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Higinio Dominguez Carlos A. LópezLeiva Lena Licón Khisty 《Educational Studies in Mathematics》2014,85(1):143-160
In this paper, we explored how engagement developed over time during a proportional reasoning unit for a group of US bilingual Latino/a students, with particular attention to aspects of social and cultural activity that supported students’ engagement. Our findings suggest that student mathematical engagement developed primarily as a relational process characterized by students’ social relations across time, their understandings about their relationships with mathematics, and the important relations emerging across proportional reasoning ideas. 相似文献
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Xavier Ochoa Federico Dominguez 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1615-1630
Developing oral presentation skills requires both practice and expert feedback. Several systems have been developed during the last 20 years to provide ample practice opportunities and automated feedback for novice presenters. However, a comprehensive literature review discovered that none of those systems have been adequately evaluated in real learning settings. This work is the first randomised controlled evaluation of the impact that one of these systems has in developing oral presentation skills during a real semester-long learning activity with 180 students. The main findings are that (1) the development of different dimensions of the oral presentations are not affected equally by the automated feedback and (2) there is a small but statistically significant effect of the use of the tool when a subsequent presentation is evaluated by a human expert. 相似文献
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Using a Conceptual Understanding and Procedural Fluency Heuristic to Target Math Interventions with Students in Early Elementary 
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下载免费PDF全文 Matthew K. Burns Christopher Walick Gregory R. Simonson Lauren Dominguez Laura Harelstad Aleksis Kincaid Gena S. Nelson 《Learning disabilities research & practice》2015,30(2):52-60
The study examined the use of a conceptual and procedural framework for identifying math deficits and delivering appropriate interventions. Participants were two first‐grade students and one third‐grade student, who were identified as struggling with the grade‐appropriate content in math. The first‐grade students focused on addition and the third‐grade student focused on multiplication. Each student's conceptual understanding was assessed, and students who lacked conceptual understanding received an intervention that addressed underlying concepts. Students with acceptable understanding of the underlying concepts received an intervention that focused on the procedure. The study used a single‐case, multiple‐baseline design, but the contra‐indicated intervention was administered for the first 2 weeks following baseline, with the prescribed intervention for the final 2 weeks. Each student showed more growth during the prescribed intervention phase when compared to the contra‐indicated phase. 相似文献
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Rachel Fix Dominguez 《The Australian Educational Researcher》2009,36(3):125-138
This article sets out to examine the experiences of college student activists involved in Students Against Sweatshops on the
Beautiful River University campus. Based on observation and interview fieldwork, the paper explores how students negotiate
and understand their activism against the backdrop of neoliberalism. The paper concludes that being a contemporary student
activist requires advanced time management skills and the capacity to ascribe multiple meanings to activities (for example,
hanging out and doing activism simultaneously). This emphasis on using one’s time wisely resonates with students who are surrounded
by the language of neoliberal reform. By analysing how students prioritise activism, outreach to new members and develop friendships,
and position themselves as part of an international network, I show that student activism is influenced by the neoliberal
environment at Beautiful River University at the same time that student activists are working to resist and counter such practices. 相似文献
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Iciar Dominguez Lacasa Björn Jindra Slavo Radosevic Mahmood Shubbak 《Research Policy》2019,48(1):262-280
This paper explores technology upgrading of BRICS economies based on a three-pronged approach, which distinguishes between the intensity of technology upgrading, structural change and global interaction. We develop a statistical framework based on patent indicators to measure technological upgrading and apply it to BRICS economies in the period 1980–2015. The paper shows that there is no single path of technology upgrading. Instead, we find several unique paths with different trade-offs between intensity, structural change and the nature of the global interaction. All BRICS economies display increased generation of frontier technological activities, while China and Russia have also increased the intensity of behind frontier technological activities. China has also diversified its technology knowledge base and entered into dynamic frontier areas. With increasing intensity of frontier technology activities of the BRICS, the relative, but not absolute, the importance of foreign actors and international collaboration has declined. However, BRICS economies seem to lack the organisational and complementary capabilities to match the extent of technology sourcing from abroad, observed in high-income countries. Our result represents the application of a new conceptual framework and contributes to assessing the sustainability of innovation-based growth among BRICS. 相似文献