Search

The problem of rote-based learning in mathematics is well documented. Mobile technology can provide a potential solution, especially when application (app) design is based on sound pedagogical principles and gamification elements. However, an inventory of available mobile apps for mathematics reveals that many of the available apps are guided by a behaviorist perspective that favors repetition over meaningful learning. This paper reports on the design of mobile mathematics apps that harness gamification techniques to promote higher-order thinking skills (HOTS) even in basic elementary school concepts such as number comparison, and addition and subtraction. The integration of these apps in the classroom is also discussed. [For the full proceedings, see ED622227.]

This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide. This hands-on session includes in-formation behind how the technology of MOCCA was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user's assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed. [This paper was published in: "EC-TEL Proceedings," LNCS 11722, 2019, pp. 769-772.]

This study makes use of data from NCES's High School Longitudinal Study of 2009 to ascertain the relationship of number of mathematics courses and content of mathematics courses to mathematics achievement. As one contribution, the study replicates a process to quantify mathematics course content. Results of the study show that mathematics content is more predictive than amount. Results also show a disparity in types of mathematics courses taken for ethnic minorities that may contribute to the achievement gap in mathematics relative to ethnicity. A final finding is that advanced mathematics courses may not be so advanced.

The abstract Platonic polyhedra are the abstract regular 3-polytopes whose automorphism groups are the string C-groups of rank 3 arising from the finite irreducible Coxeter groups 풜3, ℬ3, and ℋ3. The objective of this work is to construct geometric realizations of these abstract polyhedra in the Euclidean space 피3. The construction employs the algebraic version of the method of Wythoff construction which uses the faithful irreducible orthogonal representations of degree 3 of these Coxeter groups. [ABSTRACT FROM AUTHOR]

This paper examines the role of formal and informal sources of information in a higher education governing board's decision to close its doors, merge with another institution, or continue to struggle for independent survival. Answers to the deciding questions were found in the shared experiences of governing board members as they confronted obstacles and formulated a final decision. This study was grounded in a multiple case study analysis of three small, private colleges facing similar decisions in which one closed (Jesson College), one merged (Hendrickson College), and one continued to struggle for independence (Quinn College). In the first phase of the study, research focused on document analysis, including minutes of governing bodies, admission and enrollment reports, and college catalogues. In the second phase, in-depth qualitative interviews were conducted with three to four trustees from each institution. The third phase involved obtaining an aggregate view of board members' access to information about the college, preferences for formal and informal sources of information, and the manner in which this information was utilized. Overall conclusions were based on a synthesis of the insight gained from the qualitative research with the results of the quantitative analysis. Findings indicate that boards gather information through both formal and informal channels that greatly impact their decision-making process. It was noted that formal sources do become more important as the crisis situation develops. (Contains 28 references.) (NAV)

This work discusses the creation of tiling or tessellation models that support the teaching of mathematics. The geometric models are first constructed using a computer algebra system and then realized as tangible manipulatives using laser engraving and cutting. [ABSTRACT FROM AUTHOR]