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The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education. 相似文献
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In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided. 相似文献
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Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K-3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1-3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education. 相似文献
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2009年,约翰·霍普金斯大学医学院实施了一项全新的课程体系——"从基因到社会",其目的在于:更为宽泛地重构健康与疾病的相互关系,鼓励学生们在一个包含社会、文化、心理和环境等多维变量的综合系统中探索与患者的健康状况相关的生物学特性。本文描述了新课程的设计理念及其五年规划过程,包括课程目标的确定、课程的构建、新教学楼的建造、学生自身能力及教师发展的促进、横向和纵向结构的建立等。应对新课程挑战的关键因素在于:领导的支持、与教职员工的对话和沟通、不同群体和层面的广泛参与、避免井蛙之见、通过课程试点来测试教学理念和方法等。 相似文献
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One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educational settings, the majority of instructors teaching mathematics and word problem solving to deaf students lack adequate preparation and certification in mathematics to teach these skills. The responses of the certified mathematics teachers support the notion that preparation and certification in mathematics makes a difference in the kinds of word problem-solving challenges provided to deaf students. 相似文献
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Robert H. Short Louis A. Pagliaro 《International journal for the advancement of counseling》1981,4(2):111-118
This paper reviews the salient features of the Mega Interactive Model of Instruction (MIMI) MIMI has been proposed as the basis for a conceptual framework with which to study and interpret instructional/counseling interactions. The relevance of this model for instructional and counseling research are discussed. 相似文献
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Crisafulli A Melis F Tocco F Pittau G Lorrai L Gori T Mancardi D Concu A Pagliaro P 《Journal of sports sciences》2007,25(12):1393-1401
Nitroglycerin induces the so-called second window of protection (SWOP), which alleviates myocardial damage and stunning after ischaemia/reperfusion. To determine whether myocardial performance during exercise is improved in the second window of protection, we studied the haemodynamic responses of 12 trained and 11 sedentary individuals during a sequence of maximal tests on a cycle ergometer. A baseline test (basal test) was followed by a second effort performed during the second window of protection (exercise-SWOP test). Haemodynamics was also evaluated after pharmacologically induced SWOP 48 h after transdermal administration of 10 mg of nitroglycerin (pharmacologically induced SWOP test). The exercise-SWOP and pharmacologically induced SWOP tests were separated by a 1-week washout period. Endothelial-dependent vasodilatation after nitroglycerin pre-treatment was also assessed in five sedentary individuals to determine whether nitrate donors could affect vascular function. We found that nitroglycerin pre-treatment did not induce any improvement in haemodynamics in either trained or sedentary individuals, since maximum values of workload, heart rate, stroke volume, cardiac output, myocardial contractility, and double product were similar between the exercise-SWOP and pharmacologically induced SWOP tests in both groups. Furthermore, nitroglycerin pre-treatment did not alter flow-mediated dilation during pharmacologically induced SWOP. Although nitroglycerin pre-treatment alleviates post-ischaemic myocardial stunning, our results suggest that it does not affect the myocardial performance of healthy individuals during exercise performed in the second window of protection, independently of the training status of the individuals. Moreover, nitroglycerin pre-treatment does not ameliorate endothelial function. 相似文献
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The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students. 相似文献