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2. A Hybrid Multi-Criteria Approach Using a Genetic Algorithm for Recommending Courses to University Students
- Author
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Esteban, Aurora, Zafra, Amelia, and Romero, Cristóbal
- Abstract
This paper describes a multiple criteria approach based on a hybrid method of Collaborative Filtering (CF) and ContentBased Filtering (CBF) for discovering the most relevant criteria which could affect the elective course recommendation for university students. In order to determine which factors are the most important, it is proposed a genetic algorithm which automatically discovers the importance of the different criteria assigning weights to each one of them. We have carried out an in-depth study using a real data set with more than 1700 ratings of Computer Science graduates at University of Cordoba. We have used different proposals and different weights for each criterion in order to discover what is the combination of multiple criteria which provides better results. [For the full proceedings, see ED593090.]
- Published
- 2018
3. Evaluation of Mathematical Self-Explanations with LSA in a Counterintuitive Problem of Probabilities
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International Association for Development of the Information Society (IADIS) and Guiu, Jordi Maja
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In this paper different type of mathematical explanations are presented in relation to the mathematical problem of probabilities Monty Hall (card version) and the computational tool Latent Semantic Analyses (LSA) is used. At the moment the results in the literature about this computational tool to study texts show that this technique is appropriate for the case of expository and narrative texts, but there is not evidence with mathematical texts. The technique could help us to identify which are the better explanations and if this is relevant to explain correct responses. (Contains 1 figure, 1 table, and 1 footnote.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012)," see ED542606.]
- Published
- 2012
4. Meta-Learning Approach for Automatic Parameter Tuning: A Case Study with Educational Datasets
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International Educational Data Mining Society, Molina, M. M., Luna, J. M., Romero, C., and Ventura, S.
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This paper proposes to the use of a meta-learning approach for automatic parameter tuning of a well-known decision tree algorithm by using past information about algorithm executions. Fourteen educational datasets were analysed using various combinations of parameter values to examine the effects of the parameter values on accuracy classification. Then, the new meta-dataset was used to predict the classification accuracy on the basis of the value parameters and some characteristics of the dataset. The obtained classification models can help us decide how the default parameters should be tuned in order to increase the accuracy of the classifier when using different types of educational datasets. (Contains 3 figures and 3 tables.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (5th, Chania, Greece, June 19-21, 2012)," see ED537074.]
- Published
- 2012
5. Primary Education Degree Programs in Alicante, Barcelona and Helsinki: Could the Differences in the Mathematical Knowledge of Incoming Students Be Explained by the Access Criteria?
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Gorgorió, Núria, Albarracín, Lluís, Laine, Anu, and Llinares, Salvador
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This perspective paper draws on the interest in ensuring that students who enter primary teacher training programs have a solid background knowledge of mathematics. We describe the access criteria and requirements for admission to the primary education degree programs at the Universidad de Alicante and Universitat Autònoma de Barcelona, in Spain, and the University of Helsinki, in Finland. We present the results of an evaluation of the mathematical knowledge that students bring to their education as teachers at these three institutions. The results show that in each program, the subgroup of students who had followed the longer track of mathematics courses scored significantly higher on the mathematical test, although this was no longer as clear when we compared across universities. We also found that the students who had taken the mathematics section of the entrance examination or the matriculation examination scored higher on the test than those from the same program who had not, but this tendency broke down when cross-university comparisons were made. We also explored how the cap set on the number of students admitted to the three programs -- this being the most striking difference in the admission policies -- could be an explanatory variable for these discrepancies. The comparison between universities leads us to hypothesize that expecting applicants to have met certain requirements in their academic trajectories prior to university entrance and adjusting the cap set on the number of places could ensure a better mastery of mathematical knowledge among those students admitted to the Spanish programs.
- Published
- 2021
6. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
7. [Proceedings of the] International Conference on Educational Data Mining (EDM) (3rd, Pittsburgh, PA, July 11-13, 2010)
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International Working Group on Educational Data Mining, Baker, Ryan S. J. d., Merceron, Agathe, and Pavlik, Philip I.
- Abstract
The Third International Conference on Data Mining (EDM 2010) was held in Pittsburgh, PA, USA. It follows the second conference at the University of Cordoba, Spain, on July 1-3, 2009 and the first edition of the conference held in Montreal in 2008, and a series of workshops within the AAAI, AIED, EC-TEL, ICALT, ITS, and UM conferences. EDM 2011 will be held in Eindhoven, Netherlands. EDM brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large data sets to answer educational research questions. The increase in instrumented educational software and databases of student test scores, has created large repositories of data reflecting how students learn. The EDM conference focuses on computational approaches for analyzing the data to address important educational questions. The broad collection of research disciplines ensures cross fertilization of ideas, with the central questions of educational research serving as a unifying focus. This publication presents the following papers: (1) Effort-based Tutoring: An Empirical Approach to Intelligent Tutoring (Ivon Arroyo, Hasmik Mehranian and Beverly P. Woolf); (2) An Analysis of the Differences in the Frequency of Students' Disengagement in Urban, Rural, and Suburban High Schools (Ryan S.J.d. Baker and Sujith M. Gowda); (3) On the Faithfulness of Simulated Student Performance Data (Michel C. Desmarais and Ildiko Pelczer); (4) Mining Bodily Patterns of Affective Experience during Learning (Sidney D'Mello and Art Graesser); (5) Can We Get Better Assessment From A Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It too (Student Learning During the Test)? (Mingyu Feng and Neil Heffernan); (6) Using Neural Imaging and Cognitive Modeling to Infer Mental States while Using an Intelligent Tutoring System (Jon M. Fincham, John R. Anderson, Shawn Betts and Jennifer Ferris); (7) Using multiple Dirichlet distributions to improve parameter plausibility (Yue Gong, Joseph E. Beck and Neil T. Heffernan); (8) Examining Learner Control in a Structured Inquiry Cycle Using Process Mining (Larry Howard, Julie Johnson and Carin Neitzel); (9) Analysis of Productive Learning Behaviors in a Structured Inquiry Cycle Using Hidden Markov Models (Hogyeong Jeong, Gautam Biswas, Julie Johnson and Larry Howard); (10) Data Mining for Generating Hints in a Python Tutor (Anna Katrina Dominguez, Kalina Yacef and James R. Curran); (11) Off Topic Conversation in Expert Tutoring: Waste of Time or Learning Opportunity (Blair Lehman, Whitney Cade and Andrew Olney); (12) Sentiment Analysis in Student Experiences of Learning (Sunghwan Mac Kim and Rafael A. Calvo); (13) Online Curriculum Planning Behavior of Teachers (Keith E. Maull, Manuel Gerardo Saldivar and Tamara Sumner); (14) A Data Model to Ease Analysis and Mining of Educational Data (Andre Kruger, Agathe Merceron and Benjamin Wolf); (15) Identifying Students' Inquiry Planning Using Machine Learning (Orlando Montalvo, Ryan S.J.d. Baker, Michael A. Sao Pedro, Adam Nakama and Janice D. Gobert); (16) Skill Set Profile Clustering: The Empty K-Means Algorithm with Automatic Specification of Starting Cluster Centers (Rebecca Nugent, Nema Dean and Elizabeth Ayers); (17) Navigating the parameter space of Bayesian Knowledge Tracing models: Visualizations of the convergence of the Expectation Maximization algorithm (Zachary Pardos and Neil Heffernan); (18) Mining Rare Association Rules from e-Learning Data (Cristobal Romero, Jose Raul Romero, Jose Maria Luna and Sebastian Ventura); (19) Using Text Replay Tagging to Produce Detectors of Systematic Experimentation Behavior Patterns (Michael Sao Pedro, Ryan S.J.d. Baker, Orlando Montalvo, Adam Nakama and Janice D. Gobert); (20) Identifying High-Level Student Behavior Using Sequence-based Motif Discovery (David H. Shanabrook, David G. Cooper, Beverly Park Woolf and Ivon Arroyo); (21) Unsupervised Discovery of Student Strategies (Benjamin Shih, Kenneth R. Koedinger and Richard Scheines); (22) Assessing Reviewer's Performance Based on Mining Problem Localization in Peer-Review Data (Wenting Xiong, Diane Litman and Christian Schunn); (23) Using Numeric Optimization To Refine Semantic User Model Integration Of Adaptive Educational Systems (Michael Yudelson, Peter Brusilovsky, Antonija Mitrovic and Moffat Mathews); (24) An Annotations Approach to Peer Tutoring (John Champaign and Robin Cohen); (25) Using Educational Data Mining Methods to Study the Impact of Virtual Classroom in E-Learning (Mohammad Hassan Falakmasir and Jafar Habibi); (26) Mining Students' Interaction Data from a System that Support Learning by Reflection (Rajibussalim); (27) Process Mining to Support Students' Collaborative Writing (Vilaythong Southavilay, Kalina Yacef and Rafael A. Callvo); (28) Automatic Rating of User-Generated Math Solutions (Turadg Aleahmad, Vincent Aleven and Robert Kraut); (29) Tracking Students' Inquiry Paths through Student Transition Analysis (Matt Bachmann, Janice Gobert and Joseph Beck); (30) DISCUSS: Enabling Detailed Characterization of Tutorial Interactions Through Dialogue Annotation (Lee Becker, Wayne H. Ward and Sarel vanVuuren); (31) Data Mining of both Right and Wrong Answers from a Mathematics and a Science M/C Test given Collectively to 11,228 Students from India [1] in years 4, 6 and 8 (James Bernauer and Jay Powell); (32) Mining information from tutor data to improve pedagogical content knowledge (Suchismita Srinivas, Muntaquim Bagadia and Anupriya Gupta); (33) Clustering Student Learning Activity Data (Haiyun Bian); (34) Analyzing Learning Styles using Behavioral Indicators in Web based Learning Environments (Nabila Bousbia, Jean-Marc Labat, Amar Balla and Issam Rebai); (35) Using Topic Models to Bridge Coding Schemes of Differing Granularity (Whitney L. Cade and Andrew Olney); (36) A Distillation Approach to Refining Learning Objects (John Champaign and Robin Cohen); (37) A Preliminary Investigation of Hierarchical Hidden Markov Models for Tutorial Planning (Kristy Elizabeth Boyer, Robert Phillips, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, and James C. Lester); (38) Higher Contributions Correlate with Higher Learning Gains (Carol Forsyth, Heather Butler, Arthur C. Graesser, Diane Halpern); (39) Pinpointing Learning Moments; A finer grain P(J) model (Adam Goldstein, Ryan S.J.d. Baker and Neil T. Heffernan); (40) Predicting Task Completion from Rich but Scarce Data (Jose P. Gonzalez-Brenes and Jack Mostow); (41) Hierarchical Structures of Content Items in LMS (Sharon Hardof-Jaffe, Arnon Hershkovitz, Ronit Azran and Rafi Nachmias); (42) Is Students' Activity in LMS Persistent? (Arnon Hershkovitz and Rafi Nachmias); (43) EDM Visualization Tool: Watching Students Learn (Matthew M. Johnson and Tiffany Barnes); (44) Inferring the Differential Student Model in a Probabilistic Domain Using Abduction inference in Bayesian networks (Nabila Khodeir, Nayer Wanas, Nevin Darwish and Nadia Hegazy); (45) Using LiMS (the Learner Interaction Monitoring System) to Track Online Learner Engagement and Evaluate Course Design (Leah P. Macfadyen and Peter Sorenson); (46) Observing Online Curriculum Planning Behavior of Teachers (Keith E. Maull, Manuel Gerardo Saldivar and Tamara Sumner); (47) When Data Exploration and Data Mining meet while Analysing Usage Data of a Course (Andre Kruger, Agathe Merceron and Benjamin Wolf); (48) AutoJoin: Generalizing an Example into an EDM query (Jack Mostow and Bao Hong (Lucas) Tan); (49) Conceptualizing Procedural Knowledge Targeted at Students with Different Skill Levels (Martin Mozina, Matej Guid, Aleksander Sadikov, Vida Groznik, Jana Krivec, and Ivan Bratko); (50) Data Reduction Methods Applied to Understanding Complex Learning Hypotheses (Philip I. Pavlik Jr.); (51) Analysis of a causal modeling approach: a case study with an educational intervention (Dovan Rai and Joseph E. Beck); (52) Peer Production of Online Learning Resources: A Social Network Analysis (Beijie Xu and Mimi M. Recker); (53) Class Association Rules Mining from Students' Test Data (Cristobal Romero, Sebastian Ventura, Ekaterina Vasilyeva and Mykola Pechenizkiy); (54) Modeling Learning Trajectories with Epistemic Network Analysis: A Simulation-based Investigation of a Novel Analytic Method for Epistemic Games (Andre A. Rupp, Shauna J. Sweet and Younyoung Choi); (55) Multiple Test Forms Construction based on Bees Algorithm (Pokpong Songmuang and Maomi Ueno); (56) Can Order of Access to Learning Resources Predict Success? (Hema Soundranayagam and Kalina Yacef); (57) A Data Driven Approach to the Discovery of Better Cognitive Models (Kenneth R. Koedinger and John C. Stamper); (58) Using a Bayesian Knowledge Base for Hint Selection on Domain Specific Problems (John C. Stamper, Tiffany Barnes and Marvin Croy); (59) A Review of Student Churn in the Light of Theories on Business Relationships (Jaan Ubi and Innar Liiv); (60) Towards EDM Framework for Personalization of Information Services in RPM Systems (Ekaterina Vasilyeva, Mykola Pechenizkiy, Aleksandra Tesanovic, Evgeny Knutov, Sicco Verwer and Paul De Bra); (61) A Case Study: Data Mining Applied to Student Enrollment (Cesar Vialardi, Jorge Chue, Alfredo Barrientos, Daniel Victoria, Jhonny Estrella, Juan Pablo Peche and Alvaro Ortigosa); (62) Representing Student Performance with Partial Credit (Yutao Wang, Neil T. Heffernan and Joseph E. Beck); (63) Where in the World? Demographic Patterns in Access Data (Mimi M. Recker, Beijie Xu, Sherry Hsi, and Christine Garrard); and (64) Pundit: Intelligent Recommender of Courses (Ankit Ranka, Faisal Anwar, Hui Soo Chae). Individual papers contain tables, figures, footnotes and references
- Published
- 2010
8. A Data Mining Approach to Reveal Representative Collaboration Indicators in Open Collaboration Frameworks
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International Working Group on Educational Data Mining, Anaya, Antonio R., and Boticario, Jesus G.
- Abstract
Data mining methods are successful in educational environments to discover new knowledge or learner skills or features. Unfortunately, they have not been used in depth with collaboration. We have developed a scalable data mining method, whose objective is to infer information on the collaboration during the collaboration process in a domain-independent way and to improve collaboration process management and learning in an open collaborative educational web environment. Thus, we used statistical indicators of learner's interactions in forums as the data source and a clustering algorithm to classify the data according to learner's collaboration. We showed the information on learner's collaboration to the tutor and learners to help them with collaboration process management. The experimental results support this method. (Contains 1 figure and 2 tables.) [For the complete proceedings, "Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)," see ED539041.]
- Published
- 2009
9. Proceedings of the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, July 1-3, 2009)
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International Working Group on Educational Data Mining, Barnes, Tiffany, Desmarais, Michel, Romero, Cristobal, and Ventura, Sebastian
- Abstract
The Second International Conference on Educational Data Mining (EDM2009) was held at the University of Cordoba, Spain, on July 1-3, 2009. EDM brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large data sets to answer educational research questions. The increase in instrumented educational software and databases of student test scores, has created large repositories of data reflecting how students learn. The EDM conference focuses on computational approaches for using those data to address important educational questions. The broad collection of research disciplines ensures cross fertilization of ideas, with the central questions of educational research serving as a unifying focus. This publication presents the following papers: (1) A Comparison of Student Skill Knowledge Estimates (Elizabeth Ayers, Rebecca Nugent, Nema Dean); (2) Differences Between Intelligent Tutor Lessons, and the Choice to Go Off-Task (Ryan S.J.d. Baker); (3) A User-Driven and Data-Driven Approach for Supporting Teachers in Reflection and Adaptation of Adaptive Tutorials (Dror Ben-Naim, Michael Bain, and Nadine Marcus); (4) Detecting Symptoms of Low Performance Using Production Rules (Javier Bravo and Alvaro Ortigosa); (5) Predicting Students Drop Out: A Case Study (Gerben W. Dekker, Mykola Pechenizkiy and Jan M. Vleeshouwers); (6) Using Learning Decomposition and Bootstrapping with Randomization to Compare the Impact of Different Educational Interventions on Learning (Mingyu Feng, Joseph E. Beck and Neil T. Heffernan); (7) Does Self-Discipline impact students' knowledge and learning? (Yue Gong, Dovan Rai, Joseph E. Beck, and Neil T. Heffernan); (8) Consistency of Students' Pace in Online Learning (Arnon Hershkovitz and Rafi Nachmias); (9) Student Consistency and Implications for Feedback in Online Assessment Systems (Tara M. Madhyastha and Steven Tanimoto); (10) Edu-mining for Book Recommendation for Pupils (Ryo Nagata, Keigo Takeda, Koji Suda, Junichi Kakegawa, and Koichiro Morihiro); (11) Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students (Rebecca Nugent, Elizabeth Ayers, and Nema Dean); (12) Determining the Significance of Item Order In Randomized Problem Sets (Zachary A. Pardos and Neil T. Heffernan); (13) Learning Factors Transfer Analysis: Using Learning Curve Analysis to Automatically Generate Domain Models (Philip I. Pavlik Jr., Hao Cen, Kenneth R. Koedinger); (14) Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments (David Nadler Prata, Ryan S.J.d. Baker, Evandro d.B. Costa, Carolyn P. Rose, Yue Cui, Adriana M.J.B. de Carvalho); (15) Using Dirichlet priors to improve model parameter plausibility (Dovan Rai, Yue Gong, Joseph E. Beck); (16) Reducing the Knowledge Tracing Space (Steven Ritter, Thomas K. Harris, Tristan Nixon, Daniel Dickison, R. Charles Murray, and Brendon Towle); (17) Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor (Vasile Rus, Mihai Lintean, and Roger Azevedo); (18) Automatic Concept Relationships Discovery for an Adaptive E-course (Marian Simko, Maria Bielikova); (19) Unsupervised MDP Value Selection for Automating ITS Capabilities (John Stamper and Tiffany Barnes); (20) Recommendation in Higher Education Using Data Mining Techniques (Cesar Vialardi, Javier Bravo Agapito, Leila Shafti, Alvaro and Ortigosa); (21) Developing an Argument Learning Environment Using Agent-Based ITS (ALES) (Safia Abbas and Hajime Sawamura); (22) A Data Mining Approach to Reveal Representative Collaboration Indicators in Open Collaboration Frameworks (Antonio R. Anaya and Jesus G. Boticario); (23) Dimensions of Difficulty in Translating Natural Language into First-Order Logic (Dave Barker-Plummer, Richard Cox, and Robert Dale); (24) Predicting Correctness of Problem Solving from Low-level Log Data in Intelligent Tutoring Systems (Suleyman Cetintas, Luo Si, Yan Ping Xin, and Casey Hord); (25) Back to the future: a non-automated method of constructing transfer models (Ming Feng and Joseph Beck); (26) How do Students Organize Personal Information Spaces? (Sharon Hardof-Jaffe, Arnon Hershkovitz, Hama Abu-Kishk, Ofer Bergman, and Rafi Nachmias); (27) Improving Student Question Classification (Cecily Heiner and Joseph L. Zachary); (28) Why, What, and How to Log? Lessons from LISTEN (Jack Mostow and Joseph E. Beck); (29) Process Mining Online Assessment Data (Mykola Pechenizkiy, Nikola Trcka, Ekaterina Vasilyeva, Wil van der Aalst, and Paul De Bra); (30) Obtaining Rubric Weights For Assessments By More Than One Lecturer Using A Pairwise Learning Model (J. R. Quevedo and E. Montanes); (31) Collaborative Data Mining Tool for Education (Enrique Garcia, Cristobal Romero, Sebastian Ventura, Miguel Gea, and Carlos de Castro); (32) Predicting Student Grades in Learning Management Systems with Multiple Instance Genetic Programming (Amelia Zafra and Sebastian Ventura); and (33) Visualization of Differences in Data Measuring Mathematical Skills (Lukas Zoubek and Michal Burda). Individual papers contain tables, figures, footnotes, references and appendices.
- Published
- 2009
10. Instrument Adaptation in Cross-Cultural Studies of Students' Mathematics-Related Beliefs: Learning from Healthcare Research
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Andrews, Paul and Diego-Mantecón, Jose
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Much comparative research into education-related beliefs has exploited questionnaires developed in one culture for use in another. This has been particularly the case in mathematics education, the focus of this paper. In so doing, researchers have tended to assume that translation alone is sufficient to warrant a reliable and valid instrument for cross-cultural research, prompting concerns that a number of necessary equivalences are unlikely to have been addressed. In this paper, we consider the nature of these equivalences before examining the literature of a different field, healthcare research, to synthesise an approach to instrument adaptation that is pragmatic but rigorous. Finally, we demonstrate how this pragmatic approach, incorporating extensive cognitive interviews, enabled us to adapt and refine a mathematics-related beliefs questionnaire, developed in Flanders, for use with students aged 14-15 in England and Spain. Analyses indicate that the instrument so developed is multidimensional, reliable and cross-culturally valid. Some implications are discussed.
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- 2015
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11. The Mathematical Courses of Pedro Padilla and Etienne Bezout: Teaching Calculus in Eighteenth-Century Spain and France
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Blanco, Monica
- Abstract
The aim of this paper is to provide a cross-national comparative analysis of the introduction of calculus in Spanish and French military educational institutions through the works of Pedro Padilla y Arcos (1724-1807?) and Etienne Bezout (1730-1783), respectively. Both authors developed their educational work in the context of military schools and academies. Padilla's Curso Militar de Mathematicas (1753-1756) was the first work published in Spain which introduced the teaching of calculus in formal education. Bezout's Cours de Mathematiques (1764-1769) was the first work on calculus explicitly addressed to French military students and can be considered a representative of the canonical knowledge on eighteenth-century mathematics, both in France and abroad. Eighteenth-century Spain has traditionally been regarded as a country in the periphery whose scientific culture and education were pervaded by French science and education. This centre-periphery framework is often represented by a static model of one-way transmission from the centre to the periphery. A crossnational comparative analysis can help revisit this monolithic centre-periphery framework. A recent historiographical stream places the emphasis on appropriation, hence moving away from the idea of passive reception. In my paper I focus on the reading and writing of educational books, as practices which contribute actively to the development and circulation of knowledge. To assist the analysis, I explore the differences in communication practices in each case, in contents and approaches, and in particular, I give special attention to their inspiration in mathematical streams other than the French standpoint.
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- 2013
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12. GreedEx: A Visualization Tool for Experimentation and Discovery Learning of Greedy Algorithms
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Velazquez-Iturbide, J. A., Debdi, O., Esteban-Sanchez, N., and Pizarro, C.
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Several years ago we presented an experimental, discovery-learning approach to the active learning of greedy algorithms. This paper presents GreedEx, a visualization tool developed to support this didactic method. The paper states the design goals of GreedEx, makes explicit the major design decisions adopted, and describes its main characteristics in detail. It also describes the experience of use, the usability evaluations conducted, and the evolution of GreedEx in these years in response to the findings of the usability evaluations. Finally, the positive results obtained in an evaluation of educational effectiveness are shown. The paper has three main contributions. First, the GreedEx system itself is an innovative system for experimentation and discovery learning of greedy algorithms. Second, GreedEx is different from other visualization systems in its support to higher levels of learning, in particular evaluation tasks. Finally, GreedEx is an example of a medium-term research project, where an educational system was designed from explicit learning goals and was later refined in a user-centered design process involving instructors and students, before carrying out a successful evaluation of educational effectiveness.
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- 2013
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13. Strategies of Number Sense in Pre-Service Secondary Mathematics Teachers
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Almeida, Rut, Bruno, Alicia, and Perdomo-Díaz, Josefa
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This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students' use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys & Reys, "International Journal of Science and Mathematics Education," 7, 383-403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.
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- 2016
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14. Code to Learn: Where Does It Belong in the K-12 Curriculum?
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Moreno-León, Jesús, Robles, Gregorio, and Román-González, Marcos
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The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n = 129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.
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- 2016
15. Intelligence and Scientific-Creative Thinking: Their Convergence in the Explanation of Students' Academic Performance
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Ruiz, Maria Jose, Bermejo, Rosario, Ferrando, Mercedes, Prieto, Maria Dolores, and Sainz, Marta
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Introduction: Academic performance is usually generally explained by student's intelligence, although other factors such as personality and motivation also account for it. Factors associated with a more complex thought process in adolescence are also beginning to gain importance in the prediction of academic performance. Among these forms of thought are scientific, critical, and creative thinking. This paper analyses the convergence of cognitive psychological variables when accounting for academic achievement in Compulsory Secondary Education. Method: A sample of students (n = 98) attending 2nd and 4th year of secondary education in the Region of Murcia participated in this study. Participants took an intelligence test (IGF/5r) and a test of Scientific-Creative thinking (TPCC). In addition, students' achievement in all curricular domains was collected from teachers. In order to analyse the data, curricular disciplines were grouped into three main domains: scientific-mathematical, social-linguistic and artistic domains. Results: The regression analyses showed a significant complementary contribution of Scientific-creative abilities in the prediction of academic achievement in the three curricular domains, being a better predictor for the artistic domain. In the scientific-mathematical and linguistic-social domains, the predictive value of IQ--especially numerical reasoning--is more decisive than scientific-creative abilities. This analysis was conducted by dividing the sample according to students' academic year. Discussion and Conclusions: When comparing results from the two groups of students, we found that as students advance in their school years, other cognitive variables besides psychometric intelligence start to become more relevant in students' academic achievement. Some important socio-educational implications are drawn from these results.
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- 2014
16. Teaching sustainability in higher education by integrating mathematical concepts.
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Lafuente-Lechuga, Matilde, Cifuentes-Faura, Javier, and Faura-Martínez, Úrsula
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HIGHER education ,SUSTAINABILITY ,MATHEMATICS ,UNIVERSITIES & colleges ,SOCIAL impact ,CONTINUOUS processing ,TEACHER training - Abstract
Purpose: This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach: A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings: The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications: The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value: Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life. [ABSTRACT FROM AUTHOR]
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- 2024
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17. Structure of Primary Mathematics Teacher Education Programs in Spain
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Cañadas, María C., Gómez, Pedro, and Rico, Luis
- Abstract
Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement's Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected from the 48 sampled Spanish institutions that participated in TEDS-M. Our approach to the syllabus analysis focused on the established content dimension of curriculum in educators' syllabi. These contents are structured into 4 knowledge domains--school mathematics, advanced mathematics, general pedagogy, and mathematics pedagogy--and categorized into subjects and topics. The results show that Spanish teacher education programs are diverse across institutions, but follow a basic structure that emphasizes the teaching of general pedagogy subjects.
- Published
- 2013
- Full Text
- View/download PDF
18. From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers.
- Author
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Herrero, Angel C., Recio, Tomás, Tolmos, Piedad, and Vélez, M. Pilar
- Subjects
MATHEMATICS teachers ,STUDENT teachers ,STEAM engines ,STEAM education ,MATHEMATICS education (Secondary) - Abstract
In this paper, we describe an educational experience in the context of the Master's degree that is compulsory in Spain to become a secondary education mathematics teacher. Master's students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason's reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students' answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
19. Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions.
- Author
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Rodríguez‐Martínez, José Antonio, González‐Calero, José Antonio, del Olmo‐Muñoz, Javier, Arnau, David, and Tirado‐Olivares, Sergio
- Subjects
FORMATIVE tests ,LEARNING ability ,MATHEMATICAL models of learning ,MATHEMATICS education ,STUDY & teaching of fractions ,SCHOOL children ,ELEMENTARY education - Abstract
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. Practitioner notesWhat is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions.Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions.Using ARS for the teaching of fractions has a positive effect in terms of student motivation.Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.Researchers should continue exploring these potentially beneficial educational implementations in other areas. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
20. Introducing differential calculus in Spain: The fluxion of the product and the quadrature of curves by Tomàs Cerdà.
- Author
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Berenguer, Joaquim
- Subjects
DIFFERENTIAL calculus ,MATHEMATICIANS ,MATHEMATICS - Abstract
Differential calculus was introduced into eighteenth-century Spain through the teaching of several authors in different scientific institutions. One of the more noteworthy of these Spanish authors was the Jesuit Tomàs Cerdà (1715–1791), who taught mathematics at the College of Cordelles in Barcelona and at the Imperial College in Madrid. This mathematician introduced differential calculus through the manuscript entitled 'Tratado de Fluxiones' (1757–1759), which had as a main source The Doctrine and Application of Fluxions (1750) by Thomas Simpson (1710–1761). Our aim in this paper is to analyse Cerdà's special contribution to the introduction into Spain of the Newtonian theory of fluxions based on Simpson's definition of a fluxion. Specifically, the paper shows that Cerdà deduced the fluxion of the product of two variables and the area under a curve by previously establishing the fluxion of a curvilinear surface, a particular and different approach to that employed by other contemporaneous mathematicians in Spain. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
21. The Spanish AGC System: Description and Analysis.
- Author
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Egido, Ignacio, Fernández-Bernal, Fidel, and Rouco, Luis
- Subjects
SIMULATION methods & models ,CONFIGURATIONS (Geometry) ,WAVE functions ,ELECTRICITY ,ENGINEERING ,MATHEMATICS - Abstract
This paper describes and analyzes the Spanish AGC system. The differences with respect to a standard hierarchical structure are explained. A simple model useful for simulation is proposed. Using this model, the performance of the system and the influence of several parameters in system response is evaluated. The paper also suggests some changes in the configuration and parameter settings of the system to improve its performance. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
22. Monte Carlo approach to fuzzy AHP risk analysis in renewable energy construction projects.
- Author
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Serrano-Gomez, Luis and Munoz-Hernandez, Jose Ignacio
- Subjects
CONSTRUCTION projects ,RISK assessment ,MONTE Carlo method ,DISTRIBUTION (Probability theory) ,PROBABILISTIC number theory ,FUZZY sets - Abstract
The construction of large renewable energy projects is characterized by the great uncertainties associated with their administrative complexity and their constructive characteristics. For proper management, it is necessary to undertake a thorough project risk assessment prior to construction. The work presented in this paper is based on a hierarchical risk structure identified by a group of experts, from which a Probabilistic Fuzzy Sets with Analysis Hierarchy Process (PFSAHP) was applied. This probabilistic analysis approach used expert opinion based on the Monte Carlo Method that allows for extracting more information from the original data. In addition, the coherence of the experts’ opinions is assessed using a novel parameter known as Confidence Level, which allows for adjusting the opinions of experts and weighting their judgments regarding impact and probability according to their coherence. This model has the advantage of offering a risk analysis in the early stages of the management of renewable energy projects in which there is no detailed information. This model is also more accurate than the classic fuzzy methodology when working with complete distribution functions, whilst it avoids the loss of information that results from the traditional mathematical operations with Fuzzy numbers. To test the model, it was applied to a 250 MW photovoltaic solar plant construction project located in southeast of Spain (Region of Murcia). As a result of the application of the proposed method, risk rankings are obtained with respect to the cost, the time, the scope and from a general point of view of the project. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
23. Evolution and study of a copycat effect in intimate partner homicides: A lesson from Spanish femicides.
- Author
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Torrecilla, José L., Quijano-Sánchez, Lara, Liberatore, Federico, López-Ossorio, Juan J., and González-Álvarez, José L.
- Subjects
HOMICIDE ,INTIMATE partner violence ,INJURY risk factors ,TIME series analysis ,VIOLENT crimes ,BIOLOGICAL evolution - Abstract
Objectives: This paper focuses on the issue of intimate partner violence and, specifically, on the distribution of femicides over time and the existence of copycat effects. This is the subject of an ongoing debate often triggered by the social alarm following multiple intimate partner homicides (IPHs) occurring in a short span of time. The aim of this research is to study the evolution of IPHs and provide a far-reaching answer by rigorously analyzing and searching for patterns in data on femicides. Methods: The study analyzes an official dataset, provided by the system VioGén of the Secretaría de Estado de Seguridad (Spanish State Secretariat for Security), including all the femicides occurred in Spain in 2007-2017. A statistical methodology to identify temporal interdependencies in count time series is proposed and applied to the dataset. The same methodology can be applied to other contexts. Results: There has been a decreasing trend in the number of femicides per year. No interdependencies among the temporal distribution of femicides are observed. Therefore, according to data, the existence of copycat effect in femicides cannot be claimed. Conclusions: Around 2011 there was a clear change in the average number of femicides which has not picked up. Results allow for an informed answer to the debate on copycat effect in Spanish femicides. The planning of femicides prevention activities should not be a reaction to a perceived increase in their occurrence. As a copycat effect is not detected in the studied time period, there is no evidence supporting the need to censor media reports on femicides. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
24. The Effectiveness of Teaching Geometry to Enhance Mathematical Understanding in Children with Down Syndrome.
- Author
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Gil Clemente, María Elena and Cogolludo-Agustín, José Ignacio
- Subjects
EDUCATION of children with disabilities ,LEARNING disabilities ,MATHEMATICS ,PEOPLE with intellectual disabilities ,THOUGHT & thinking ,TEACHING methods ,DOWN syndrome ,EDUCATIONAL outcomes - Abstract
It is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical concepts. For this reason some authors have recently proposed a shift in the focus of learning from arithmetic to more fertile fields, in terms of understanding. In this paper we claim geometry fits this profile, especially suited for initiating children with Down syndrome into mathematics. To support this we resort to historical, epistemological, and cognitive reasons: the work of Séguin and his intuition on the central role of geometry in the development of abstract thinking in the so-called idiot children, the ideas of René Thom about the role of continuum intuition in the emergence of conscious thinking, and finally the two strengths people with Down syndrome display: visual learning abilities and interest in abstract symbols. To support these ideas we present the main findings of qualitative research on elementary mathematics teaching to a group of seven children (3-8) with Down syndrome in Spain. The didactic method used, naturally enhance their naïve geometrical conceptions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
25. Effectiveness of a virtual intervention for primary healthcare professionals aimed at improving attitudes towards the empowerment of patients with chronic diseases: study protocol for a cluster randomized controlled trial (e-MPODERA project).
- Author
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González-González, Ana Isabel, Orrego, Carola, Perestelo-Perez, Lilisbeth, Bermejo-Caja, Carlos Jesús, Mora, Nuria, Koatz, Débora, Ballester, Marta, del Pino, Tasmania, Pérez-Ramos, Jeannet, Toledo-Chavarri, Ana, Robles, Noemí, Pérez-Rivas, Francisco Javier, Ramírez-Puerta, Ana Belén, Canellas-Criado, Yolanda, del Rey-Granado, Yolanda, Muñoz-Balsa, Marcos José, Becerril-Rojas, Beatriz, Rodríguez-Morales, David, Sánchez-Perruca, Luis, and Vázquez, José Ramón
- Subjects
RANDOMIZED controlled trials ,PRIMARY care ,OUTPATIENT medical care ,PRIMARY health care ,FAMILY medicine ,CHRONIC diseases & psychology ,CHRONIC disease treatment ,ATTITUDE (Psychology) ,COMPARATIVE studies ,EXPERIMENTAL design ,HEALTH attitudes ,HEALTH care teams ,INTERNET ,LEARNING ,MATHEMATICS ,RESEARCH methodology ,MEDICAL cooperation ,MEDICAL personnel ,NURSE-patient relationships ,PSYCHOLOGY of nurses ,PHYSICIAN-patient relations ,GENERAL practitioners ,QUESTIONNAIRES ,RESEARCH ,STATISTICAL sampling ,HEALTH self-care ,TIME ,PATIENT participation ,GROUP process ,EVALUATION research ,PSYCHOLOGY - Abstract
Background: Communities of practice are based on the idea that learning involves a group of people exchanging experiences and knowledge. The e-MPODERA project aims to assess the effectiveness of a virtual community of practice aimed at improving primary healthcare professional attitudes to the empowerment of patients with chronic diseases.Methods: This paper describes the protocol for a cluster randomized controlled trial. We will randomly assign 18 primary-care practices per participating region of Spain (Catalonia, Madrid and Canary Islands) to a virtual community of practice or to usual training. The primary-care practice will be the randomization unit and the primary healthcare professional will be the unit of analysis. We will need a sample of 270 primary healthcare professionals (general practitioners and nurses) and 1382 patients. We will perform randomization after professionals and patients are selected. We will ask the intervention group to participate for 12 months in a virtual community of practice based on a web 2.0 platform. We will measure the primary outcome using the Patient-Provider Orientation Scale questionnaire administered at baseline and after 12 months. Secondary outcomes will be the sociodemographic characteristics of health professionals, sociodemographic and clinical characteristics of patients, the Patient Activation Measure questionnaire for patient activation and outcomes regarding use of the virtual community of practice. We will calculate a linear mixed-effects regression to estimate the effect of participating in the virtual community of practice.Discussion: This cluster randomized controlled trial will show whether a virtual intervention for primary healthcare professionals improves attitudes to the empowerment of patients with chronic diseases.Trial Registration: ClicalTrials.gov, NCT02757781 . Registered on 25 April 2016. Protocol Version. PI15.01 22 January 2016. [ABSTRACT FROM AUTHOR]- Published
- 2017
- Full Text
- View/download PDF
26. ACTITUDES HACIA LA ESTADÍSTICA DESCRIPTIVA Y SU ENSEÑANZA EN FUTUROS PROFESORES.
- Author
-
Ruz, Felipe, Molina-Portillo, Elena, and Contreras, José M.
- Subjects
MATHEMATICS teachers ,ATTITUDE (Psychology) ,STATISTICAL sampling ,DESCRIPTIVE statistics ,TEACHER training - Abstract
Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
27. Características e impacto de la producción científica en colaboración entre Argentina y España.
- Author
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De Filippo, Daniela, Barrere, Rodolfo, and Gómez, Isabel
- Subjects
INTERNATIONAL cooperation ,PUBLICATIONS ,MATHEMATICS - Abstract
Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2010
28. Numerical solving of equations in the work of José Mariano Vallejo.
- Author
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Pacheco Castelao, José-Miguel, Pérez-Fernández, F., and Suárez Alemán, Carlos-Oswaldo
- Subjects
NUMERICAL analysis ,EQUATIONS ,ALGEBRA ,MATHEMATICS - Abstract
The progress of Mathematics during the nineteenth century was characterised both by an enormous acquisition of new knowledge and by the attempts to introduce rigour in reasoning patterns and mathematical writing. Cauchy’s presentation of Mathematical Analysis was not immediately accepted, and many writers, though aware of that new style, did not use it in their own mathematical production. This paper is devoted to an episode of this sort that took place in Spain during the first half of the century: It deals with the presentation of a method for numerically solving algebraic equations by José Mariano Vallejo, a late Spanish follower of the Enlightenment ideas, politician, writer, and mathematician who published it in the fourth (1840) edition of his book Compendio de Matemáticas Puras y Mistas, claiming to have discovered it on his own. Vallejo’s main achievement was to write down the whole procedure in a very careful way taking into account the different types of roots, although he paid little attention to questions such as convergence checks and the fulfilment of the hypotheses of Rolle’s Theorem. For sure this lack of mathematical care prevented Vallejo to occupy a place among the forerunners of Computational Algebra. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
29. Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems.
- Author
-
Tárraga-Mínguez, Raúl, Tarín-Ibáñez, Julio, and Lacruz-Pérez, Irene
- Subjects
TEACHING guides ,PROBLEM solving ,CURRICULUM ,ARITHMETIC ,CONTENT analysis ,MATHEMATICS - Abstract
The teaching guides that complement textbooks have key importance in the assessment of competence in problem solving, because these materials contain the assessment tools that teachers frequently use to quantify the achievements of their students. In this paper, we set two aims: to analyze which curriculum contents are given priority in the assessment tests of the teaching guides; and to check to what extent these tests assess the steps of the mathematical problem solving process. For this, an analysis of the initial and final assessment tests of six Spanish publishers was conducted. The results show that the distribution of mathematical tasks by type of content does not fully conform to the theoretical framework proposed by TIMSS. In addition, only one of the six publishers considered the problem-solving process as evaluable. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
30. Ferran Sunyer i balaguer (1912-1967) and Spanish mathematics after the Civil War.
- Author
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Malet, Antoni and Senechal, Marjorie
- Subjects
MATHEMATICS - Abstract
Focuses on the late Feran Sunyer i Balaguer, a self taught mathematician in Spain. His position in Spanish academic institutions; Background information; Sunyer's introduction to mathematics; Information on his disabilities; Effect the disabilities had on the way he studied; Contribution he made to mathematics.
- Published
- 1998
31. A Decade for the Mathematics : Bibliometric Analysis of Mathematical Modeling in Economics, Ecology, and Environment.
- Author
-
Petcu, Monica Aureliana, Ionescu-Feleaga, Liliana, Ionescu, Bogdan-Ștefan, and Moise, Dumitru-Florin
- Subjects
BIBLIOMETRICS ,MATHEMATICAL analysis ,MATHEMATICAL economics ,MATHEMATICAL models ,MATHEMATICAL optimization ,MATHEMATICS - Abstract
Our study commemorates this event by presenting a retrospective of the publications related to the use of mathematical tools for the analysis of economic, ecological, and environmental phenomena. We analyzed 1257 scientific publications using bibliometric techniques to examine the most productive and influential authors and their contributions in the economic, ecological, and environmental fields. Co-authorship among the top authors and countries, co-occurrence of the keywords, bibliographic coupling of the documents and authors, and author co-citation were analyzed by applying network analysis techniques using VOSviewer software, identifying the intellectual structure of the research and the collaborative networks in the fields. The results show that mathematics has grown impressively in terms of publication and citation. The contributions come from all over the world, but the majority are from the People's Republic of China and Spain. The results also show themes and trends in the economic, environmental, and ecological fields and a predominant use of mathematical tools in optimization processes in order to rigorously substantiate the decisions of investors and policymakers. Thus, our study offers support for any researcher to understand the current state of the art and develop a comprehensive understanding of journal publications. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
32. Tesis de Matemáticas defendidas en España en el año 2022.
- Subjects
MATHEMATICS ,COMPUTATIONAL geometry ,DOCTORAL programs ,INSTITUTIONAL repositories ,DATABASES ,UNIVERSITIES & colleges - Abstract
Copyright of Gaceta de la Real Sociedad Matematica Espanola is the property of Real Sociedad Matematica Espanola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
33. Comparing Mathematics Early Years Education in Spain, Portugal and Slovenia.
- Author
-
Ancheta-Arrabal, Ana and Segura, Carlos
- Subjects
EARLY childhood education ,MATHEMATICS education ,MATHEMATICS ,MATHEMATICAL forms ,CURRICULUM implementation ,TEACHER educators - Abstract
This work aims to examine how the learning of mathematics in early childhood is developed in different policies, particularly within the processes of formal education and care in early years institutions. A comparative analysis of early mathematics education policies across countries must consider cultural differences, teaching practice, structural differences and institutional framework conditions, as well as the initial training and professional knowledge of teachers and educators. Extracted from the official country regulations, the following pages include some of the main characteristics of the national systems of early childhood education and care (ECEC) in Portugal, Slovenia and Spain, as well as a comparison of the ECEC guidelines concerning mathematics education between these three countries. There is an international consensus on an approach to early mathematics education inspired by realistic mathematics education (RME), i.e., on the importance of working mathematically in context, as well as on the idea of doing so through play, developing the language to communicate mathematical ideas. However, we found that these three aspects are reflected very differently in the official regulations of the three countries: while in Spain the development is very detailed and emphasizes the holistic approach and the role of mathematics in exploring the environment, the Portuguese curriculum emphasizes the role of mathematics as a form of language. The Slovenian curriculum, at last, focuses on the concepts and procedures associated with each mathematical sense. Furthermore, there are structural features concerning the regulation and type of ECEC system that have an influence in the implementation of the curriculum. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
34. Optimization Problems in Spanish Differential Calculus Books Published in the 18th Century.
- Author
-
Casas-Rosal, José Carlos, León-Mantero, Carmen, Jiménez-Fanjul, Noelia, and Gutiérrez-Rubio, David
- Subjects
EIGHTEENTH century ,HISTORY of mathematics ,MATHEMATICS education ,MATHEMATICS ,TEXTBOOKS ,EDUCATION research ,DIFFERENTIAL calculus - Abstract
History of mathematics and mathematics education research allows us to know, among other issues: the influence that certain textbooks have had on the teaching of school mathematics, in academic or professional training, during a certain historical period; as well as the scientific advances achieved in each historical period and their incorporation into the teaching of the subject matter. In this work, we focus our attention on the applications of the method of finding maxima and minima included in the textbooks published during the 18th century in Spain. Specifically, we identify the approach of the algorithm used, the shortcomings or deficiencies that the posing of the proposed problems may have, the verification of the nature of the optimal points obtained and the consideration—or not—of the negative solutions in the process of resolution. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
35. Developing an Instrument for Analyzing Mathematics and Mathematics Education Ideas in the Spanish Press of the 18th Century.
- Author
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Madrid, María José, Maz-Machado, Alexander, Cuida, Astrid, and Pedrosa-Jesús, Cristina
- Subjects
MATHEMATICS education ,EIGHTEENTH century ,HISTORY of mathematics ,MATHEMATICS textbooks ,PERIODICAL publishing ,MATHEMATICS - Abstract
Old mathematics books and textbooks have focused different researchers onto the history of mathematics and mathematics education. However, books are not the only information source for this field; for example, researchers can also study periodical-type publications from the past (such as diaries, weeklies, newspapers, etc.). Considering this, this study developed an instrument to analyze publications about mathematics and mathematics education included in newspapers, weeklies, journals, etc., which were not exclusively devoted to science, from the perspective of the history of mathematics and mathematics education. In order to do so, a descriptive research focused on the analysis of historical texts was carried out using the content analysis technique. The different labels and categories of this instrument are here exemplified by the categorization of some entries included in several periodical publications published in the 18th century in Spain. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
36. Analysis of Industrial Engineering Students' Perception after a Multiple Integrals-Based Activity with a Fourth-Year Student.
- Author
-
Giménez, Anuar R., Martín-Vaquero, Jesús, and Rodríguez-Martín, Manuel
- Subjects
PSYCHOLOGY of students ,ENGINEERING students ,INDUSTRIAL engineers ,INDUSTRIAL engineering ,ENGINEERING mathematics ,MATHEMATICS - Abstract
In industrial engineering degrees in Spain, mathematics subjects are usually taught during the first two academic years. Consequently, it is often the case that students sometimes do not feel motivated to learn subjects such as Mathematics II (calculus). Nevertheless, this subject is fundamental for understanding other subjects in the degree study plan, as well as for the graduate's future professional career as an engineer. To address this, a problem-based teaching methodology was carried out with the help of a fourth-year student who explained an activity to first-year students in a manner which was both friendly and approachable. In this experiment, the student went through a series of practical problems taken from different engineering subjects, which required multivariable integrals to be calculated and which he had learned in mathematics as a first-year student. In addition, a method based on pre-test and post-test assessments was applied. From this work, various benefits were observed in terms of learning, as well as an increase in the level of motivation of first-year students. There was a greater appreciation of the usefulness of calculus and computer programs to solve real-life problems, and the students generally responded positively to this type of activity. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
37. The Values of Illustration in the Economic Society of Asturias and Its Reflection in Mathematics Education at the Royal Asturian Institute of Nautical Studies and Mineralogy during the Last Quarter of the 18th Century.
- Author
-
López-Esteban, Carmen and Almaraz-Menéndez, Fernando
- Subjects
MATHEMATICS education ,EIGHTEENTH century ,MINERALOGY ,ECONOMIC underdevelopment ,SOCIETY of Friends ,MATHEMATICS - Abstract
The Economic Society of Friends of the Country of Asturias, Spain, was an instrument of enlightened reformism which operated in a region with serious economic backwardness. It was born in 1780 at the initiative of Campomanes and responds to the Matritense model, meaning that it focused on economic development and popular education. It is known that Jovellanos directly participated in the establishment of the Royal Institute of Nautical Studies and Mineralogy of Gijón. In this work, the historical method of research in education was used with the objective of determining the sociogenesis of the kind of technical mathematics that was taught in this Institute. The results show the role of the Asturian Economic Society in the creation of the Institute and we also analysed the teaching and curriculum of mathematics that was taught there, and if it was in line with the internal debates of the discipline in that historical moment. The limitations of the Jovellanista model of the Technical Training School for Sailors and Miners created in Gijón are made clear, although the attempt to start it up in such a peripheral place is no less remarkable. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
38. Psychometric Properties, Factor Structure, and Gender and Educational Level Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish Children and Adolescents.
- Author
-
Martín-Puga, M. Eva, Justicia-Galiano, M. José, Gómez-Pérez, M. Mar, and Pelegrina, Santiago
- Subjects
RESEARCH methodology evaluation ,RESEARCH methodology ,PSYCHOMETRICS ,MATHEMATICS ,SEX distribution ,QUESTIONNAIRES ,ANXIETY ,EDUCATIONAL attainment ,EVALUATION ,CHILDREN ,ADOLESCENCE - Abstract
The present study aimed to investigate the factor structure and degree of measurement invariance of a Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS) in primary and secondary school students (N = 1,504 students, 46.08% males, 7-19 years of age). The results of confirmatory factor analysis corroborated the original two-factor structure, although a modified two-factor model with one item loading simultaneously on both factors was better supported. Full measurement invariance was observed across gender, and partial measurement invariance was achieved across educational levels (primary and secondary education). The AMAS showed reasonable internal consistency, test–retest reliability, and convergent validity. These results highlight the utility of the AMAS as a measure of math anxiety in primary and secondary school students whose scores can be compared by gender and educational level. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
39. Objectively measured physical activity and academic performance in school‐aged youth: The UP&DOWN longitudinal study.
- Author
-
Muntaner‐Mas, Adrià, Martínez‐Gómez, David, Castro‐ Piñero, Jose, Fernandez‐Santos, Jorge R, Salmon, Jo, Veiga, Óscar L, and Esteban‐Cornejo, Irene
- Subjects
ACADEMIC achievement evaluation ,REGRESSION analysis ,PHYSICAL activity ,ACCELEROMETRY ,MATHEMATICS ,ACADEMIC achievement ,DESCRIPTIVE statistics ,LONGITUDINAL method ,CHILDREN ,ADOLESCENCE - Abstract
To examine the longitudinal relationships between objectively measured total volume and specific intensities of physical activity (PA) with academic performance in a large sample of youth aged 6‐18 years. A longitudinal study of 1046 youth (10.04 ± 3.10 years) from Spain was followed over 2 years. PA (volume and intensity) was measured by accelerometry. Academic performance was assessed through grades reported on the transcript at the end of the academic year (Mathematics, Language, an average of these two core subjects, and grade point average [GPA]). Longitudinal relationships between PA and four indicators of academic performance were examined using covariance and regression analyses, adjusted for a variety of confounders. Youth Quartile 2 for PA volume at baseline obtained better scores than those who participated in Quartiles 1 or 4 volumes of PA in GPA 2 years later (p = 0.006). There were generally no longitudinal associations between specific PA intensities and any of the academic performance indicators (all p > 0.170). However, a change in light PA over 2 years was inversely associated with three academic indicators in youth (βrange, ‐.103 to ‐ 090; all P < 040). Findings suggest that participants in Quartile 2 volume of PA had a better GPA in comparison with Quartiles 1 and 4 volumes of PA during youth, but there was no association with changes in PA volume over time. PA intensity was generally unrelated to academic performance during youth. However, there was an inverted u‐shape relationship between light PA changes and GPA. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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40. EL DOMINIO AFECTIVO EN FUTIROS MAESTROS DE MATEMÁTICAS EN LA UNIVERSIDAD DE EXTREMADURA.
- Author
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Carrasco, Ana Caballero, Blanco Nieto, Lorenzo J., and Barona, Eloísa Guerrero
- Subjects
AFFECTIVE education ,MATHEMATICS education (Primary) ,PRIMARY education ,STUDENT attitudes ,TEACHERS ,LEARNING - Abstract
Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2008
41. Actitudes, hábitos de estudio y rendimiento en Matemáticas: diferencias por género.
- Author
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García, Isabel Barbero, Tello, Francisco Pablo Holgado, Abad, Enrique Vila, and Moscoso, Salvador Chacón
- Subjects
- *
MATHEMATICS , *EDUCATIONAL programs , *EDUCATIONAL evaluation , *EDUCATION , *ACADEMIC achievement - Abstract
In this paper, we used the data of Mathematics achievements from the sample of 13- year-old Spanish boys and girl who took part in the Second National Assessment of Educational Progress, carried out by the Educational Testing Service. With the aim of identifying variables related to high achievement, our goals are: 1) to analyse whether there are significant differences in 13-year-old Spanish boys and girls in their attitudes towards mathematics, their study strategies, and their performance; 2) to analyse the influence of their attitudes and study strategies on their performance, and to examine whether these relations are the same in boys and girls; 3) to propose a theoretical model that explains the relationship among the variables defined by means of structural equation modelling. The results show that: a) there are significant differences between boys and girls in the variables studied; b) it is not possible to reject the proposed model that relates study strategies and attitudes towards performance in mathematics; and c) the model tends to be stable both among boys and girls. [ABSTRACT FROM AUTHOR]
- Published
- 2007
42. Efectos Contextuales del Nivel Socioeconómico sobre el Rendimiento Académico en la Educación Secundaria Obligatoria en la Comunidad Autónoma Vasca (España). Estudio Diferencial del Nivel Socioeconómico...
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Lizasoain, Luis, Joaristi, Luis, Lukas, José Francisco, and Santiago, Karlos
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SOCIAL status ,ACADEMIC achievement ,MATHEMATICS ,SECONDARY education ,COMPULSORY education ,FAMILIES ,SCHOOLS ,REGRESSION analysis - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
43. Tangible interfaces to explain Gaudı´'s use of ruled-surface geometries: Interactive systems design for haptic, nonverbal learning
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Fischer, T., Herr, C.M., Burry, M.C., and Frazer, J.H.
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MACHINE learning , *MATHEMATICS , *GEOMETRY - Abstract
This paper summarises the development of a machine-readable model series for explaining Gaudı´'s use of ruled-surface geometry in the Sagrada Familia in Barcelona, Spain. The first part discusses the modeling methods underlying the columns of the cathedral and the techniques required to translate them into built structures. The second part discusses the design and development of a tangible machine-readable model to explain column-modeling methods interactively in educational contexts such as art exhibitions. It is designed to explain the principles underlying the column design by means of physical interaction without using mathematical terms or language. [Copyright &y& Elsevier]
- Published
- 2003
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44. Prevalence of the student's gender in their daily interactions with devices on the Internet.
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González Vidal, Inés María
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GENDER differences in education ,GENDER ,GENDER differences (Sociology) ,EDUCATION research methodology ,COURSEWARE ,EDUCATIONAL equalization - Abstract
Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
45. Network analysis: An indispensable tool for curricula design. A real case-study of the degree on mathematics at the URJC in Spain.
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Simon de Blas, Clara, Gomez Gonzalez, Daniel, and Criado Herrero, Regino
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CURRICULUM planning ,MATHEMATICS ,HIGHER education ,EXPERIMENTAL design ,CENTRALITY - Abstract
Content addition to courses and its subsequent correct sequencing in a study plan or curricula design context determine the success (and, in some cases, the failure) of such study plan in the acquisition of knowledge by students. In this work, we propose a decision model to guide curricular design committees in the tasks of course selection and sequencing in higher education contexts using a novel methodology based on network analysis. In this work, the local and global properties stemming from complex network analysis tools are studied in detail to facilitate the design of the study plan and to ensure its coherence by detecting the communities within a graph, and the local and global centrality of the courses and their dependencies are analyzed, as well as the overlapping subgroups and the functions and different positions among them. The proposed methodology is applied to the study of a real case at the Universidad Rey Juan Carlos. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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46. Math Is for Me: A Field Intervention to Strengthen Math Self-Concepts in Spanish-Speaking 3rd Grade Children.
- Author
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Cvencek, Dario, Paz-Albo, Jesús, Master, Allison, Herranz Llácer, Cristina V., Hervás-Escobar, Aránzazu, and Meltzoff, Andrew N.
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ACADEMIC motivation ,MATHEMATICS ,PARENT-teacher relationships ,GRADING of students ,CONCEPT learning - Abstract
Children's math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children's math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent intervention—one that combines explicit and implicit approaches to help children form more positive beliefs linking themselves and math—can be administered in an authentic school setting. The intervention was conducted in Spain, a country in which math achievement is below the average of other OECD countries. We tested third grade students (N = 180; M
age = 8.79 years; 96 girls), using treatment and comparison groups and pre- and posttest assessments. A novelty of this study is that we used both implicit and explicit measures of children's math self-concepts. For a subsample of students, we also obtained an assessment of year-end math achievement. Math self-concepts in the treatment and comparison groups did not significantly differ at pretest. Students in the treatment group demonstrated a significant increase in math self-concepts from pretest to posttest; students in the comparison group did not. In the treatment group, implicit math self-concepts at posttest were associated with higher year-end math achievement, assessed approximately 3 months after the completion of the intervention. Taken together, the results suggest that math self-concepts are malleable and that social–cognitive interventions can boost children's beliefs about themselves and math. Based on the favorable results of this feasibility study, it is appropriate to formally test this novel multicomponent approach for improving math self-concepts using randomized controlled trial (RCT) design. [ABSTRACT FROM AUTHOR]- Published
- 2020
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47. Players’ selection for basketball teams, through Performance Index Rating, using multiobjective evolutionary algorithms.
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Pérez-Toledano, Miguel Ángel, Rodriguez, Francisco J., García-Rubio, Javier, and Ibañez, Sergio José
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EVOLUTIONARY algorithms ,BASKETBALL teams ,SPORTS competitions ,SPORTS administration ,BIOLOGICAL evolution ,DIFFERENTIAL evolution - Abstract
In any sport the selection of players for a team is fundamental for its subsequent performance. Many factors condition the selection process from the characteristics of the sport discipline to financial limitations, including a long list of restrictions associated with the environment of the competitions in which the team takes part. All of this makes the process of selecting a roster of players very complex, as it is affected by multiple variables and in many cases marked by a great deal of subjectivity. The purpose of this article was to objectively select the players for a basketball team using an evolutionary algorithm, the Non-dominated Sorting Genetic Algorithm II (NSGA-II) that uses stochastic search methods based on the imitation of natural biological evolution. The sample was composed of the players from the teams competing in the top Spanish basketball league, the Association of Basketball Clubs (ACB). To assess the quality of the solutions obtained, the results were compared with the teams in the ACB playing in the same competition as the players used in the study. The results make it possible to obtain different solutions for composing teams rendering financial resources profitable and taking into account the restrictions of the competition and of each sport management. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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48. Hierarchy and Psychometric Properties of ADHD Symptoms in Spanish Children: An Application of the Graded Response Model.
- Author
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Arias, Victor B., Nuñez, Daniel E., Martínez-Molina, Agustín, Ponce, Fernando P., and Arias, Benito
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ATTENTION-deficit hyperactivity disorder ,PSYCHIATRIC diagnosis ,PSYCHOMETRICS ,JUVENILE diseases ,HIERARCHICAL clustering (Cluster analysis) ,MATHEMATICAL models - Abstract
The Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic criteria assume that the 18 symptoms carry the same weight in an Attention Deficit with Hyperactivity Disorder (ADHD) diagnosis and bear the same discriminatory capacity. However, it is reasonable to think that symptoms may differ in terms of severity and even in the reliability with they represent the disorder. To test this hypothesis, the aim of this study was to calibrate in a sample of Spanish children (age 4–7; n = 784) a scale for assessing the symptoms of ADHD proposed by Diagnostic and Statistical Manual of Mental Disorders, IV-TR within the framework of Item Response Theory. Samejima’s Graded Response Model was used as a method for estimating the item difficulty and discrimination parameters. The results showed that ADHD subscales (Attention Deficit and Hyperactivity / Impulsivity) had good psychometric properties and had also a good fit to the model. However, relevant differences between symptoms were observed at the level of severity, informativeness and reliability for the assessment of ADHD. This finding suggests that it would be useful to identify the symptoms that are more important than the others with regard to diagnosing ADHD. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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49. Multitemporal Modelling of Socio-Economic Wildfire Drivers in Central Spain between the 1980s and the 2000s: Comparing Generalized Linear Models to Machine Learning Algorithms.
- Author
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Vilar, Lara, Gómez, Israel, Martínez-Vega, Javier, Echavarría, Pilar, Riaño, David, and Martín, M. Pilar
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WILDFIRES ,SOCIOECONOMICS ,MACHINE learning ,GENERALIZABILITY theory ,MAXIMUM entropy method - Abstract
The socio-economic factors are of key importance during all phases of wildfire management that include prevention, suppression and restoration. However, modeling these factors, at the proper spatial and temporal scale to understand fire regimes is still challenging. This study analyses socio-economic drivers of wildfire occurrence in central Spain. This site represents a good example of how human activities play a key role over wildfires in the European Mediterranean basin. Generalized Linear Models (GLM) and machine learning Maximum Entropy models (Maxent) predicted wildfire occurrence in the 1980s and also in the 2000s to identify changes between each period in the socio-economic drivers affecting wildfire occurrence. GLM base their estimation on wildfire presence-absence observations whereas Maxent on wildfire presence-only. According to indicators like sensitivity or commission error Maxent outperformed GLM in both periods. It achieved a sensitivity of 38.9% and a commission error of 43.9% for the 1980s, and 67.3% and 17.9% for the 2000s. Instead, GLM obtained 23.33, 64.97, 9.41 and 18.34%, respectively. However GLM performed steadier than Maxent in terms of the overall fit. Both models explained wildfires from predictors such as population density and Wildland Urban Interface (WUI), but differed in their relative contribution. As a result of the urban sprawl and an abandonment of rural areas, predictors like WUI and distance to roads increased their contribution to both models in the 2000s, whereas Forest-Grassland Interface (FGI) influence decreased. This study demonstrates that human component can be modelled with a spatio-temporal dimension to integrate it into wildfire risk assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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50. Syntactic Awareness and Arithmetic Word Problem Solving in Children With and Without Learning Disabilities.
- Author
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Peake, Christian, Jiménez, Juan E., Rodríguez, Cristina, Bisschop, Elaine, and Villarroel, Rebeca
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ANALYSIS of covariance ,CHI-squared test ,CONFIDENCE intervals ,STATISTICAL correlation ,COMPARATIVE grammar ,STUDENTS with disabilities ,LEARNING disabilities ,MATHEMATICS ,PROBLEM solving in children ,READING disability ,RESEARCH funding ,SCHOOL children ,T-test (Statistics) ,COMORBIDITY ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
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