28,163 results
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52. Developing Computational Thinking of Specialists of the Future through Designing Computer Games for Educational Purposes
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Soboleva, Elena V., Suvorova, Tatyana N., Zenkina, Svetlana V., and Bocharov, Mikhail I.
- Abstract
The problem that the given paper aims to solve is associated with the need to resolve the contradiction between the requirements of the digital economy for a high level of computational thinking of specialists of the future and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of the research is to theoretically prove and experimentally verify the need for the use of gamification technology in training of specialists of the future to form computational thinking skills which are most in demand in the digital society. The research methodology includes the analysis and generalization of scientific works on the problem of determining the phenomenon of computational thinking, the use of digital gamification resources in training, and clarifying the requirements for training of highly qualified specialists of the future. The HTML 5 language was used as a software tool. The pedagogical experiment is presented on the example of the assessment of changes in the levels of skills that make up the essence of computational thinking. Results: The paper clarifies the concept of computational thinking and describes the directions of educational and cognitive activity based on the gamification principles which most effectively form computational thinking. The authors formulate didactic principles for the inclusion of computer games to foster students' cognitive activity, support professional self-determination, and develop systematic and critical thinking. Specific materials are proposed to improve the methods, tools, and organizational forms of the training focused on the formation of computational thinking as the basis for the supra-professional skills of specialists of the future. In the end, conclusions are made which confirm that the included educational and cognitive activities on game designing in the training of highly qualified specialists of the future fosters the formation of computational thinking skills.
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- 2021
53. Learning Ethnographically during the Year Abroad: Modern Languages Students in Europe and Latin America
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Dasli, Maria and Sangster, Pauline
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This paper reports findings from a longitudinal qualitative study that explored the ethnographic learning processes of 10 modern languages students who spent one full academic year abroad, having first completed successfully an "Introduction to Ethnography" course in the UK. It begins from the argument that although significant attempts have been made to integrate ethnography into modern languages undergraduate degree programmes, relatively little is known about its actual impact on modern languages sojourners. Drawing on active interviews and reflective diaries that were designed to investigate this impact from shortly before participants embarked on their year abroad to the moment they returned, the thematic and critical discourse analysis of the data focuses attention on two key themes: students' perceptions of their host cultures and the impact of ethnography on students' perceptions. Findings from the first theme reveal that participants' perceptions were derogatory and that they used a number of mitigating discourse strategies to avoid creating a negative impression on the researchers. Findings from the second theme suggest that ethnography made little impact on most participants, given that their derogatory perceptions of the "foreign other" remained almost intact throughout the year abroad. The paper discusses possible reasons for these findings, arguing that the contextual nature of ethnographic inquiry does not always enable modern languages sojourners to dismantle the cultural generalisations they may make.
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- 2023
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54. Are Generics Defaults? A Study on the Interpretation of Generics and Universals in 3 Age-Groups of Spanish-Speaking Individuals
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Castroviejo, Elena, Hernández-Conde, José V., Lazaridou-Chatzigoga, Dimitra, Ponciano, Marta, and Vicente, Agustín
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This paper reports an experiment that investigates interpretive distinctions between two different expressions of generalization in Spanish. In particular, our aim was to find out when the distinction between generic statements (GS) such as "Tigers have stripes" and universally quantified statements (UQS) such as "All tigers have stripes" was acquired in Spanish-speaking children of two different age groups (4/5-year-olds and 8/9-year-olds), and then compare these results with those of adults. The starting point of this research was the semantic distinction between GS and UQS in that the former admit exceptions, unlike the latter. On the other hand, several authors have observed a Generic overgeneralization effect (GOG) consisting in allowing for UQS to be felicitous in the face of exceptions, thus proposing that this "error" stems from GS being defaults (simpler, more easily learned and processed). In the current paper we aimed to test the "Generics as Default" (GaD) hypothesis by comparing GS and UQS in three different age ranges. Our data show that, overall, the accuracy of GS is greater than the accuracy of UQS. Moreover, we also confirm a hypothesized interaction between age and NP type (GS vs UQS). Further, we present several data points that are not predicted by the GaD, including an observed decline in the accuracy of GS in the older group of children as well as in adults, and that children fail at rejecting statements that are not considered to be true generalizations.
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- 2023
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55. How Do the Kids Speak? Improving Educational Use of Text Mining with Child-Directed Language Models
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Organisciak, Peter, Newman, Michele, Eby, David, Acar, Selcuk, and Dumas, Denis
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Purpose: Most educational assessments tend to be constructed in a close-ended format, which is easier to score consistently and more affordable. However, recent work has leveraged computation text methods from the information sciences to make open-ended measurement more effective and reliable for older students. This study asks whether such text applications need to be adapted when used with samples of elementary-aged children. Design/methodology/approach: This study introduces domain-adapted semantic models for child-specific text analysis, to allow better elementary-aged educational assessment. A corpus compiled from a multi-modal mix of spoken and written child-directed sources is presented, used to train a children's language model, and evaluated against standard non-age-specific semantic models. Findings: Child-oriented language is found to differ in vocabulary and word sense use from general English, while exhibiting lower gender and race biases. The model is evaluated in an educational application of divergent thinking measurement and shown to improve on generalized English models. Originality: Research in computational measurement of open-ended responses has thus far used models of language trained on general English sources or domain-specific sources such as textbooks. This paper is the first to study age-specific language models for educational assessment. Additionally, while there have been several targeted, high-quality corpora of child-created or child-directed speech, the corpus presented here is the first developed with the breadth and scale required for large-scale text modeling. Research limitations/implications: The findings demonstrate the need for age-specific language models in the growing domain of automated divergent thinking and strongly encourage the same for other educational uses of computation text analysis by showing a measurable difference in the language of children. Social implications: Understanding children's language more representatively in automated educational assessment allows for more fair and equitable testing. Further, child-specific language models have fewer gender and race biases. [This paper was published in "Information and Learning Sciences."]
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- 2023
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56. Dynamic: An R Package for Deriving Dynamic Fit Index Cutoffs for Factor Analysis
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Melissa G. Wolf and Daniel McNeish
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To evaluate the fit of a confirmatory factor analysis model, researchers often rely on fit indices such as SRMR, RMSEA, and CFI. These indices are frequently compared to benchmark values of 0.08, 0.06, and 0.96, respectively, established by Hu and Bentler (1999). However, these indices are affected by model characteristics and their sensitivity to misfit can change across models. Decisions about model fit can therefore be improved by tailoring cutoffs to each model. The methodological literature has proposed methods for deriving customized cutoffs, although it can require knowledge of linear algebra and Monte Carlo simulation. Given that many empirical researchers do not have training in these technical areas, empirical studies largely continue to rely on fixed benchmarks even though they are known to generalize poorly and can be poor arbiters of fit. To address this, this paper introduces the R package, "dynamic," to make computation of dynamic fit index cutoffs (which are tailored to the user's model) more accessible to empirical researchers. "dynamic" heavily automatizes this process and only requires a "lavaan" object to automatically conduct several custom Monte Carlo simulations and output fit index cutoffs designed to be sensitive to misfit with the user's model characteristics. [This paper was published in "Multivariate Behavioral Research" v58 n1 p189-194 2023.]
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- 2023
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57. Inductive Reasoning in Mathematics Teachers When Resolving Generalization Tasks = Razonamiento Inductivo en Maestros de Matemáticas al Resolver Tareas de Generalización
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Nuñez-Gutiérrez, Karina and Cabañas-Sánchez, Guadalupe
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This study reports an analysis of inductive reasoning of Mexican middle school mathematics teachers, when solving tasks of generalization of a quadratic sequence in the context of figural patterns. Data was collected from individual interviews and written answers to generalization tasks. Based on Cañadas and Castro's inductive reasoning model, we found that most of the teachers followed four stages to obtain a general rule: observation of particular cases, search of patterns, conjecture formulation and generalization. [For the complete proceedings, see ED629884.]
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- 2020
58. Students' Generalizations in the Development of Non-Linear Meanings of Multiplication and Non-Linear Growth
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Tillema, Erik and Gatza, Andrew
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The study reported on in this paper is an interview study conducted with 20 7th and 8th grade students whose purpose was to understand the generalizations they could make about non-linear meanings of multiplication (NLMM) and non-linear growth (NLG) in the context of solving combinatorics problems. The paper identifies productive challenges for the students, and thus fruitful areas where the students could generalize their reasoning about NLMM and NLG. [For the complete proceedings, see ED583989.]
- Published
- 2015
59. Using a Contextual Pasifika Patterning Task to Support Generalisation
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Mathematics Education Research Group of Australasia, Hunter, Jodie, and Miller, Jodie
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Pasifika cultures have a rich background of mathematics including a strong emphasis on patterns used within craft design (Finau & Stillman, 1995). However, there have been limited studies which have investigated the use of contextual Pasifika patterns in mathematics classrooms. The aim of this study was to explore how contextual Pasifika patterning tasks can potentially support young children to develop their understanding of growing patterns. Ten lessons using Pasifika and Maori patterns were undertaken with 27 Year 2 students (6-year-old). In this paper, analysis of one of the lessons is used to examine how a contextual task assisted these young students to generalise growing patterns.
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- 2018
60. How Many Raters Can Be Enough: G Theory Applied to Assessment and Measurement of L2 Speech Perception
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Kevin Hirschi and Okim Kang
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This paper extends the use of Generalizability Theory to the measurement of extemporaneous L2 speech through the lens of speech perception. Using six datasets of previous studies, it reports on "G studies"--a method of breaking down measurement variance--and "D studies"--a predictive study of the impact on reliability when modifying the number of raters, items, or other facets that assist the field in adopting measurement designs that include comprehensibility, accentedness, and intelligibility. When data from a single audio sample per learner were subjected to D-studies, we find that both semantic differential and rubric scales for comprehensibility were reliable at the 0.90 level with about 15 trained raters or 50 untrained crowdsourced raters. In order to offer generalizable and dependable evaluations, empirically informed recommendations are given, including considerations for the number of speech samples rated, or the granularity of the scales for various assessment and research purposes.
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- 2023
61. Generalization across Domains: The Relating-Forming-Extending Generalization Framework
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Ellis, Amy, Tillema, Erik, Lockwood, Elise, and Moore, Kevin
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Generalization is a critical aspect of doing mathematics, with policy makers recommending that it be a central component of mathematics instruction at all levels. This recommendation poses serious challenges, however, given researchers consistently identifying students' difficulties in creating and expressing normative mathematical generalizations. We address these challenges by introducing a comprehensive framework characterizing students' generalizing, the Relating-Forming-Extending framework. Based on individual interviews with 90 students, we identify three major forms of generalizing and address relationships between forms of abstraction and forms of generalization. This paper presents the generalization framework and discusses the ways in which different forms of generalizing can play out in activity. [For complete proceedings, see ED581294.]
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- 2017
62. Generalization Strategies and Representations Used by Final-Year Elementary School Students
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Jason Ureña, Rafael Ramírez-Uclés, María C. Cañadas, and Marta Molina
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Recent research has highlighted the role of functional relationships in introducing elementary school students to algebraic thinking. This functional approach is here considered to study essential components of algebraic thinking such as generalization and its representation, as well as the strategies used by students and their connection with generalization. This paper jointly describes the strategies and representations of generalization used by a group of 33 sixth-year elementary school students, with no former algebraic training, in two generalization tasks involving a functional relationship. The strategies applied by the students differed depending on whether they were working on specific or general cases. To answer questions on near specific cases they resorted to counting or additive operational strategies. As higher values or indeterminate quantities were considered, the strategies diversified. The correspondence strategy was the most used and the common approach when students generalized. Students were able to generalize verbally as well as symbolically and varied their strategies flexibly when changing from specific to general cases, showing a clear preference for a functional approach in the latter.
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- 2024
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63. The Educational Opportunities of Ukrainian Children at the Time of the Russian Invasion: Perspectives from Teachers
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Aleksandra Kruszewska and Maria Lavrenova
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The global COVID-19 pandemic has passed. This process required greater attention and care to the specifics of the organization of distance learning and the resolution of problems that arose for participants in the educational process. By late 2021 face-to-face teaching was returning but Russian aggression against Ukraine interrupted the comparatively carefree life of children and hindered access to kindergartens and schools which required a further focus on remote education. The paper outlines the peculiarities of the organization of distance learning under martial law in Ukraine and presents the problems of the organization of training during a time of conflict as well as the challenges presented by Internet platforms for the organization of the distance learning approaches recommended by the Ministry of Education of Ukraine. The aim of the research was theoretical analysis and generalization of literature on research problems, pedagogical observations, surveys, methods of mathematical statistics. The article provides one of the first analyses of the difficulties faced during this period of immense disruption based on empirical data and explains to what extent Ukrainian teachers under martial law have the possibility to organize distance teaching, what problems they face, what is the psychological state of children.
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- 2024
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64. Teaching a Student with Poor Performance in Mathematics to Recall of Multiplication Facts Using Simultaneous Prompting with Systematic Review and Corrective Feedback
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Sönmez, Nesrin and Alptekin, Serpil
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In this study, it was aimed to determine the effects of the Simultaneous Prompting (SP) package jointly with the systematic review and corrective feedback in teaching a student with poor performance in mathematics to recall the multiplication facts. One of the single subject designs, the multiple probes design across behaviors (sets) is used in this study. The participant is an 11 years old female student at the 6th grade who has not been diagnosed with any disability but has been getting support because of her poor performance in mathematics than her peers. The dependent variable of this study is the skill of recall multiplication facts with the sets of 3, 5 and 8. The independent variable of the study is the SP package jointly with the systematic review and corrective feedback. Results show that the SP was effective in teaching the student with low mathematical performance to the skill of recall the multiplication facts. The student generalized the learned multiplication facts to another teacher and different setting and maintained her performance on the 15th and 45th days following the systematic reviews. Considering the findings of social validity, it has been determined that the teacher presented positive opinions, as she became happy with that achievement and the method is a way, which can be adopted and implemented by all teachers. These results indicate the acceptability of the SP package and results of the study are highly meaningful. Implications and future research needs are discussed. [This article was presented as an oral presentation at the "27th International Conference on Educational Sciences (ICES/UEBK-2018)" on 18-22 April 2018 in Antalya.]
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- 2020
65. Prospective Mathematics Teachers' Critical Thinking Processes about Scientific Research: Newspaper Article Example
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Kus, Mehtap and Çakiroglu, Erdinç
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This study aimed to explore how prospective middle school mathematics teachers think critically about a newspaper article that reported the findings of a statistical research. Participants of the study were four fourth-year students enrolled at the mathematics teacher education program of a public university. To investigate the research question of the study, case study method was employed. In-depth semi-structured interviews were done to examine participants' critical thinking processes. The findings of the study indicated that prospective mathematics teachers made use of a variety of critical thinking processes (comprehending, making connections, inferring ideas, critiquing, and self-reflecting) and provided clues about the interrelated nature of these processes. This study would shed light on the characterization of critical thinking in the context of statistical literacy by suggesting a blended framework. It also suggests the design of the tasks including media articles to promote both statistical literacy and critical thinking in statistics education courses for prospective mathematics teachers. [This study was presented at the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9).]
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- 2020
66. Expectation Propagation as a Way of Life: A Framework for Bayesian Inference on Partitioned Data
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Vehtari, Aki, Gelman, Andrew, Sivula, Tuomas, Jylänki, Pasi, Tran, Dustin, Sahai, Swupnil, Blomstedt, Paul, Cunningham, John P., Schiminovich, David, and Robert, Christian P.
- Abstract
A common divide-and-conquer approach for Bayesian computation with big data is to partition the data, perform local inference for each piece separately, and combine the results to obtain a global posterior approximation. While being conceptually and computationally appealing, this method involves the problematic need to also split the prior for the local inferences; these weakened priors may not provide enough regularization for each separate computation, thus eliminating one of the key advantages of Bayesian methods. To resolve this dilemma while still retaining the generalizability of the underlying local inference method, we apply the idea of expectation propagation (EP) as a framework for distributed Bayesian inference. The central idea is to iteratively update approximations to the local likelihoods given the state of the other approximations and the prior. The present paper has two roles: we review the steps that are needed to keep EP algorithms numerically stable, and we suggest a general approach, inspired by EP, for approaching data partitioning problems in a way that achieves the computational benefits of parallelism while allowing each local update to make use of relevant information from the other sites. In addition, we demonstrate how the method can be applied in a hierarchical context to make use of partitioning of both data and parameters. The paper describes a general algorithmic framework, rather than a specific algorithm, and presents an example implementation for it.
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- 2020
67. The Multi-Dimensionality of Early Algebraic Thinking: Background, Overarching Dimensions, and New Directions
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Kieran, Carolyn
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Early algebraic thinking is the reasoning engaged in by 5- to 12-year-olds as they build meaning for the objects and ways of thinking to be encountered within the later study of secondary school algebra. Ever since the 1990s when interest in developing algebraic thinking in the earlier grades began to emerge, there has been a steady growth in the research devoted to exploring ways of fostering this thinking. While in its early days this research had to grapple with the question of what kinds of algebraic thinking might be feasible for the younger student, the evolution of the field over the past 30 years has led to an ever-increasing range of activity that is truly multi-dimensional. In this survey paper, I have framed the multi-dimensionality of early algebraic thinking according to three overarching types, namely, that of analytic thinking, structural thinking, and functional thinking, with generalizing being the scarlet thread that runs through all three. The first part of the paper looks back to the history of the notion of early algebra and the initial research efforts aimed at characterizing early algebraic thinking. The second part delineates the three overarching theoretical dimensions of early algebraic thinking, presents a sampling of past empirical findings, and points to some of the more recent work in the field, including the contributions to this Special Issue. The paper concludes by highlighting the new directions of this domain of research and offering suggestions for further research.
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- 2022
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68. Machine Learning for Paper Grammage Prediction Based on Sensor Measurements in Paper Mills
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Hosny A. Abbas
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FOS: Computer and information sciences ,Grammage ,Computer Science - Machine Learning ,Interface (Java) ,Generalization ,business.industry ,Computer science ,Process (computing) ,Machine learning ,computer.software_genre ,Automation ,Machine Learning (cs.LG) ,Control system ,Production (economics) ,Mill ,artificial_intelligence_robotics ,Artificial intelligence ,business ,computer - Abstract
Automation is at the core of modern industry. It aims to increase production rates, decrease production costs, and reduce human intervention in order to avoid human mistakes and time delays during manufacturing. On the other hand, human assistance is usually required to customize products and reconfigure control systems through a special process interface called Human Machine Interface (HMI). Machine Learning (ML) algorithms can effectively be used to resolve this tradeoff between full automation and human assistance.This paper provides an example of the industrial application of ML algorithms to help human operators save their mental effort and avoid time delays and unintended mistakes for the sake of high production rates. Based on real-time sensor measurements, several ML algorithms have been tried to classify paper rolls according to paper grammage in a white paper mill. The performance evaluation shows that the AdaBoost algorithm is the best ML algorithm for this application with classification accuracy (CA), precision, and recall of 97.1%. The generalization of the proposed approach for achieving cost-effective mills construction will be the subject of our future research., 9 pages
- Published
- 2019
69. Using Combinatorics Problems to Support Secondary Teachers Understanding of Algebraic Structure
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Tillema, Erik S. and Burch, Lori J.
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This paper presents data from the first of three iterations of teaching experiments conducted with secondary teachers. The purpose of the experiments was to investigate how teachers' combinatorial reasoning could support their development of algebraic structure, specifically structural relationships between the roots and coefficients of polynomials. The data in this paper examines the learning that occurred as one teacher transitioned from making a generalization from a sequence of contextualized combinatorics problems to applying her combinatorial reasoning to symbolic problems common in algebra curricula. The findings from the study include the identification of three planes of learning that can be used to differentiate among ways that combinatorial reasoning can be used to engage in binomial expansion. The highest plane involved constructing a "combinatorial scheme for binomial expansion," a scheme that supported the teacher to produce the equivalence, (x + a)(x + b)(x + c)=x[subscript 3] + (a + b + c)x[subscript 2] + (ab + ac + bc) x + abc), and to see important algebraic structure in it. The contributions of the study include: (a) expanding earlier arguments about the ways that combinatorics can be integrated into goals of extant curricula (e.g., Maher et al. in Combinatorics and reasoning: Representing, justifying and building isomorphisms. Springer, 2011); and (b) proposing how reflecting abstraction can be used to study the transition between generalizations learners make from contextualized problem situations to operating with and on generalizations expressed with conventional algebraic symbols. This second contribution is an under-researched area in the algebra literature (Dörfler in ZDM - Int J Math Educ 40(1):143-160, 2008), and points to an important role that combinatorial reasoning can play in algebra learning.
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- 2022
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70. A Comparison of iPad-Assisted and Flash Card-Assisted Instruction for Learners with Autism
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Ulzii, Davaa, Kabot, Susan, and Reeve, Christine
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Using electronic tablets to present flash cards for teaching skills is becoming common among practitioners. However, no published study compared the effectiveness of the electronic tablet-based flash cards to paper flash cards for teaching receptive labeling skills. The purpose of this study was to compare the efficacy of the iPad-based and paper flash cards for teaching receptive labeling to learners with autism. An adapted alternating treatments design was used. Participants included one preschool student with autism and one elementary school student with autism. Findings indicated that iPad-assisted instruction resulted in a slightly faster acquisition and slightly lower levels of prompts for both participants. No differences were found in the generalization and maintenance of the skills between the two instructional mediums. Mixed results were found for challenging behaviors associated with each intervention. Implications and suggestions for future research are discussed.
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- 2022
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71. Beyond the Conventional Wisdom: A Reply to Sher & Sher (1994).
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Godden, David
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Argues that the rural development policy for Australia proposed by Jonathan and Katrina Sher in a previous issue of this journal is inadequate because the analysis on which it is based is generally unsubstantiated, supportive arguments have been found invalid, the richness of Australian society is overlooked, and economic arguments are flawed. (Author/LP)
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- 1995
72. Research on the generalization of social bot detection from two dimensions: feature extraction and detection approaches
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Zeng, Ziming, Li, Tingting, Sun, Jingjing, Sun, Shouqiang, and Zhang, Yu
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- 2023
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73. An Analysis of the Use of Social Stories in Teaching Social Skills to Children with Autism Spectrum Disorders
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Sani Bozkurt, Sunagul and Vuran, Sezgin
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Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis of single-subject studies that met the criteria. In all studies, social validity, maintenance, and generalization data were collected in 56.25%, 50%, and 31.25% of the respective studies. Although most studies showed that social stories were effective in teaching social skills to children with ASD in the descriptive study, in the meta-analytic study, the mean of Percantage of Non-overlapping Data (PND) scores for all studies was 63.43%, with a range of 0% to 100%. Results suggest that social stories should not yet be considered as evidence based practice for teaching social skills to individuals with ASD. However, social stories seem to be a promising practice that warrants future research. Results will be discussed extensively and future directions for research and practice will be addressed. [This paper was presented at 1st International Early Childhood Intervention Conference & EURLYAID Annual Conference 2012, Braga, Portugal. This paper was presented at 22nd International Conference on Special Education, Trabzon, Turkey.]
- Published
- 2014
74. Towards Scalable Assessment of Performance-Based Skills: Generalizing a Detector of Systematic Science Inquiry to a Simulation with a Complex Structure
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Sao Pedro, Michael A., Gobert, Janice D., and Betts, Cameron G.
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There are well-acknowledged challenges to scaling computerized performance-based assessments. One such challenge is reliably and validly identifying ill-defined skills. We describe an approach that leverages a data mining framework to build and validate a detector that evaluates an ill-defined inquiry process skill, designing controlled experiments. The detector was originally built and validated for use with physical science simulations that have a simpler, linear causal structure. In this paper, we show that the detector can be used to identify demonstration of skill within a life science simulation on Eco- systems that has a complex underlying causal structure. The detector is evaluated in three ways: 1) identifying skill demonstration for a new student cohort, 2) handling the variability in how students conduct experiments, and 3) using it to determine when students are off-track before they finish collecting data. [This paper was published in: "Proceedings of the International Conference on Intelligent Tutoring Systems," 2014.]
- Published
- 2014
75. Young Australian Indigenous Students' Growing Pattern Generalisations: The Role of Gesture When Generalising
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Mathematics Education Research Group of Australasia and Miller, Jodie
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This paper explores how young Indigenous students' (Year 2 and 3) generalise growing patterns. Piagetian clinical interviews were conducted to determine how students articulated growing pattern generalisations. Two case studies are presented displaying how students used gesture to support and articulate their generalisations of growing patterns. This paper presents a hypothesised cultural learning semiotic model that was a result of the interactions that occurred between the non-Indigenous researcher, the Indigenous students and the Indigenous Education Officers.
- Published
- 2014
76. Analytic Causal Knowledge for Constructing Useable Empirical Causal Knowledge: Two Experiments on Pre-Schoolers
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Cheng, Patricia W., Sandhofer, Catherine M., and Liljeholm, Mimi
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The present paper examines a type of abstract domain-general knowledge required for the process of constructing useable domain-specific causal knowledge, the evident goal of causal learning. It tests the hypothesis that analytic knowledge of "causal-invariance decomposition functions" is essential for this process. Such knowledge specifies the decomposition of an observed outcome into contributions from constituent causes under the default assumption that the empirical knowledge acquired is "invariant" across contextual/background causes. The paper reports two psychological experiments (and replication studies) with pre-school-age children on generalization across contexts involving binary cause and effect variables. The critical role of causal invariance for constructing useable causal knowledge predicts that even young children should (tacitly) use the causal-invariance decomposition function for such variables rather than a non-causal-invariance decomposition function common in statistical practice in research involving binary outcomes. The findings support the rational shaping of empirical causal knowledge by the causal-invariance constraint, ruling out alternative explanations in terms of non-causal-invariance decomposition functions, heuristics, and biases. For the same causal structure involving candidate causes and outcomes that are binary variables with a "present" value and an "absent" value, the paper argues against the possibility of multiple rational characterizations of the "sameness of causal influence" that justifies generalization across contexts.
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- 2022
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77. Simultaneous Prompting and Students with Autism: Procedural Guidance for Teachers from a Review of the Literature
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Morse, Timothy E.
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This paper presents information from a comprehensive review of 28 experimental studies that investigated the effectiveness and efficiency of the simultaneous prompting procedure with individuals with autism. Twenty of the 25 variables examined across the 28 studies are reported on in this paper. The results reported across the studies indicated that the procedure was effective with all but one of the 71 participants with autism who were included in the investigations. A particular emphasis of this comprehensive review was information about the variants involved in the use of simultaneous prompting. An analysis of this information resulted in the identification of seven guidelines for teachers' use of simultaneous prompting with students with autism, which are presented at the end of this paper.
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- 2022
78. Modeling and Experimental Design for MOOC Dropout Prediction: A Replication Perspective
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Gardner, Josh, Yang, Yuming, Baker, Ryan S., and Brooks, Christopher
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Replication of machine learning experiments can be a useful tool to evaluate how both "modeling" and "experimental design" contribute to experimental results; however, existing replication efforts focus almost entirely on modeling alone. In this work, we conduct a three-part replication case study of a state-of-the-art LSTM dropout prediction model. In our first experiment, we replicate the original authors' methodology as precisely as possible in collaboration with the original authors. In a second experiment, we demonstrate that this initial experiment likely overestimates the generalization performance of the proposed model due to the design of its validation. In a third experiment, we attempt to achieve the previously-reported performance in a more difficult, but more relevant, hold-out set design by exploring a large space of model regularization configurations. We demonstrate that we can reduce overfitting and improve generalization performance of the model, but cannot achieve the previously-reported level of performance. This work demonstrates the importance of replication of predictive modeling experiments in education, and demonstrates how experimental design and modeling decisions can impact the extent to which mode [For the full proceedings, see ED599096.]
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- 2019
79. Generalizability of Sensor-Free Affect Detection Models in a Longitudinal Dataset of Tens of Thousands of Students
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Jensen, Emily, Hutt, Stephen, and D'Mello, Sidney K.
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Recent work in predictive modeling has called for increased scrutiny of how models generalize between different populations within the training data. Using interaction data from 69,174 students who used an online mathematics platform over an entire school year, we trained a sensor-free affect detection model and studied its generalizability to clusters of students based on typical platform use and demographic features. We show that models trained on one group perform similarly well when tested on the other groups, although there was a small advantage obtained by training individual subpopulation models compared to a general (all-population) model. Lastly, we perform a series of simulations to show how generalizability is affected by sample size. These results agree with our initial analysis that individual subpopulation models yield a small advantage over all-population models. Additionally, we show that training sizes smaller than 1,500 yield unstable models which make generalizability difficult to interpret. We discuss applications of this work in the context of developing large-scale affect detection models for diverse populations. [For the full proceedings, see ED599096. For the corresponding grantee submission, see ED595455.]
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- 2019
80. Generalizing Expert Misconception Diagnoses through Common Wrong Answer Embedding
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Kolb, John, Farrar, Scott, and Pardos, Zachary A.
- Abstract
Misconceptions have been an important area of study in STEM education towards improving our understanding of learners' construction of knowledge. The advent of largescale tutoring systems has given rise to an abundance of data in the form of learner question-answer logs in which signatures of misconceptions can be mined. In this work, we explore the extent to which collected expert misconception diagnoses can be generalized to held-out questions to add misconception semantics. We attempt this generalization by way of a question-answer neural embedding trained on chronological sequences of learner answers. As part of our study, we collect natural language misconception diagnoses from math educators for a sampling of student answers to questions within four topics on Khan Academy. Drawing inspiration from machine translation, we use a multinomial logistic regression model to explore how well the expert misconception semantics, in the form of bag-of-words vectors, can be mapped onto the learned embedding space and interpolated. We evaluate the ability of the space to generalize expert diagnoses using three levels of cross-fold validation in which we measure the recall of predicted natural language diagnoses across rater, topics, and questions. We find that the embedding provides generalization performance substantially beyond baseline approaches. [For the full proceedings, see ED599096.]
- Published
- 2019
81. Evaluating Fairness and Generalizability in Models Predicting On-Time Graduation from College Applications
- Author
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Hutt, Stephen, Gardner, Margo, Duckworth, Angela L., and D'Mello, Sidney K.
- Abstract
We explore generalizability and fairness across sociodemographic groups for predicting on-time college graduation using a national dataset of 41,359 college applications. Our features include sociodemographics, institutional graduation rates, academic achievement, standardized test scores, engagement in extracurricular activities, and work experiences. We identify five latent classes based on available sociodemographic data and train Random Forest classifiers to successfully predict 4-year graduation. When individually trained and tested on each class using a split-half validation method, we achieved AUROCs between 0.629 and 0.694. We then evaluate how a model trained on the entire dataset performs on each latent class by performing a slicing analysis, finding a 6 to 10 percent improvement in AUROCs compared to the individual-class models. We explore fairness of our model by extending the slicing analysis to consider Absolute Between ROC Area (ABROCA), finding similar values for each of our latent classes. We contemplate how our results might be used to avoid perpetuating biases inherent in college application data. [Additional funding was provided by the Mindset Scholars Network. For the full proceedings, see ED599096.]
- Published
- 2019
82. Generalizability of Sensor-Free Affect Detection Models in a Longitudinal Dataset of Tens of Thousands of Students
- Author
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Jensen, Emily, Hutt, Stephen, and D'Mello, Sidney K.
- Abstract
Recent work in predictive modeling has called for increased scrutiny of how models generalize between different populations within the training data. Using interaction data from 69,174 students who used an online mathematics platform over an entire school year, we trained a sensor-free affect detection model and studied its generalizability to clusters of students based on typical platform use and demographic features. We show that models trained on one group perform similarly well when tested on the other groups, although there was a small advantage obtained by training individual subpopulation models compared to a general (all-population) model. Lastly, we perform a series of simulations to show how generalizability is affected by sample size. These results agree with our initial analysis that individual subpopulation models yield a small advantage over all-population models. Additionally, we show that training sizes smaller than 1,500 yield unstable models which make generalizability difficult to interpret. We discuss applications of this work in the context of developing large-scale affect detection models for diverse populations.
- Published
- 2019
83. Primary Pre-Service Teachers' Noticing of Structural Thinking in Mathematics
- Author
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Mathematics Education Research Group of Australasia, Gronow, Mark, Cavanagh, Michael, and Mulligan, Joanne
- Abstract
Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking.
- Published
- 2019
84. Elementary Students' Generalization and Representation of Functional Relationships: A Learning Progressions Approach
- Author
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Stephens, Ana, Fonger, Nicole L., Blanton, Maria, and Knuth, Eric
- Abstract
In this paper, we describe our learning progressions approach to early algebra research that involves the coordination of a curricular framework, an instructional sequence, written assessments, and levels of sophistication describing the development of students' thinking. We focus in particular on what we have learning through this approach about the development of students' abilities to generalize and represent functional relationships in a grades 3-5 early algebra intervention by sharing the different levels of responses we observed in students' written work and the percent of students situated at each level across different tasks.
- Published
- 2016
85. Young Indigenous Students en Route to Generalising Growing Patterns
- Author
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Miller, Jodie
- Abstract
This paper presents a hypothesised learning trajectory for a Year 3 Indigenous student en route to generalising growing patterns. The trajectory emerged from data collected across a teaching experiment (students n = 18; including a pre-test and three 45-minute mathematics lessons) and clinical interviews (n = 3). A case study of one student is presented as a representative of high achieving students' progression and shifts in learning. Results suggest that students are capable of functional thinking, which contradicts the notion of young students can only engage with recursive pattern sequences. In addition, particular teaching actions assisted in promoting shifts in developing students' capability to generalise growing patterns.
- Published
- 2016
86. The Examination of 7th Grade Students' Achievements in Mathematical Patterns
- Author
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Hacisalihoglu Karadeniz, Mihriban and Yildiz, Cemalettin
- Abstract
The aim of this study is to determine the 7th grade students' achievements in mathematical patterns presented by figures, tables, number sequences, and word problems. This research is a situation determination study where quantitative methodology is used. The sample of the study consisted of 47 female and 50 male students, totally 97 students from 7th grades in Giresun city on 2015-2016 academic year. Pattern topic oriented 7 questions were used as the data gathering tool. The questions which focused on the attainments of pattern topic were prepared by the researcher. It was determined that students could perform specialization in figural patterns but they couldn't reach a generalization. In other words, it was observed that students could find the required steps according to a given rule and so they could easily reach the situation which involved operational knowledge. Also, it was seen that although students found the number of figures in the next step of the pattern, they couldn't find the general rule that represented the pattern. Another result of the study was that students could recognize patterns of number sequences but they couldn't find the general term of the pattern. Lastly, it was determined that students couldn't understand patterns which were represented as word problems and they failed at these kind of pattern questions but they had success in pattern questions represented by tables. In this context, it can be offered to give much place to representation forms of patterns by figures, tables, number sequences, and word problems while students are given experiences of patterns. [Paper presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST) (Bodrum, Turkey, May 19-22, 2016).]
- Published
- 2016
87. Generalizing Average Rate of Change from Single- to Multivariable Functions
- Author
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Dorko, Allison
- Abstract
This paper explores students' ways of thinking about the average rate of change of a multivariable function and how they generalize those ways of thinking from rate of change of single-variable functions. I found that while students thought about the average rate of change of a multivariable function as the change in the independent quantity with respect to the changes in the dependent quantities, they had difficulty determining a process to assign a value to that rate of change. Most tried to represent the average rate of change as a singular expression, generalizing the ?y/?x expression to create expressions of the form ?z/[?x and ?y], yet did not appear to have a sense of what they believed they were measuring. This suggests that quantitative reasoning, or lack thereof, was at the heart of the students' generalizations. A pedagogical implication of this research is that students' natural tendency to try to determine a singular expression for the average rate of change of a multivariable function could serve as useful as motivating the need to hold a variable fixed. [For the complete proceedings, see ED583989.]
- Published
- 2015
88. 'Natural Resources': Two Case Studies in Early Expressions of Generality
- Author
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Newman-Owens, Ashley, Brizuela, Bárbara M., Blanton, Maria, Sawrey, Katharine, and Gardiner, Angela Murphy
- Abstract
In this paper, we analyze individual semi-clinical interviews conducted with one kindergarten and one first-grade student. We build on prior research to offer evidence, via excerpts from these interviews, that children as young as kindergarten have a powerful, intuitive sense of generality and indeed naturally draw upon it to reason through mathematical scenarios. We identify within these children's utterances four features of generalizing for which educators might attend. [For the complete proceedings, see ED583989.]
- Published
- 2015
89. Generalization of Work-Related Social Behavior for Persons with Mental Retardation.
- Author
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Black, Rhonda S. and Langone, John
- Abstract
This paper reviews the research and attempts to identify instructional techniques and settings to promote generalization of appropriate work-related social behavior in individuals with mental retardation. First, it provides a definition of transition and discusses the importance of training for generalization, discrimination, and maintenance. Three techniques are then explained: (1) cognitive process approaches to instruction, (2) using peers as change agents, and (3) community-based instruction. The paper finds support for all three techniques and recommends that transition for students with mental retardation involve enrollment in vocational education programs, instruction in community-based environments, paid part-time employment, cognitive process approaches, and peer-mediated interventions. (Contains 30 references.) (DB)
- Published
- 1995
90. Mediating Learning for Students with Learning Disabilities in a Whole Language Curriculum.
- Author
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Hemming, Heather and MacInnis, Carole
- Abstract
This paper reviews the literature on the teacher's role in mediating learning for students with learning disabilities in whole language instructional programs, with specific emphasis on teaching students the parts of language and generalizing this knowledge to various contexts. Principles identified in the review include the following: the dynamic nature of the relationship between teacher and child; the importance of facilitating the child's ownership of his/her own learning; mediated instruction which is "functionally contingent"; a continuum of teacher intervention ranging from less to more teacher control, depending on the student; the necessity to teach skills (such as the parts of language) within a contextual basis; the teaching of generalization through the real use of knowledge in exploration of meaningful problems; use of a learning experience approach which helps students discover the patterns of language, including the parts of language, and how to use them effectively; and recognition that learning optimally moves from the whole, to the parts, to the whole. The paper concludes that, in a whole language curriculum, mediation of learning is provided in a way that allows the student to retain ownership of learning, while providing necessary assistance to facilitate growth. (Contains 27 references.) (DB)
- Published
- 1994
91. Challenges and Opportunities When Using the Exemplar Methodology to Study Outliers in Education
- Author
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Smith, Elizabeth E.
- Abstract
The purpose of this paper is to analyze the use of the exemplar methodology (ExM) as a method for selecting exemplars in education research. ExM is a systematic approach to selecting outliers that can be used to education researchers who investigate outliers to better understand phenomena among students, teachers, schools, and communities. While ExM is prevalent in development psychology and its use is growing in other social science fields, it is not yet frequently used in education. Selecting outliers while maintaining validity requires a methodological approach. When there are not established standards for exemplarity, ExM provides a step-by-step approach to choosing exemplars to study. While there are great opportunities in using ExM, investigating outliers comes with inherent challenges; this paper examines those challenges and describes how education researchers using ExM can mitigate them.
- Published
- 2022
- Full Text
- View/download PDF
92. Summary Writing as a Means to Improve the Second Language, the Mother Tongue, and Mental Organization
- Author
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D'Acierno, Maria Rosaria
- Abstract
The general purpose of this study is to increase, in a classroom environment, formal communication by using reading and writing. Our research focuses on reading as a means to develop the writing of a good précis, which in its turn contributes to improve: 1) memory, vocabulary and grammatical-syntactical structures, in brief, the organization of a correct paragraph in both the oral and the written language. The experiment includes the foreign as well as the students' first language, since it wants also to investigate the influence of one language on the other. Furthermore, it wants to enlarge the results concerning the great problem related to transfer; in other words if, in this limited area (reading and summary writing), it is the L1 which influences L2 or vice versa. Undoubtedly, the acquisition of the first and the foreign language follows two different processes, one based on spontaneous development, the other on systematic and sequentially instruction offered by a proper teacher. Another general statement refers to the influence of one's own mother tongue on the foreign language, just because the advantage knowledge of the first language and the previous experience attached to the meaning of its words lead the foreign language student to a simple translation of words without caring about their cultural implications. In so doing, the first language shows a deep influence on the foreign one, depriving words, linguistic expressions and gestures of their cultural side. The foreign language student automatically translates words and structures taking advantages of his/her previous experience, thus, depriving the foreign language of the inner sense coming from traditions and ways of life. For this reason it becomes essential to teach the cultural data of the foreign language studied in parallel with the formal aspect of the language. While talking about the different cultural meaning attached to words, a big parenthesis needs to be discussed, even though is not central to this study, mostly centred on a didactic situation. From the psychological point of view, a more difficult situation is attached to the meaning of words, when a connection is established between words and thoughts; when words refer to the speaker's personal experience, which in its turn reflects the social experience of the subject. As Sergio Piro writes in "La scacchiera maledetta" (a kind of trap, where every move is controlled, a research about mental illness), to communicate does not mean to use conventional words/signs, rather it means to use a series of unconventional spontaneous, immediate alternatives, which, through mediation, inevitably become conventional, even though they are subject to another changing according to the feeling of the speaker. Linguistic crystallization (sistema doxico -- monotetico; rozzezza del linguaggio convenzionale), as Piro calls the symbolic meaning attached to words, reflects the flow of social events, events which are totally different from the personal, internal happenings of the single subject. For this reason conventional words are not the best way to describe inner thoughts.
- Published
- 2018
93. Strategies to Develop Skills for Positive Training Transfer
- Author
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Northup, Jane
- Abstract
Baldwin and Ford's (1988) Model of the Transfer Process highlights training input and output factors as affecting conditions of training. Training inputs, such as trainee characteristics (personality and motivation), training design (principles of learning and training content), and work environment (support and opportunity to use skill) effect training outputs (learning and retention). Using adult learning principles in the classroom helps facilitate positive transfer of training and includes learning that takes place in the context of realistic settings, called authentic tasks (Brown, Collins, & Duguid, 1989). Additionally, an instructor/trainer of adults must understand that the adult learner is self-directed, has experiences to share, needs motivation to learn, and has the need for problem-centered learning for learning and retention to take place (Knowles, Holton III, & Swanson, 2005). Therefore, when the trainer understands what helps to motivate the adult learner, this enables the trainer to help students make meaning from what is learned, transfer their knowledge, and gain control from the instructor (Knowles et al., 2005). The purpose of this review is to take a closer look at examples of training inputs that maximize the transfer of training for positive learning and retention. [For the complete proceedings, see ED590245.]
- Published
- 2018
94. The Use of Variables in a Patterning Activity: Counting Dots
- Author
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Maj-Tatsis, Bozena and Tatsis, Konstantinos
- Abstract
The present paper examines a patterning activity that was organised within a teaching experiment in order to analyse the different uses of variables by secondary school students. The activity presented in the paper can be categorised as a pictorial/geometric linear pattern. We adopted a student-oriented perspective for our analysis, in order to grasp how students perceive their own generalising actions. The analysis of our data led us to two broad categories for variable use, according to whether the variable is viewed as a generalised number or not. Our results also show that students sometimes treat the variable as closely linked to a referred object, as a superfluous entity or as a constant. Finally, the notion of equivalence, which is an important step towards understanding variables, proved difficult for our students to grasp.
- Published
- 2018
95. Generalization of an Invariant Relationship between Two 'Quantities'
- Author
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Tasova, Halil Ibrahim and Moore, Kevin C.
- Abstract
In this report, we present an analysis of two prospective secondary mathematics teachers' generalizing actions in quantitative contexts. Specifically, we draw from a teaching experiment to report how Lydia and Emma engaged in different generalizing processes for the same task. Based on these differences, we found Lydia's generalizing actions (i.e., coordinating quantities) to be a more productive generalization than Emma's (i.e., slopes of tangent lines). The former was extendable to a new case, instance, or situation, whereas the latter was constrained to a specific representational system. [For the complete proceedings, see ED606531.]
- Published
- 2018
96. Spontaneous Generalizations through Example-Based Reasoning in a Collaborative Setting
- Author
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Pauletti, Katherine V. and Zaslavsky, Orit
- Abstract
This study explores the progression from student justification to generalization in the course of example-based reasoning. Data was collected through group interviews with high school students who were working collaboratively on a task of determining connections between perimeter and area of tile shaped patterns. The task called for making and justifying conjectures regarding patterns of specific number of tiles. Our findings show that the task elicited collaborative example-based reasoning that evoked spontaneous generalizations about patterns of any number of tiles. The findings point to the importance of collaboration in generalizing, as well as to the intuitive nature of generalizations. [For the complete proceedings, see ED606531.]
- Published
- 2018
97. Teachers' Quantitative Understanding of Algebraic Symbols: Associated Conceptual Challenges and Possible Resolutions
- Author
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Hawthorne, Casey
- Abstract
While the mathematics education community encourages teachers to support students in developing a more meaningful contextual understanding of algebraic symbols, very little is known about teachers' quantitative understandings of algebraic symbols themselves. The goal of this study was to fill this gap and examine secondary teachers' ability to contextualize algebraic symbols, in particular notation that results from algebraic generalization. The results led to the identification of various conceptual hurdles that teachers encountered as they endeavored to articulate the underlying quantities as well as various conceptualizations they invoked, both productive and unproductive, in their attempt to overcome these challenges. [For complete proceedings, see ED581294.]
- Published
- 2017
98. Connection between Topic-Specific Teacher Knowledge and Student Performance in Lower Secondary School Mathematics
- Author
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Tchoshanov, Mourat, Quinones, Maria Cruz, Shakirova, Kadriya B., Ibragimova, Elena N., and Shakirova, Liliana R.
- Abstract
The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on division of fractions. The survey consisted of multiple-choice items measuring teachers' knowledge of facts and procedures, knowledge of concepts and connections, and knowledge of models and generalizations. Teachers were also interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. After teaching the topic on division of fractions, two groups of 6th grade students of the participating teachers were tested using similar items measuring students' topic-specific knowledge at the level of procedures, concepts, and generalizations. The cross-case examination using meaning coding and linguistic analysis revealed topic-specific connections between teacher and student knowledge of fraction division. Results of the study suggest that student knowledge could be reflective of teacher knowledge in the context of topic-specific teaching and learning of mathematics at the lower secondary school. [For complete proceedings, see ED581294.]
- Published
- 2017
99. The Processes and Products of Students' Generalizing Activity
- Author
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Tillema, Erik and Gatza, Andrew
- Abstract
Generalization has been a major focus of curriculum standards and research efforts in mathematics education. While researchers have documented many productive contexts for generalizing and the generalizations students make, less attention has been given to the processes of generalizing. Moreover, there has been less work done with high school students in advanced mathematical contexts. To address these issues we use a model of learning that enables us to make explicit the processes of generalizing. We exemplify this model of learning in the context of an interview study with high school students working on cubic relationships. [For complete proceedings, see ED581294.]
- Published
- 2017
100. Why systematic review papers and meta-analyses matter: an introduction to the special issue on generalizations in marketing.
- Author
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Hulland, John and Houston, Mark B.
- Subjects
MARKETING ,GENERALIZATION - Abstract
An introduction is provided which discusses articles in the special issue on generalizations in marketing with topics, including consumers' willingness to pay (WTP), consumers' brand relationships and customer satisfaction.
- Published
- 2020
- Full Text
- View/download PDF
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