The concept of exponentiation at the undergraduate level and the definitional approach     

Shlomo Vinner 《Educational Studies in Mathematics》1977,8(1):17-26

  相似文献   

Concept image and concept definition in mathematics with particular reference to limits and continuity   总被引：1，自引：2，他引：1  

David Tall  Shlomo Vinner 《Educational Studies in Mathematics》1981,12(2):151-169

The concept image consists of all the cognitive structure in the individual's mind that is associated with a given concept. This may not be globally coherent and may have aspects which are quite different from the formal concept definition.The development of limits and continuity, as taught in secondary school and university, are considered. Various investigations are reported which demonstrate individual concept images differing from the formal theory and containing factors which cause cognitive conflict.  相似文献   

The Pseudo-Conceptual and the Pseudo-Analytical Thought Processes in Mathematics Learning     

Shlomo Vinner 《Educational Studies in Mathematics》1997,34(2):97-129

This paper suggests a theoretical framework to deal with some well known phenomena in mathematical behavior. Assuming that the notions conceptual and analytical are clear enough in the domain of mathematical thinking, the notions pseudo-conceptual and pseudo-analytical are proposed and explained. Examples from mathematics classrooms, mathematics exams, and homework assignments are analyzed and discussed within the proposed theoretical framework.The notions pseudo-conceptual and pseudo-analytical proposed in this paper, actually narrow the extension of the notion cognitive by restricting it to the domain of meaningful contexts. Analysis of meaningless behaviors, it is claimed, requires a different theoretical framework. The attempt to analyze meaningless behaviors in the same way as meaningful behaviors is called here the cognitive approach fallacy.  相似文献   

A problem solving approach to teaching mathematics     

Shlomo Libeskind 《Educational Studies in Mathematics》1977,8(2):167-179

  相似文献   

An evaluation framework for cross-lingual link discovery     

Ling-Xiang Tang  Shlomo Geva  Andrew Trotman  Yue Xu  Kelly Y. Itakura 《Information processing & management》2014

Cross-Lingual Link Discovery (CLLD) is a new problem in Information Retrieval. The aim is to automatically identify meaningful and relevant hypertext links between documents in different languages. This is particularly helpful in knowledge discovery if a multi-lingual knowledge base is sparse in one language or another, or the topical coverage in each language is different; such is the case with Wikipedia. Techniques for identifying new and topically relevant cross-lingual links are a current topic of interest at NTCIR where the CrossLink task has been running since the 2011 NTCIR-9. This paper presents the evaluation framework for benchmarking algorithms for cross-lingual link discovery evaluated in the context of NTCIR-9.  相似文献   

The influence of computer technology learning program on attitudes toward computers and self‐esteem among Arab Dropout Youth     

Shlomo Romi  Houssien Zoabi 《Educational Media International》2013,50(3-4):259-268

This study examined the attitudes of Arab dropout youth toward the use of computer technology and the influence of this use on their self‐esteem. Previous studies of attitudes toward e‐learning in populations of lower socioeconomic levels found that the tendency to reject this type of learning grew when the developmental level of the student's environment and access to computers was lower. Studies have also shown a significant relationship between owning a computer or using one and having positive attitudes toward using it. Therefore, the main assumptions were that exposure to computer technology would change the attitudes of dropout adolescents toward computers to positive ones. Additionally, it would enhance their self‐esteem, making it higher than that of their peers who had no e‐learning experience. The results supported the assumptions in most of the attitude factors and in the self‐esteem questionnaire. Findings indicate the possibilities inherent in providing computer studies to dropout adolescents. Such studies act to change their attitude toward the computer, and to enhance their self‐esteem.L'influence d'un programme d'enseignement ayant recours à la technologie de l'ordinateur ou les attitudes envers les ordinateurs et l'estime de soi parmi les jeunes Arabes ayant abandonnè leurs ètudes. Des études précédentes d'attitudes envers le e-learning dans des populations de bas niveau socio-économique ont montré que la tendance à rejeter ce type de formation augmentait lorsque le niveau de d´eveloppement de l'environnement de l'élève et d'accès à l'ordinateur était bas. Des études ont aussi montré un rapport significatif entre la possession d'un ordinateur ou l'utilisation d'un ordinateur et des attitudes positives envers son utilisation. C'est pourquoi les hypothéses principales étaient que l'exposition à la technologie de l'ordinateur changerait de façon positive les attitudes des élèves ayant abandonné leurs études. De plus cela favoriserait l'estime de soi, plus forte que celle de leurs camarades qui n'avaient pas l'expérience du e-learning. Les résultats ont confirmé les hypothèses selon le questionnaire sur ces attitudes et d'estime de soi. Ils indiquent les possibilités offertes par la fourniture d'ordinateur à ces élèves ayant abandonné leurs études. De telles études agissent pour changer leurs attitudes envers l'ordinateur et l'accroitre.Der Einfluß von Computertechnik Lernprogrammen auf die Einstellungen zu Computern und das Selbstbewußtsein bei arabischer Aussteigerjugend. Diese Studie prüfte die Einstellungen arabischer Aussteigerjugend zum Gebrauch von Computertechnik und den Einfluß dieser Nutzung auf ihr Selbstbewußtsein. Vorangegangene Studien über Einstellungen zu e-Lernen bei Bevölkerungsgruppen niedriger sozio-ökonomischer Schichten hatten ergeben, dass die Tendenz, diese Art zu lernen zurückzuweisen wuchs, je niedriger das Entwicklungsniveau der Umgebung und die Zugangsmöglichkeiten zu Computern waren. Studien haben auch eine signifikante Beziehung zwischen dem Besitz eines Computers (oder einen zu verwenden) und einer positiven Einstellungen zu seiner Nutzung aufgezeigt. Deshalb waren die Hauptannahmen, dass eine öffnung zu Computertechnik die Einstellungen von Aussteigerjugendlichen zu Computern positiv beeinflussen w¨urde. Außerdem würde es ihr Selbstbewußtsein verbessern und es höher als das ihrer Peers machen, die keine e-Learning Erfahrungen hatten. Die Ergebnisse stützten die Annahmen zu den meisten Einstellungsfaktoren und zum Selbstbewußtsein. Die Befunde weisen auf die Möglichkeiten hin, die in der Einbeziehung von Aussteigerjugendlichen in Computerstudien liegen. Solche Studien verändern ihre Einstellung zum Computer und erhöhen ihr Selbstbewußtsein.  相似文献   

“Sense of place” and college placement     

Shlomo Getz  Lilach lev-Ari 《Higher Education》2017,74(6):933-948

It is generally assumed that young people with lower socioeconomic status (SES) face restricted access to higher education institutions, and particularly to those which are considered to be more prestigious. Differences in student placement in higher education institutions by place of residence are usually explained by their SES. We argue that place of residence is not only a geographical attribute, but also a social factor that influences self-identity and plays a significant role in student placement regardless of their SES. The study was conducted in Israel among first year undergraduate students, and analyzed the effect of living in four residential locality types (cities, small towns, Jewish and Arab villages) on institutional placement. The study focused on the patterns of student placement in institutions, controlling for individual SES and previous academic ability. Findings indicate that place of residence has a net effect on student placement, and it interacts with SES and with previous academic achievements. Less “successful” students, regardless of their SES, are less influenced by their residential locality. These differences in college placement are explained in part by the place of residence, which represents a way of life that creates a shared “sense of place” or “habitus” based on locality.  相似文献   

Current research in focused retrieval and result aggregation     

Andrew Trotman  Shlomo Geva  Jaap Kamps  Mounia Lalmas  Vanessa Murdock 《Information Retrieval》2010,13(5):407-411

  相似文献   

Hebrew Camping: The Creator of a Hebrew World     

Shlomo Shulsinger 《Journal of Jewish Education》2013,79(1-2):6-14

  相似文献   

Cooperative Learning and the Organization of Secondary Schools     

Hanna Shachar  Shlomo Sharan 《School Effectiveness & School Improvement》2013,24(1):47-66

This article describes the inter‐relationship between school organization and classroom instructional style. Two distinct models of school organization, the bureaucratic and open‐systems models, are characterized in terms of three major dimensions of school life; a. the behavior of administrators, teachers and students, b. work design and tasks, and c. space‐time allocations. It is shown that the bureaucratic model of school organization parallels, and sustains, the traditional whole‐class method of teaching in all of the three dimensions. An open‐systems model of staff organization at the school level is required to sustain an alternative form of classroom instruction such as cooperative learning. The approach presented here emphasizes the inter‐relatedness of all three dimensions of schooling at the organizational and classroom levels. It also claims that the implementation of genuine instructional change, that entails new patterns of interpersonal relations in the classroom, is contingent upon similar changes being made at the level of the school as an organization. Lack of attention to school organizational change may explain why efforts at changing instruction at the classroom level frequently fail to yield results.  相似文献