Preschool Children’s Representation of Numbers on a Linear Number Line: Implications to Teaching and Learning of Number Concepts

Ghazali, Munirah

doi:10.9790/0837-1468792

Cited by 8 publications

(3 citation statements)

References 20 publications

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“…A total of 26 trials were administered, comprised of 12 trials with the points labeled as 0 and 20 (3, 4, 6, 7, 8, 9, 11, 13, 14, 16, 17, 19), and 14 trials with the points labeled as 0 and 100 (7, 9, 15, 16, 26, 28, 51, 53, 64, 65, 76, 77, 89, 91). We selected these two number ranges because they have been used in prior studies of number line estimation skills in 5‐ or 6‐year‐olds (e.g., Berteletti et al, 2010; Ghazali et al, 2013; Hoard et al, 2008). Furthermore, the correct midpoint (i.e., either 10 or 50) was marked with a 0.5‐in.…”

Section: Methodsmentioning

confidence: 99%

Relational language influences young children’s number relation skills

2022

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Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, relational language predicted later number relation skills, specifically number line estimation, β = .30. Relational language did not differentially predict number line estimation performance in children with low or high number relation skills, likely due to the restricted ranges of data within subgroups. Number relation skills, specifically number line estimation and number ordering, may be a pathway between relational language and mathematical skills.

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Section: Methodsmentioning

confidence: 99%

Relational language influences young children’s number relation skills

2022

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“…ISSN digital 1982-1654 ISSN impresso 1516-084X __________________________________________________________________________________________________ método (BOFFERDING; WESSMAN-ENZINGER, 2017). Neste sentido, recomenda-se a utilização de mais de um modelo (AUBRY, 2009;GHAZALI;AYUB;OTHMAN, 2013;BELLAMY, 2015).…”

Section: As Estratégias Didático-metodológicas Para O Software Mathgvunclassified

Estratégias didático-metodológicas para o uso de software educativos gratuitos na educação matemática

et al. 2019

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Há muitas dúvidas quanto ao uso de recursos digitais no ensino de matemática. É preciso escolher o software adequado aos conteúdos e aos propósitos de ensino. O objetivo foi elaborar estratégias didático-metodológicas para o uso de software gratuitos no ensino de Matemática (6º ao 9º ano), assim como validá-las. As estratégias foram elaboradas conjuntamente com professores que as aplicaram com seus alunos. Duas turmas resolveram os mesmos exercícios em 4 diferentes situações avaliativas para a estratégia validada. O percentual de acertos foi analisado pelo teste Kruskal Wallis. Cinco software para conteúdos problemáticos do ponto de vista docente, identificados pelos professores de matemática, e três das etapas da Teoria dos Modelos Genéricos foram considerados na elaboração de 19 estratégias. Dentre as 11 estratégias validadas, pode-se afirmar que a maioria foi favorável ao aprendizado do aluno. Principalmente, quando as estratégias são inseridas após o conteúdo ser trabalhado em sala de aula.

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“…With a normalized scale, an output of 50 out of 100 is not moderate because it could be the result of an impact of 70 with a likelihood of 70% (50 is moderate to assign an impact, but not as an Fr result. That lack of linearity cannot be helped and that behavior reduces its understandability; it would be desirable to use another indicator yielding linear outcomes because the human brain manages linear information better (Babatola, 2004;Ghazali, Ayub, & Othman, 2013;Siegler & Opfer, 2003).…”

Section: Description Of the Problemmentioning

confidence: 99%

Methodology for determining the most severe risks of a construction project and identification of risky projects

López-Manzanares¹,

Rodríguez-López²

2019

rdlc

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Construction projects involve very different kinds of risks of distinct natures and demand an agile and flexible risk assessment methodology. This study has analyzed scholarly literature and best practices to find current weaknesses. Two main solutions are presented in this paper in response to the findings of the analysis: a general purpose, quantitative key risk indicator, the "Risk Visibility Factor" (Fv), that yields a single linear 0-100 value for each risk event out of its impact and likelihood; and a summarizing method based on Fv to obtain the overall risk for two or more risk events, expressed as a single equivalent risk event with its own impact and likelihood. The first solution improves current risk assessment by providing a more intuitive and understandable indicator to rate risks and projects; the second one, with recursive capability, allows risk scenarios (e.g., projects) to be seen as single risk event, without any kind of limitation on the number and nature of risks, making it easier to compare the risk severity of distinct projects. Both solutions can be used to define the risk appetite and to compare with it any risk event or scenario.

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Preschool Children’s Representation of Numbers on a Linear Number Line: Implications to Teaching and Learning of Number Concepts

Cited by 8 publications

References 20 publications

Relational language influences young children’s number relation skills

Relational language influences young children’s number relation skills

Estratégias didático-metodológicas para o uso de software educativos gratuitos na educação matemática

Methodology for determining the most severe risks of a construction project and identification of risky projects

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