"Desain Pembelajaran Bangun Datar Menggunakan Fable “Dog Catches Cat” And Puzzle Tangram Di Kelas II SD "

Tujuan penelitian ini adalah mengembangkan kemampuan berpikir kreatif matematis siswa dalam pengenalan dan pengelompokkan bangun datar melalui fable “dog catches cat”, puz- zle tangram, dan kreasi origami. Metode yang digunakan adalah design research terdiri dari tiga tahap, yaitu: preliminary, design experiment (pilot experiment dan teaching experi- ment), dan analysis retrospective. Penelitian ini mengembangkan hasil pembelajaran ten- tang bangun datar melalui serangkaian aktivitas, prosedur, dan strategi bagi siswa dalam menemukan kemampuan berpikir kreatif melalui Pendekatan Pendidikan Matematika Rea- listik Indonesia (PMRI) melalui konteks tangram melalui fable “dog catches cat”. Puzzle tangram, dan kreasi origami menjadi starting point materi pengenalan dan pengelompokkan bangun datar. Hasil dari penelitian ini berupa learning trajectory pada masing-masing akti- vitas yaitu: 1) Aktivitas 1, siswa mengenal berbagai bentuk bangun datar melalui penggu- naan fable. 2) Aktivitas 2, siswa mampu menyebutkan dan mengelompokkan berbagai ba- ngun datar melalui puzzle tangram. 3) Aktivitas 3, membentuk dan mengelompokkan ba- ngun datar dan terbentuk suatu kreasi baru berupa kucing, anjing, dan lainny

Activating Boxmind: an evaluation of a web‐based video lecture with synchronized activities

The aim of this study was to evaluate the use of synchronous computer‐mediated communication activities in a video e‐lecture. Previous research has reported that learning is facilitated when communication activities are added to a video lecture. Twelve postgraduate students participated in the study and they viewed a video e‐lecture on the perspective‐taking theory of communication. The lecture consisted of a video image of the lecturer, an audio track, slides, the transcript and a number of communication activities. They were given a pre‐test a week before the lecture and a post‐test a week after. They were also asked to rate the helpfulness of various aspects of the lecture. Students’ post‐test scores were statistically significantly higher than their pre‐test scores. They found the audio track, transcript, slides and activities helpful. The most helpful aspects were the communication activities. The implications of these findings are discussed

Comparison of Manipulatives Effect on Academic Achievement in Preschool Math

Students in the United States tend to possess poor academic performance in mathematics compared to other developed countries. Despite the increased preschool enrollment and attendance, there are academic disparities among preschool students. Earlier exposure to mathematical concepts can positively affect student outcomes. Research supports the idea that early exposure and mastery of patterning skills and non-symbolic quantity knowledge are trajectories of math academic achievement during elementary and middle-level grades (Rittle-Johnson, Fyfe, Hofer, & Farran, 2016). Students who begin with mathematics deficiencies, without proper intervention, tend to continue to lack understanding of foundational math skills that are essential for proficiency in the following grade or skill. Using manipulatives in conjunction with classroom instruction has been shown to increase scores in some math skills significantly. Although many studies explored the effectiveness of physical and virtual manipulatives in mathematics, few investigate the relationship between the implementation of manipulative with preschool students and math learning acquisition. There is also a gap in the literature related to manipulatives’ effect on preschool students’ acquisition of patterning skills and non-symbolic quantity knowledge. The purpose of this study is to compare virtual and physical manipulatives effect on academic achievement when learning non-symbolic quantity knowledge and patterning skills in preschool. Ninety-one preschool students participated in the study and were randomly assigned into two intervention groups, physical and manipulative groups, and a control group. The Repeated Pattern and Panamath assessments were administered before and after instruction to assess patterning skills and non-symbolic quantity knowledge. A mixed ANOVA analysis found no significant difference between the physical and virtual manipulatives on patterning skills assessment scores. Additionally, there was no significant difference between the physical and virtual manipulatives and non-symbolic quantity knowledge scores in preschool students. Implications and recommendations for future research are also discussed

Analyzing Peer Selection Policies for BitTorrent Multimedia On-Demand Streaming Systems in Internet

The adaptation of the BitTorrent protocol to multimedia on-demand streaming systems essentially lies on the modification of its two core algorithms, namely the piece and the peer selection policies, respectively. Much more attention has though been given to the piece selection policy. Within this context, this article proposes three novel peer selection policies for the design of BitTorrent-like protocols targeted at that type of systems: Select Balanced Neighbour Policy (SBNP), Select Regular Neighbour Policy (SRNP), and Select Optimistic Neighbour Policy (SONP). These proposals are validated through a competitive analysis based on simulations which encompass a variety of multimedia scenarios, defined in function of important characterization parameters such as content type, content size, and client interactivity profile. Service time, number of clients served and efficiency retrieving coefficient are the performance metrics assessed in the analysis. The final results mainly show that the novel proposals constitute scalable solutions that may be considered for real project designs. Lastly, future work is included in the conclusion of this paper.Comment: 19 PAGE

The pursuit of self-esteem and its motivational implications

Although recent studies have found contingent self-esteem (CSE) to be negatively related to individuals' well-being, research concerning its implications for motivation and engagement is scarce. In two studies, we investigated the relation between CSE, motivation, and engagement in achievement-related situations. A first cross-sectional study among second year high school students (N = 641; 54.1% female) confirmed the hypothesized motivational ambiguity associated with academic CSE. Beyond the contribution of academic self-esteem, academic CSE was positively related to behavioral and emotional engagement, but also to emotional disaffection and test anxiety. These associations could partially be explained by motivational quality, as CSE was also positively related to both autonomous and controlled types of motivation. In a second experimental study among university students (N = 72; 70.8% female), who participated in a tangram puzzle task under varying feedback circumstances, global CSE related to more tension, while predicting less behavioral task perseverance. These effects were not moderated by the type of feedback provided (i.e., positive vs. negative). Theoretical and practical implications of these results are discussed

Chapter Strumenti VPL per la scomposizione geometrico-semantica di figure piane complesse

The 43rd UID conference, held in Genova, takes up the theme of ‘Dialogues’ as practice and debate on many fundamental topics in our social life, especially in these complex and not yet resolved times. The city of Genova offers the opportunity to ponder on the value of comparison and on the possibilities for the community, naturally focused on the aspects that concern us, as professors, researchers, disseminators of knowledge, or on all the possibile meanings of the discipline of representation and its dialogue with ‘others’, which we have broadly catalogued in three macro areas: History, Semiotics, Science / Technology. Therefore, “dialogue” as a profitable exchange based on a common language, without which it is impossible to comprehend and understand one another; and the graphic sign that connotes the conference is the precise transcription of this concept: the title ‘translated’ into signs, derived from the visual alphabet designed for the visual identity of the UID since 2017. There are many topics which refer to three macro sessions: - Witnessing (signs and history) - Communicating (signs and semiotics) - Experimenting (signs and sciences) Thanks to the different points of view, an exceptional resource of our disciplinary area, we want to try to outline the prevailing theoretical-operational synergies, the collaborative lines of an instrumental nature, the recent updates of the repertoires of images that attest and nourish the relations among representation, history, semiotics, sciences

Hierarchical development of early visual-spatial abilities – a taxonomy based assessment using the MaGrid app

Visual-spatial abilities (VSA) are considered a building block of early numerical development. They are intuitively acquired in early childhood and differentiate in further development. However, when children enter school, there already are considerable individual differences in children’s visual-spatial and numerical abilities. To better understand this diversity, it is necessary to empirically evaluate the development as well as the latent structure of early VSA as proposed by the 2 by 2 taxonomy of Newcombe and Shipley (2015). In the present study, we report on a tablet-based assessment of VSA using the digital application (app) MaGrid in kindergarten children aged 4–6 years. We investigated whether the visual-spatial tasks implemented in MaGrid are sensitive to replicate previously observed age differences in VSA and thus a hierarchical development of VSA. Additionally, we evaluated whether the selected tasks conform to the taxonomy of VSA by Newcombe and Shipley (2015) applying a confirmatory factor analysis (CFA) approach. Our results indicated that the hierarchical development of VSA can be measured using MaGrid. Furthermore, the CFA substantiated the hypothesized factor structure of VSA in line with the dimensions proposed in the taxonomy of Newcombe and Shipley (2015). Taken together, the present results advance our knowledge to the (hierarchical) development as well as the latent structure of early VSA in kindergarten children