83 research outputs found

    A renewed approach to the foundations of SIA theory: generalizing SIA to incorporate multiple behavior hypotheses. Thoughts on the implicative intensity

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    The aim of this paper is to recall the foundations of SIA theory and modify these slightly in order to clarify and reinforce them, as well as make them more adaptable to various scientific models. Some issues regarding one of the founding blocks of SIA, the implicative intensity, are discussed and detailed. This paper is composed of two mostly separable sections. The first half of this paper focuses on a generalization of SIA so that known differences between individuals, which we shall refer to as multiple behaviors, can be taken into account in an analysis. The second half focuses on two issues related to the implicative intensity, the second of which being the well-known issue raised by large numbers of individuals in SIA data sets

    Pre-service teacher`s specialised knowledge on area of flat figures

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    This study aims to characterise elements of specialised knowledge of a group of preservice teachers (PST) when solving area tasks. Emphasis is placed on the subdomain of Knowledge of Topics. The written justifications and procedures used in the resolution of one area task are analysed using mixed methods, including qualitative and quantitative analysis. The results indicate that PST who manage to respond to the demand of the task mobilise different registers of representation as well as procedures, justifications, properties, and geometric principles. Results suggest that the use of different representations in the resolution process has an instrumental value that allows other indicators of the subdomain of Knowledge of Topics to be mobilised.Study funded by ANID-Chile/2018-72190032, PID2019-104964GB-I00 (MINECO-Spain and GIPEAM, SGR-2017-101. Study conducted within the framework of the Doctoral Program in Education at the Autonomous University of Barcelona, Spain

    e-Authentication for online assessment: A mixed-method study

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    Authenticating the students’ identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e-authentication systems across distinctive end-users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of e-authentication systems would increase trust on e-assessment, and to extend, whether students’ acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). Evidence from mixed-method analysis suggests a broadly positive acceptance of these e-authentication technologies by distance education students. However, significant differences in the students’ responses indicated, for instance, that men were less concerned about providing personal data than women; middle-aged participants were more aware of the nuances of cheating and plagiarism;while younger students were more likely to reject e-authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs

    Investigating the quality of mental models deployed by undergraduate engineering students in creating explanations: The case of thermally activated phenomena

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    This paper describes a method aimed at pointing out the quality of the mental models undergraduate engineering students deploy when asked to create explanations for phenomena or processes and/or use a given model in the same context. Student responses to a specially designed written questionnaire are quantitatively analyzed using researcher-generated categories of reasoning, based on the physics education research literature on student understanding of the relevant physics content. The use of statistical implicative analysis tools allows us to successfully identify clusters of students with respect to the similarity to the reasoning categories, defined as "practical or everyday," "descriptive," or "explicative." Through the use of similarity and implication indexes our method also enables us to study the consistency in students' deployment of mental models. A qualitative analysis of interviews conducted with students after they had completed the questionnaire is used to clarify some aspects which emerged from the quantitative analysis and validate the results obtained. Some implications of this joint use of quantitative and qualitative analysis for the design of a learning environment focused on the understanding of some aspects of the world at the level of causation and mechanisms of functioning are discussed

    Prospective elementary teachers\u2019 perceptions of the processes of modeling: A case study

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    In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori analysis made using a general scheme of reference on the epistemology of mathematics and physics. The study is performed by using quantitative data analysis methods, i.e. factorial analysis of the correspondences and implicative analysis. A qualitative analysis of key words and terms used by students during interviews is also used to examine some aspects that emerged from the quantitative analysis. The students have been classified on the basis of their different epistemological approaches to knowledge construction, and implications between different conceptual strategies used to answer the questionnaire have been highlighted. The study\u2019s conclusions are consistent with previous research, but the use of quantitative data analysis allowed us to classify the students into three \u201cprofiles\u201d related to different epistemological approaches to knowledge construction, and to show the implications of the different conceptual strategies used to answer the questionnaire, giving an estimation of the classification or implication \u201cstrength.\u201d Some hints on how a course for elementary school physics and mathematics education can be planned to orient the future teachers to the construction of models of explanation are reported

    Characterising algorithmic thinking: A university study of unplugged activities

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    Algorithmic thinking is a type of thinking that occurs in the context of computational thinking. Given its importance in the current educational context, it seems pertinent to deepen into its conceptual and operational understanding for teaching. The exploration of research shows us that there are almost no studies at university level where algorithmic thinking is connected to mathematical thinking, and more importantly, to characterise it and be able to analyse and evaluate it better. The aim of this research is to characterise algorithmic thinking in a university context of the Bachelor's Degree in Mathematics by unplugged tasks, offering a model of analysis through categories that establish connections between mathematical and algorithmic working spaces in three dimensions, semiotic, instrumental and discursive. The results confirm the interaction between these dimensions and their predictive value for better programming performance. The study also adds novel considerations related to the role and interaction of mathematical and computational thinking categories involved in algorithmic thinking.Instituto de Matemática Interdisciplinar (IMI)Fac. de Ciencias MatemáticasTRUEUnión EuropeaMinisterio de Ciencia e Innovaciónpu

    Directed binary hierarchies and directed ultrametrics

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    Les hiérarchies binaires orientées ont été introduites pour fournir une représentation graphique orientée d'une famille de règles implicatives d'association. Une telle structure étend d'une façon très spécifique celle sous jacente aux arbres binaires hiérarchiques de classification. Nous proposons ici une formalisation précise de ce nouveau type de structure. Une hiérarchie binaire orientée est définie comme une famille de couples (ordonnés) de parties de l'ensemble à organiser remplissant des conditions spécifiques. Une nouvelle notion d'ultramétricité binaire orientée est construite. le résultat fondamental consiste en la mise en correspondance bijective entre une structure binaire ultramétrique orientée et une hiérarchie binaire orientée. De plus, un algorithme est proposé pour passer de la structure ultramétrique à celle graphique d'un arbre binaire orienté et valué

    Directed binary hierarchies and directed ultrametrics

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    Directed binary hierarchies have been introduced in order to give a graphical reduced representation of a family of association rules. This type of structure extends in a very specific way that underlying binary hierarchical classification. In this paper an accurate formalization of this new structure is studied. A binary directed hierarchy is defined as a set of ordered pairs of subsets of the initial individual set satisfying specific conditions. New notion of directed ultrametricity is studied. The main result consists of establishing a bijective correspondence between a directed ultrametric space and a directed binary hierarchy. Moreover, an algorithm is proposed in order to transform a directed ultrametric structure into a graphical representation associated with a directed binary hierarchy

    Changes in the understanding of relationships between polygons in 8 and 9-year-old students

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    El objetivo de este estudio es identificar cambios en la comprensión del concepto de polígono y la relación entre polígonos en estudiantes de tercero de educación primaria al participar en un experimento de enseñanza. Analizamos 59 respuestas de estudiantes a un cuestionario, antes y después de una secuencia de enseñanza considerando las nociones de deconstrucción dimensional y aprehensiones cognitivas mediante el uso del software CHIC. Los cambios muestran una mayor coordinación de las aprehensiones al razonar con los atributos no relevantes para la definición de polígono que apoya la generación de clases de polígonos. Estos cambios subrayan el carácter multifacético de la deconstrucción dimensional y la importancia de las aprehensiones cognitivas en el desarrollo del pensamiento geométrico y en particular en la comprensión de las relaciones entre polígonos en estudiantes de primaria.This study aims to identify changes in the third-grade students’ understanding of the polygon concept and the relationship between polygons when participating in a teaching experiment. We analysed 59 student answers to a test, before and after a teaching sequence, considering the notions of dimensional deconstruction and cognitive apprehensions. For the analysis, we used the CHIC software. The changes show increased coordination of apprehensions when students reason with no relevant attributes in the polygon definition that support the generation of polygon classes. These changes underline the multifaceted nature of dimensional deconstruction and the importance of cognitive apprehensions in the development of geometric thinking and particularly in the understanding of relationships between polygons in primary school students.Esta investigación ha sido apoyada en parte por el proyecto Prometeo/2017/135 de la Generalitat Valenciana (España) y con el apoyo de la Universidad de Alicante (FPU2017-014)
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