算数文章題の単文統合型作問についてのモデルベースのプロセス分析

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

Multimedia Development of English Vocabulary Learning in Primary School

In this paper, we describe a prototype of web-based intelligent handwriting education system for autonomous learning of Bengali characters. Bengali language is used by more than 211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. This research project was aimed to develop an intelligent Bengali handwriting education system. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide a feedback to the students to correct themselves. Our proposed system can be accessed from smartphone or iPhone that allows students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a multi-stroke input characters with extremely long cursive shaped where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm for Bengali language learning. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older national. The experimental results showed that our proposed hierarchical recognition algorithm can provide higher accuracy than traditional multi-stroke recognition algorithm with more writing variability

Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice

This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the teachers and learners involved, emerged. Direct and indirect factors influencing the implementation of MWPs were acknowledged. Student teachers‟ reflections on classroom practices experienced during their teaching practice training period for their initial teaching qualification inspired me as lecturer to embark on my own journey of inquiry and study the phenomenon above. As this study was undertaken in South Africa, the need arose to take into consideration the changes that have occurred since 1994. Observations of how democratic values and desires feature, or do not feature, when engaging with the phenomenon had to be considered. This study also aimed to emphasise inequalities in everyday practice. The discovery of “good practice” (Cooper 2010:170) contributed towards addressing the factors that emerged as influencing the implementation of MWPs. Jansens (2009:170) book Knowledge in the blood presents compelling reasons for disclosing the state of current practice and seeks alternatives to promote the required change in mathematics teaching, with one of the perspectives on mathematics education being the emphasis on implementing MWPs in the Foundation Phase. Teachers often extend their own preferences into practice and emphasise their “knowledge in the blood” as their view of good practice. Learners‟ needs and learner diversity are often overlooked. Learners‟ assessment scores, both nationally and internationally, have revealed more negative facts. These low scores have often been, and often still are, news flashes, contributing to a negative view of teachers and education. In order to address the widespread sentiment that there is “no hope for teachers” (Jansen 2011:19), and to avoid a recycling of negativity, “good practice” (Cooper 2010:170) is key to success. This study aimed to discover hope for teachers and learners

Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future

Developing understanding of triangle

As children develop concepts of shape they move from a visual understanding to a property based approach to classification. In this study two cohorts, one a longitudinal study from grade 1 to 4 and the other a sample across a school from pre-school to grade 8, were asked to identify triangles. The resulting data shows errors of inclusion are greater than errors of exclusion and suggests an order in which particular properties are attended to as children learn