The cognitive effects of a mathematics in-service workshop on elementary school teachers

Abstract

Siegler's role assessment methodology was used to investigate the cognitive effects of a 32 hour mathematics in-service workshop on 28 elementary school teachers. This paper reports on attempts (a) to assess the levels of cognitive understanding of the basic concepts of proportion, probability, and correlation among elementary teachers, and (b) to change teachers' levds in understanding these concepts by a method of "direct instruction". Significant improvements were noted in the levels of cognitive development associated with the concept of proportion. Though nonsignificant improvements were noted in the concepts of probability and correlation, all the teachers were assigned to the highest cognitive rule associated with the probability concept at the end of the workshop.

An Integration of Fuzzy theory and ISM for Concept Structure Analysis with Application of Learning MATLAB

“…)( ( and 1 0 na d (6) (2) Based on the formula of FLMP, for task-taker n , the probability of concept a being precondition of concept ' a (subordination relation probability) is…”

“…Concepts are stored in the form of network with characteristics of relationships and hierarchies. Methodologies of concept structure analysis aim to understand the information processing and knowledge storage [6] [8].…”