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Baby loves coding!
\"Baby's train is in the toy box--all the way across the room. Can Baby think step-by-step like a coder to get it?\"--Back cover.
Book
Behavioral patterns associated with solving ill-defined complex problems from a multidimensional perspective: Perception, cognition, metacognition, and motivation
Students in the 21st century are expected to possess the ability to solve ill-defined complex problems (ICPs). One challenge to understanding students' ability to solve ICPs is the lack of methods for measuring noncognitive and metacognitive behaviors and relating those behaviors to cognitive behaviors with the goal of investigating differences in student performance across ability levels. Based on the principles of the synthetic intelligence (PSI) framework, this study utilized a computerized interactive assessment platform to design a multidimensional evaluation framework (including the four dimensions of perception, cognition, metacognition, and motivation) and analyzed log file data collected from 132 elementary students with regard to solving ICPs. The results revealed new problem-solving strategies among students in the high-achievement group, who spent more time constructing problem models. Due to their ability to exercise goal-oriented self-control, students in the high-achievement group were able to fully explore the information they needed to optimize their solutions. The results also revealed three types of behaviors that characterized differences in motivation, the most notable of which characterized students who succeeded after relentless attempts. This study also explains the interaction mechanism underlying mental processes based on the PSI framework. The findings suggested that educators can highlight differences between environmental stimuli and students' internal assumptions, encourage students to adopt strategies that disambiguate the task goal and object, and strengthen their ability to search for relevant information to improve their performance in solving ICPs. The results also provide a new paradigm for assessing problem-solving capabilities based on the PSI framework.
Journal Article
ئAl bebâe le encanta codificar! = Baby loves coding!
\"Baby's train is in the toy box--all the way across the room. Can Baby think step-by-step like a coder to get it?\"-- Provided by publisher.
Book
Construction of subitized units is related to the construction of arithmetic units
This study investigates the relationship between children’s subitizing activity and their construction of arithmetic units. In particular, the study hypothesizes a positive association between children’s construction of subitized units and their construction of arithmetic units, and hypothesizes that children who can subitize larger units, such as five items, in kindergarten, are more likely to construct arithmetic units by the beginning of first grade. Data for this study were drawn from 3,660 children surveyed at the beginning of kindergarten in 2014, 2015, and 2016, and at the beginning of first grade in the following year. The children are from a single school district in the southwest United States. Logistic regression was used to model the likelihood of constructing arithmetic units based on children’s earlier construction of subitized units. Findings provide evidence of a positive relationship between children’s construction of subitized units and arithmetic units, and, on average, children who have constructed subitized units at the beginning of kindergarten are more likely to construct arithmetic units by the beginning of first grade. Based on the findings, theoretical and instructional implications are discussed.
Journal Article
Closing the gap on the map
Recent scholarship around teaching elementary mathematics supports the learning of early algebra with 5- to 12-year olds. However, in spite of the recognition of the affordances of early algebra, issues about how to introduce it remain open. Within this context, Davydov’s work is often cited as a source of impressive demonstration of young learners’ capacity for algebraic thinking. This work requires further exploration in order to yield a clearer picture of a very particular teaching approach, which focuses on early abstractions and symbolic language. We argue that in order to fully understand how Davydov’s work contributes to current conversations and what Davydov was trying to do, we need to shed light on the context-and time-specific discourse of the 1960 Soviet educational reforms that made it possible for Davydov to develop his vision about algebraic thinking and to set in motion appropriate teaching approaches for young learners. In this paper, we look back to the Soviet debates that unfolded in Russia on the integration of early algebra in elementary school word-problem solving. Drawing on these debates and the results of Davydov’s school experiments, we lay out the developmental axes of capacity building. This can be done by emphasizing ascent from the abstract to the concrete using a variety of representational modeling tools to support the emergence of algebraic thinking while targeting particular habits of mind within carefully designed learning activities. We conclude with some insights about current arithmetic-algebra debates, and how these could be enriched and deepened by Davydov’s work, which yet remains open to future discussion and reflection.
Journal Article
Effects of Blended Instructional Models on Math Performance
A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored students in Business As Usual classes. Students made the largest gains in computing with fractions and on problems related to ratios, proportions, and geometry. The findings suggest important implications for the way curriculum is designed for middle school students with disabilities who exhibit low performance in math.
Journal Article
The genius experiment
Max Einstein and a group of international geniuses use their creativity and curiosity to help solve some of the world's toughest problems with science.
Book
The Empathy by Design Approach to Problem-Based Learning in ELA
According to neuroscience research, our brains contain mirror neurons that receive and reflect what we see in other people. Literacy Instruction to Promote Empathy Reading narrative literature offers middle grades students the opportunity to learn about other people in a way that fires mirror neurons. Since it is imperative that our students can work with people across differences in our globally connected society, we need to teach not just empathy, but empathy across differences (e.g., culture, race, gender, etc.). First Phase: Developing Empathy Empathy by Design can be part of a unit with an in-depth study of a young adult novel or a one-day activity in response to a picture book that is appropriate for all and values to the Padlet as they get to know the main characters. [...]Phase: Using Empathy After students have brainstormed problems, have students work in groups to choose one problem to which they will apply the design process.
Journal Article