Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 667 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 134 - Next  Jump:
2010 - NCA 96th Annual Convention Words: 114 words || 
Info
1. Luster, Patrick. "'Daddy Number One versus Daddy Number Two': Exploring the Millennial Coach’s Relationship to a Mentor Coach, While Dealing with Students as a System" Paper presented at the annual meeting of the NCA 96th Annual Convention, Hilton San Francisco, San Francisco, CA, <Not Available>. 2019-10-20 <http://citation.allacademic.com/meta/p423964_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Research was conducted at last year’s NCA conference dealing with millennial students. This spawned the idea that millennial coaches also face a few curveballs as they make the transition from student to coach. This paper will deal with the specific relationship that coaches have with their mentors. In my case, my relationship as ADOF with the DOF at my institution. While not all millennials have this type of relationship, I will examine how mentors, or those who serve in a supervisory role over the millennial coach, mold and shape today’s millennial coach. Also, this paper will examine the student perspective and how students handle the relationship between two coaches, the millennial and the mentor/supervisor.

2005 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: 7 pages || Words: 3382 words || 
Info
2. Sirotic, Natasa. and Zazkis, Rina. "Locating Irrational Numbers on the Number Line" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 Online <APPLICATION/PDF>. 2019-10-20 <http://citation.allacademic.com/meta/p24561_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This report is part of ongoing investigation on understanding irrational number by prospective secondary school teachers. It focuses of representation of irrational numbers as points on a number line. In a written questionnaire, followed by a clinical interview, the participants were asked to indicate the exact location of the square root of 5 on a number line. The results suggest confusion between irrational numbers and their decimal approximation and overwhelming reliance on the latter. Pedagogical suggestions are discussed.

2009 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: 8 pages || Words: 3644 words || 
Info
3. Thanheiser, Eva. and Rhoads, Kathryn. "Exploring Preservice Teachers’ Conceptions of Numbers via the Mayan Number System." Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, OMNI Hotel, Atlanta, GA, Sep 23, 2009 Online <PDF>. 2019-10-20 <http://citation.allacademic.com/meta/p369758_index.html>
Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: Preservice elementary school teachers (PSTs) struggle to understand numbers in our base-10 number system, but uncovering their base-10 conceptions is difficult because the underlying mathematical structure is masked by language and prior experience operating on numbers in base-10. PSTs’ conceptions of numbers were explored through work on identifying numerals in the Mayan number system (base twenty) during which PSTs drew on their base-10 conceptions. Of 24 participants only 6 could identify a 3-digit and a 7-digit Mayan numeral correctly. Both those numerals were the digit equivalent to 1 with 2 and 6 zeros, respectively, attached. The PSTs’ answers are categorized and explained. Implications for mathematics education are discussed.

2012 - The Mathematical Association of America MathFest Words: 79 words || 
Info
4. Lang, Julie. and Thacker, Lindzey. "Graphs with equal domination number and identification number" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Monona Terrace Convention Center, Madison, WI, Aug 02, 2012 <Not Available>. 2019-10-20 <http://citation.allacademic.com/meta/p600820_index.html>
Publication Type: Student Paper
Review Method: Peer Reviewed
Abstract: The domination number of a graph is the minimum cardinality of a subset of vertices $S$ such that all vertices are either in $S$ or adjacent to a vertex in $S$. The identification number is the minimum cardinality such that the intersection of $S$ with the closed neighborhood of each vertex is distinct. This presentation will discuss instances in which the domination number and the identification number are the same as well as a method of constructing such graphs.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
Info
5. Mazzocco, Michele., Chan, Jenny Yun-Chen. and Praus, Taylor. "Children’s Judgments of Numbers in Context Reveal Their Emerging Number Concepts" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-10-20 <http://citation.allacademic.com/meta/p956664_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Efforts to delineate distinct aspects of “number sense” are needed to identify sources of individual differences in early mathematical thinking. Here we propose that children's response to numbers in context may reveal important but subtle differences in their early number concepts. Specifically, we consider the ambiguity of number words (e.g., 3 apples, 3 boxes of apples, 3 o’clock, 3 years old, 3 Maple Avenue) and the limited knowledge about how children extract number word meaning across these contexts. Accordingly, we developed a storybook-based task, the Numerical Ambiguity Interpretation Task (NAIT), to measure children’s interpretation of number words in various contexts. We aim to identify how developmental and individual differences in children's responses to “numerical ambiguity” reflect the nature of their early number concepts.
We individually administered the NAIT to 4-, 5-, 6-, and 7-year-olds, following a warm up task to determine their vocabulary and counting knowledge. Each experimental story passage concerned two main characters, and was followed by a prompt to select the larger of two numerical sets (e.g., Who has more, Tara or Abe?). Children could reply that either Tara or Abe had more items, or that there was insufficient information on which to base a comparison (such as by reporting, "I don't know (who has more)"). Across passages, the degree of numerical ambiguity was manipulated, either by presenting useful illustrations that clearly depicted quantities (unambiguous condition), by presenting uninformative illustrations in which quantities could not be discerned (mildly ambiguous condition), or by asking children to compare either misaligned sets (moderately ambiguous condition), or sets that were misaligned with the prompt query (most ambiguous condition). A "filler" condition was used to provide non-numerical prompts, in order to add variety to the task and evaluate children's attention and engagement.

Data collection for one cohort of 69 participants is complete at the time of this submission. The responses to "filler" questions indicate that the children were engaged in the task, and their numerical comparisons were at ceiling under the unambiguous condition. Our main variable of interest was the frequency with which children recognized numerical ambiguity, across age groups and conditions. A repeated measures ANOVA revealed main effects of Condition, p<.001, ŋ2 = .689, and Age, p=.021, ŋ2 = .139; and an Age × Condition interaction, p=.003, ŋ2 = .142. Four-year-olds were generally less likely than 7 year olds to report, “I don’t know” under ambiguous number comparison conditions; but even older children rarely reported, “ I don't know” (accurately identified ambiguity) in the moderately ambiguous condition. Although some children in each age group seemed to recognize grossly ambiguous number comparisons, many 4 year olds did not. Thus, despite being near or at ceiling under unambiguous number comparison conditions, there were individual and developmental differences under ambiguous conditions. We propose that these may reveal important variation in emerging number concepts.

The 69 participants in our first cohort had above-average vocabulary scores, so we are collecting data from a more diverse sample.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 134 - Next  Jump:

©2019 All Academic, Inc.   |   All Academic Privacy Policy