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mathematics learning</title> <meta name="description" content="Search results for: early mathematics learning"> <meta name="keywords" content="early mathematics learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="early mathematics learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10573</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: early mathematics learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10363</span> Factors Impacting Science and Mathematics Teachers’ Competencies in TPACK in STEM Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Mansour">Nasser Mansour</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziad%20Said"> Ziad Said</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh"> Abdullah Abu-Tineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM teachers face the challenge of possessing expertise not only in their subject disciplines but also in the pedagogical knowledge required for integrated STEM lessons. However, research reveals a lack of pedagogical competencies related to project-based learning (PBL) in the STEM context. To bridge this gap, the study examines teachers' competencies and self-efficacy in TPACK (Technological Pedagogical Content Knowledge) and its specific integration with PBL and STEM content. Data from 245 specialized science and math teachers were collected using a questionnaire. The study emphasizes the importance of addressing gender disparities, supporting formal teacher education, and recognizing the expertise and experiences of STEM teachers in effective technology integration. The findings indicate that gender plays a role in self-efficacy beliefs, with females exhibiting higher confidence in pedagogical knowledge and males demonstrating higher confidence in technological knowledge. Teaching experience and workload factors have a limited impact on teachers' Technological Pedagogical Content Knowledge (TPACK). These findings enhance our understanding of contextual factors impacting science and math teachers' self-efficacy in utilizing TPACK for STEM and PBL. They inform the development of targeted interventions, professional development programs, and support systems to enhance teachers' competencies and self-efficacy in TPACK for teaching science and Mathematics through STEM and PBL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20content%20knowledge" title="technological pedagogical content knowledge">technological pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=TPACK" title=" TPACK"> TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/173635/factors-impacting-science-and-mathematics-teachers-competencies-in-tpack-in-stem-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10362</span> “Teacher, You’re on Mute!”: Teachers as Cultivators of Trans-Literacies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Efleda%20Preclaro%20Tolentino">Efleda Preclaro Tolentino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research indicates that an educator’s belief system is reflected in the way they structure the learning environment. Their values and belief system have the potential to positively impact school readiness through an understanding of children’s development and the creation of a stable, motivating environment. Based on the premise that the social environment influences the development of social skills, knowledge construct, and shared values of young children, this study examined verbal and nonverbal exchanges between early childhood teachers and their preschool students within the context of remote learning. Using the qualitative method of data collection, the study determined the nature of interactions between preschoolers and their teachers within a remote learning environment at a preschool in Southeast Asia that utilized the Mother Tongue-based Multilingual Education (MTBMLE) Approach. From the lens of sociocultural theory, the study investigated preschoolers’ use of literacies to convey meaning and to interact within a remote learning environment. Using a Strengths Perspective, the study revealed the creativity and resourcefulness of preschoolers in expressing themselves through trans-literacies that were made possible by the use of online mode of learning within cultural and subcultural norms. The study likewise examined how social skills acquired by young children were transmitted (verbally or nonverbally) in their interactions with peers during Zoom meetings. By examining the dynamics of social exchanges between teachers and children, the findings of the study underscore the importance of providing support for preschool students as they apply acquired values and shared practices within a remote learning environment. The potential of distance learning in the early years will be explored, specifically in supporting young children’s language and literacy development. At the same time, the study examines the role of teachers as cultivators of trans-literacies. The teachers’ skillful use of technology in facilitating young children’s learning, as well as in supporting interactions with families, will be examined. The findings of this study will explore the potential of distance learning in early childhood education to establish continuity in learning, supporting young children’s social and emotional transitions, and nurturing trans-literacies that transcend prevailing definitions of learning contexts. The implications of teachers and parents working collaboratively to support student learning will be examined. The importance of preparing teachers to be resourceful, adaptable, and innovative to ensure that learning takes place across a variety of modes and settings will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transliteracy" title="transliteracy">transliteracy</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20learning" title=" remote learning"> remote learning</a>, <a href="https://publications.waset.org/abstracts/search?q=strengths%20perspective" title=" strengths perspective"> strengths perspective</a> </p> <a href="https://publications.waset.org/abstracts/161940/teacher-youre-on-mute-teachers-as-cultivators-of-trans-literacies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161940.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10361</span> Designing Teaching Aids for Dyslexia Students in Mathematics Multiplication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohini%20Mohamed">Mohini Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mas%E2%80%99od"> Nurul Huda Mas’od</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed at designing and developing an assistive mathematical teaching aid (courseware) in helping dyslexic students in learning multiplication. Computers and multimedia interactive courseware has benefits students in terms of increase learner’s motivation and engage them to stay on task in classroom. Most disability student has short attention span thus with the advantage offered by multimedia interactive courseware allows them to retain the learning process for longer period as compared to traditional chalk and talk method. This study was conducted in a public school at a primary level with the help of three special education teachers and six dyslexic students as participants. Qualitative methodology using interview with special education teachers and observations in classes were conducted. The development of the multimedia interactive courseware in this study was divided to three processes which were analysis and design, development and evaluation. The courseware was evaluated by using User Acceptance Survey Form and interview. Feedbacks from teachers were used to alter, correct and develop the application for a better multimedia interactive courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20students" title="disability students">disability students</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20aid" title=" mathematics teaching aid"> mathematics teaching aid</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20interactive%20courseware" title=" multimedia interactive courseware"> multimedia interactive courseware</a> </p> <a href="https://publications.waset.org/abstracts/42917/designing-teaching-aids-for-dyslexia-students-in-mathematics-multiplication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10360</span> Examining How Teachers’ Backgrounds and Perceptions for Technology Use Influence on Students’ Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Resendez"> Amanda Resendez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is to examine how teachers’ perspective on education technology use in their class influence their students’ achievement. The authors hypothesized that teachers’ perspective can directly or indirectly influence students’ learning, performance, and achievements. In this study, a questionnaire entitled, Teacher’s Perspective on Educational Technology, was delivered to 63 teachers and 1268 students’ mathematics and reading achievement records were collected. The questionnaire consists of four parts: a) demographic variables, b) attitudes on technology integration, c) outside factor affecting technology integration, and d) technology use in the classroom. Kruskal-Wallis and hierarchical regression analysis techniques were used to examine: 1) the relationship between the demographic variables and teachers’ perspectives on educational technology, and 2) how the demographic variables were causally related to students’ mathematics and reading achievements. The study found that teacher demographics were significantly related to the teachers’ perspective on educational technology with p < 0.05 and p < 0.01 separately. These teacher demographical variables included the school district, age, gender, the grade currently teach, teaching experience, and proficiency using new technology. Further, these variables significantly predicted students’ mathematics and reading achievements with p < 0.05 and p < 0.01 separately. The variations of R² are between 0.176 and 0.467. That means 46.7% of the variance of a given analysis can be explained by the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20perception%20of%20technology%20use" title="teacher's perception of technology use">teacher's perception of technology use</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20achievement" title=" mathematics achievement"> mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20achievement" title=" reading achievement"> reading achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Kruskal-Wallis%20test" title=" Kruskal-Wallis test"> Kruskal-Wallis test</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20regression%20analysis" title=" hierarchical regression analysis"> hierarchical regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/110322/examining-how-teachers-backgrounds-and-perceptions-for-technology-use-influence-on-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10359</span> Teaching Behaviours of Effective Secondary Mathematics Teachers: A Study in Dhaka, Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asadullah%20Sheikh">Asadullah Sheikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Barnett"> Kerry Barnett</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Ayres"> Paul Ayres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite significant progress in access, equity and public examination success, poor student performance in mathematics in secondary schools has become a major concern in Bangladesh. A substantial body of research has emphasised the important contribution of teaching practices to student achievement. However, this has not been investigated in Bangladesh. Therefore, the study sought to find out the effectiveness of mathematics teaching practices as a means of improving secondary school mathematics in Dhaka Municipality City (DMC) area, Bangladesh. The purpose of this study was twofold, first, to identify the 20 highest performing secondary schools in mathematics in DMC, and second, to investigate the teaching practices of mathematics teachers in these schools. A two-phase mixed method approach was adopted. In the first phase, secondary source data were obtained from the Board of Intermediate and Secondary Education (BISE), Dhaka and value-added measures used to identify the 20 highest performing secondary schools in mathematics. In the second phase, a concurrent mixed method design, where qualitative methods were embedded within a dominant quantitative approach was utilised. A purposive sampling strategy was used to select fifteen teachers from the 20 highest performing secondary schools. The main sources of data were classroom teaching observations, and teacher interviews. The data from teacher observations were analysed with descriptive and nonparametric statistics. The interview data were analysed qualitatively. The main findings showed teachers adopt a direct teaching approach which incorporates orientation, structuring, modelling, practice, questioning and teacher-student interaction that creates an individualistic learning environment. The variation in developmental levels of teaching skill indicate that teachers do not necessarily use the qualitative (i.e., focus, stage, quality and differentiation) aspects of teaching behaviours effectively. This is the first study to investigate teaching behaviours of effective secondary mathematics teachers within Dhaka, Bangladesh. It contributes in an international dimension to the field of educational effectiveness and raise questions about existing constructivist approaches. Further, it contributes to important insights about teaching behaviours that can be used to inform the development of evidence-based policy and practice on quality teaching in Bangladesh. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching" title="effective teaching">effective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20measures" title=" value-added measures"> value-added measures</a> </p> <a href="https://publications.waset.org/abstracts/68788/teaching-behaviours-of-effective-secondary-mathematics-teachers-a-study-in-dhaka-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10358</span> Examining Geometric Thinking Behaviours of Undergraduates in Online Geometry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Geometry is considered an important strand in mathematics due to its wide-ranging utilitarian value and because it serves as a building block for understanding other aspects of undergraduate mathematics, including algebra and calculus. Matters regarding students’ geometric thinking have therefore long been pursued by mathematics researchers and educators globally via different theoretical lenses, curriculum reform efforts, and innovative instructional practices. However, so far, studies remain inconclusive about the instructional platforms that effectively promote geometric thinking. At the University of Education, Winneba, an undergraduate geometry course was designed and delivered on UEW Learning Management System (LMS) using Moodle platform. This study utilizes van Hiele’s theoretical lens to examine the entry and exit’s geometric thinking behaviours of prospective teachers who took the undergraduate geometry course in the LMS platform. The study was a descriptive survey that involved an intact class of 280 first-year students enrolled to pursue a bachelor's in mathematics education at the university. The van Hiele’s Geometric thinking test was used to assess participants’ entry and exit behaviours, while semi-structured interviews were used to obtain data for triangulation. Data were analysed descriptively and displayed in tables and charts. An Independent t-test was used to test for significant differences in geometric thinking behaviours between those who entered the university with a diploma certificate and with senior high certificate. The results show that on entry, more than 70% of the prospective teachers operated within the visualization level of van Hiele’s geometric thinking. Less than 20% reached analysis and abstraction levels, and no participant reached deduction and rigor levels. On exit, participants’ geometric thinking levels increased markedly across levels, but the difference from entry was not significant and might have occurred by chance. The geometric thinking behaviours of those enrolled with diploma certificates did not differ significant from those enrolled directly from senior high school. The study recommends that the design principles and delivery of undergraduate geometry course via LMS should be structured and tackled using van Hiele’s geometric thinking levels to serve as means of bridging the existing learning gaps of undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geometric%20thinking" title="geometric thinking">geometric thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=van%20Hiele%E2%80%99s" title=" van Hiele’s"> van Hiele’s</a>, <a href="https://publications.waset.org/abstracts/search?q=UEW%20learning%20management%20system" title=" UEW learning management system"> UEW learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20geometry" title=" undergraduate geometry"> undergraduate geometry</a> </p> <a href="https://publications.waset.org/abstracts/133894/examining-geometric-thinking-behaviours-of-undergraduates-in-online-geometry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133894.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10357</span> The Use of Different Methodological Approaches to Teaching Mathematics at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Sharapova"> N. Sharapova</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article describes methods of preparation of future teachers that includes the entire diversity of traditional and computer-oriented methodological approaches. The authors reveal how, in the specific educational environment, a teacher can choose the most effective combination of educational technologies based on the nature of the learning task. The key conditions that determine such a choice are that the methodological approach corresponds to the specificity of the problem being solved and that it is also responsive to the individual characteristics of the students. The article refers to the training of students in the proper use of mathematical electronic tools for educational purposes. The preparation of future mathematics teachers should be a step-by-step process, building on specific examples. At the first stage, students optimally solve problems aided by electronic means of teaching. At the second stage, the main emphasis is on modeling lessons. At the third stage, students develop and implement strategies in the study of one of the topics within a school mathematics curriculum. The article also recommended the implementation of this strategy in preparation of future teachers and stated the possible benefits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20approaches" title=" methodological approaches"> methodological approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/92916/the-use-of-different-methodological-approaches-to-teaching-mathematics-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10356</span> Using Lesson-Based Discussion to Improve Teaching Quality: A Case of Chinese Mathematics Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jian%20Wang">Jian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ lesson-based discussions presume central to their effective learning to teach. Whether and to what extent such discussions offer opportunities for teachers to learn to teach effectively is worth a careful empirical examination. This study examines this assumption by drawing on lesson-based discussions and relevant curriculum materials from Chinese teachers in three urban schools. Their lesson-based discussions consistently focused on pedagogical content knowledge and offered specific and reasoned suggestions for teachers to refine their teaching practices. The mandated curriculum and their working language-mediated their lesson-based discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20teachers" title="Chinese teachers">Chinese teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20materials" title=" curriculum materials"> curriculum materials</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20discussion" title=" lesson discussion"> lesson discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20instruction" title=" mathematics instruction"> mathematics instruction</a> </p> <a href="https://publications.waset.org/abstracts/163378/using-lesson-based-discussion-to-improve-teaching-quality-a-case-of-chinese-mathematics-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10355</span> Computer Aided Analysis of Breast Based Diagnostic Problems from Mammograms Using Image Processing and Deep Learning Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Berkan%20Ural">Ali Berkan Ural</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the analysis, evaluation, and pre-diagnosis of early stage breast based diagnostic problems (breast cancer, nodulesorlumps) by Computer Aided Diagnosing (CAD) system from mammogram radiological images. According to the statistics, the time factor is crucial to discover the disease in the patient (especially in women) as possible as early and fast. In the study, a new algorithm is developed using advanced image processing and deep learning method to detect and classify the problem at earlystagewithmoreaccuracy. This system first works with image processing methods (Image acquisition, Noiseremoval, Region Growing Segmentation, Morphological Operations, Breast BorderExtraction, Advanced Segmentation, ObtainingRegion Of Interests (ROIs), etc.) and segments the area of interest of the breast and then analyzes these partly obtained area for cancer detection/lumps in order to diagnosis the disease. After segmentation, with using the Spectrogramimages, 5 different deep learning based methods (specified Convolutional Neural Network (CNN) basedAlexNet, ResNet50, VGG16, DenseNet, Xception) are applied to classify the breast based problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20aided%20diagnosis" title="computer aided diagnosis">computer aided diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=region%20growing" title=" region growing"> region growing</a>, <a href="https://publications.waset.org/abstracts/search?q=segmentation" title=" segmentation"> segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a> </p> <a href="https://publications.waset.org/abstracts/155700/computer-aided-analysis-of-breast-based-diagnostic-problems-from-mammograms-using-image-processing-and-deep-learning-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10354</span> Children Overcome Learning Disadvantages through Mother-Tongue Based Multi-Lingual Education Programme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binay%20Pattanayak">Binay Pattanayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More than 9 out of every 10 children in Jharkhand struggle to understand the texts and teachers in public schools. The medium of learning in the schools is Hindi, which is very different in structure and vocabulary than those in children’s home languages. Hence around 3 out of 10 children enrolled in early grades drop out in these schools. The state realized the cause of children’s high dropout in 2013-14 when the M-TALL, the language research shared the findings of a state-wide socio-linguistic study. The study findings suggested that there was a great need for initiating a mother-tongue based multilingual education (MTB-MLE) programme for the state in early grades starting from pre-school level. Accordingly, M-TALL in partnership with department of education designed two learning packages: Bhasha Puliya pre-school education programme for 3-6-year-old children for their school readiness with bilingual picture dictionaries in 9 tribal and regional languages. This was followed by a plan for MTB-MLE programme for early primary grades. For this textbooks in five tribal and two regional languages were developed under the guidance of the author. These books were printed and circulated in the 1000 schools of the state for each child. Teachers and community members were trained for facilitating culturally sensitive mother-tongue based learning activities in and around the schools. The mother-tongue based approach of learning has worked very effectively in enabling them to acquire the basic literacy and numeracy skills in own mother-tongues. Using this basic early grade reading skills, these children are able to learn Hindi and English systematically. Community resource groups were constituted in each school for promoting storytelling, singing, painting, dancing, acting, riddles, humor, sanitation, health, nutrition, protection, etc. and were trained. School academic calendar was designed in each school to enable the community resource persons to visit the school as per the learning plan to assist children and teacher in facilitating rich cultural activities in mother-tongue. This enables children to take part in plethora of learning activities and acquire desired knowledge, skills and interest in mother-tongues. Also in this process, it is attempted to promote 21st Century learning skills by enabling children to apply their new knowledge and skills to look at their local issues and address those in a collective manner through team work, innovations and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20resource%20groups" title="community resource groups">community resource groups</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=MTB-MLE" title=" MTB-MLE"> MTB-MLE</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-linguistic%20survey" title=" socio-linguistic survey"> socio-linguistic survey</a> </p> <a href="https://publications.waset.org/abstracts/77693/children-overcome-learning-disadvantages-through-mother-tongue-based-multi-lingual-education-programme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10353</span> 'CardioCare': A Cutting-Edge Fusion of IoT and Machine Learning to Bridge the Gap in Cardiovascular Risk Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arpit%20Patil">Arpit Patil</a>, <a href="https://publications.waset.org/abstracts/search?q=Atharav%20Bhagwat"> Atharav Bhagwat</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajas%20Bhope"> Rajas Bhope</a>, <a href="https://publications.waset.org/abstracts/search?q=Pramod%20Bide"> Pramod Bide</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research integrates IoT and ML to predict heart failure risks, utilizing the Framingham dataset. IoT devices gather real-time physiological data, focusing on heart rate dynamics, while ML, specifically Random Forest, predicts heart failure. Rigorous feature selection enhances accuracy, achieving over 90% prediction rate. This amalgamation marks a transformative step in proactive healthcare, highlighting early detection's critical role in cardiovascular risk mitigation. Challenges persist, necessitating continual refinement for improved predictive capabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cardiovascular%20diseases" title="cardiovascular diseases">cardiovascular diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20of%20things" title=" internet of things"> internet of things</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiac%20risk%20assessment" title=" cardiac risk assessment"> cardiac risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=heart%20failure%20prediction" title=" heart failure prediction"> heart failure prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20detection" title=" early detection"> early detection</a>, <a href="https://publications.waset.org/abstracts/search?q=cardio%20data%20analysis" title=" cardio data analysis"> cardio data analysis</a> </p> <a href="https://publications.waset.org/abstracts/192429/cardiocare-a-cutting-edge-fusion-of-iot-and-machine-learning-to-bridge-the-gap-in-cardiovascular-risk-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192429.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10352</span> Exploring Family and Preschool Early Interactive Literacy Practices in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20Alkhamra">Rana Alkhamra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Child's earliest experiences with books and stories during the first years of his life are strongly linked with the development of his early language and literacy skills. Interacting in routine learning activities, such as shared book reading, storytelling, and teaching about the letters of the alphabet make a critical foundation for early learning, language growth and emergent literacy. Aim: The current study explores family and preschool early interactive literacy practices in families and preschools (nursery and kindergarten) in Jordan. It highlights the importance of early interactive literacy activities on child language and literacy growth and development. Methods: This is a cross sectional study that surveyed 243 Jordanian families. The survey investigated literacy routine practices, largely shared books reading, at home and at preschool; child speech and language development; and family demographics. Results: Around 92.5% of the families read books and stories to their children, as frequently as 1-2 times weekly or monthly (75%). Only 19.6% read books on daily basis. Many families reported preferring story-telling (97%). Despite that families acknowledged the importance of early literacy activities, on language, reading and writing, cognitive, and academic development, 45% asked for education and training pertaining to specific ways and ideas to help their young children develop language and literacy skills. About 69% of the families reported reading books and stories to their children for 15 minutes a day, while 71.2% indicated having their children watch television for 3 to > 6 hours a day. At preschool, only 52.8% of the teachers were reported to read books and stories. Factors like parent education, monthly income, living inside (33.6%) or outside (66.4%) the capital city of Amman significantly (p < 0.05) affected child early literacy interactive activities whether at home or at preschool. Conclusion: Early language and literacy skills depend largely on the opportunities and experiences provided to children in the home and in preschool environment. Family literacy programs can play an important role in bridging the gap in early literacy experiences for families that need help. Also, speech therapists can work in collaboration with families and educators to ensure that young children have high quality and sufficient opportunities to participate in early literacy activities both at home and in preschool environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20activities" title=" interactive activities"> interactive activities</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a> </p> <a href="https://publications.waset.org/abstracts/63882/exploring-family-and-preschool-early-interactive-literacy-practices-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10351</span> A Qualitative Case Study Exploring Zambian Mathematics Teachers' Content Knowledge of Functions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priestly%20Malambo">Priestly Malambo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonja%20Van%20Putten"> Sonja Van Putten</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanlie%20Botha"> Hanlie Botha</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerrit%20Stols"> Gerrit Stols</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relevance of what is content is taught in tertiary teacher training has long been in question. This study attempts to understand how advanced mathematics courses equip student teachers to teach functions at secondary school level. This paper reports on an investigation that was conducted in an African university, where preservice teachers were purposefully selected for participation in individual semi-structured interviews after completing a test on functions as taught at secondary school. They were asked to justify their reasoning in the test and to explain functions in a way that might bring about understanding of the topic in someone who did not know how functions work. These were final year preservice mathematics teachers who had studied advanced mathematics courses for three years. More than 50% of the students were not able to explain concepts or to justify their reasoning about secondary school functions in a coherent way. The results of this study suggest that the study of advanced mathematics does not automatically enable students to teach secondary school functions, and that, although these students were able to do advanced mathematics, they were unable to explain the working of functions in a way that would allow them to teach this topic successfully. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20reasoning" title=" mathematical reasoning"> mathematical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-teachers" title=" student-teachers"> student-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=functions" title=" functions"> functions</a> </p> <a href="https://publications.waset.org/abstracts/75944/a-qualitative-case-study-exploring-zambian-mathematics-teachers-content-knowledge-of-functions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10350</span> Statistical Investigation Projects: A Way for Pre-Service Mathematics Teachers to Actively Solve a Campus Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammet%20%C5%9Eahal">Muhammet Şahal</a>, <a href="https://publications.waset.org/abstracts/search?q=O%C4%9Fuz%20K%C3%B6kl%C3%BC"> Oğuz Köklü</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As statistical thinking and problem-solving processes have become increasingly important, teachers need to be more rigorously prepared with statistical knowledge to teach their students effectively. This study examined preservice mathematics teachers' development of statistical investigation projects using data and exploratory data analysis tools, following a design-based research perspective and statistical investigation cycle. A total of 26 pre-service senior mathematics teachers from a public university in Turkiye participated in the study. They formed groups of 3-4 members voluntarily and worked on their statistical investigation projects for six weeks. The data sources were audio recordings of pre-service teachers' group discussions while working on their projects in class, whole-class video recordings, and each group’s weekly and final reports. As part of the study, we reviewed weekly reports, provided timely feedback specific to each group, and revised the following week's class work based on the groups’ needs and development in their project. We used content analysis to analyze groups’ audio and classroom video recordings. The participants encountered several difficulties, which included formulating a meaningful statistical question in the early phase of the investigation, securing the most suitable data collection strategy, and deciding on the data analysis method appropriate for their statistical questions. The data collection and organization processes were challenging for some groups and revealed the importance of comprehensive planning. Overall, preservice senior mathematics teachers were able to work on a statistical project that contained the formulation of a statistical question, planning, data collection, analysis, and reaching a conclusion holistically, even though they faced challenges because of their lack of experience. The study suggests that preservice senior mathematics teachers have the potential to apply statistical knowledge and techniques in a real-world context, and they could proceed with the project with the support of the researchers. We provided implications for the statistical education of teachers and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design-based%20study" title="design-based study">design-based study</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20mathematics%20teachers" title=" pre-service mathematics teachers"> pre-service mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20investigation%20projects" title=" statistical investigation projects"> statistical investigation projects</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20model" title=" statistical model"> statistical model</a> </p> <a href="https://publications.waset.org/abstracts/172831/statistical-investigation-projects-a-way-for-pre-service-mathematics-teachers-to-actively-solve-a-campus-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10349</span> Collaborative Early Warning System: An Integrated Framework for Mitigating Impacts of Natural Hazards in the UAE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulla%20Al%20Hmoudi">Abdulla Al Hmoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impacts and costs of natural disasters on people, properties and the environment is often severe when they occur on a large scale or when not prepared for. Factors such as impacts of climate change, urban growth, poor planning to mention a few, have continued to significantly increase the frequencies and aggravate the impacts of natural hazards across the world; the United Arab Emirates (UAE) inclusive. The lack of deployment of an early warning system, low risk and hazard knowledge and impact of natural hazard experienced in some communities in the UAE have emphasised the need for more effective early warning systems. This paper focuses on the collaborative approach taken to instituting and implementing an early warning system. Using mixed methods 888 people completed the questionnaire and eight people were interviewed in Abu Dhabi. The results indicate that the collaborative approach to early warning system is UAE is needed, but lacks essential principles of the early warning system and currently underutilised. It is recommended that the collaborative early warning system is applied at every stage of the early warning system with the specific responsibility of each stakeholder and actor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community" title="community">community</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20warning%20system" title=" early warning system"> early warning system</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20management" title=" emergency management"> emergency management</a>, <a href="https://publications.waset.org/abstracts/search?q=UAE" title=" UAE"> UAE</a> </p> <a href="https://publications.waset.org/abstracts/105105/collaborative-early-warning-system-an-integrated-framework-for-mitigating-impacts-of-natural-hazards-in-the-uae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10348</span> Artificial Intelligence Based Abnormality Detection System and Real Valuᵀᴹ Product Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junbeom%20Lee">Junbeom Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaehyuck%20Cho"> Jaehyuck Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Wookyeong%20Jeong"> Wookyeong Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonghan%20Won"> Jonghan Won</a>, <a href="https://publications.waset.org/abstracts/search?q=Jungmin%20Hwang"> Jungmin Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Youngseok%20Song"> Youngseok Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Taikyeong%20Jeong"> Taikyeong Jeong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates and analyzes meta-learning technologies that use multiple-cameras to monitor and check abnormal behavior in people in real-time in the area of healthcare fields. Advances in artificial intelligence and computer vision technologies have confirmed that cameras can be useful for individual health monitoring and abnormal behavior detection. Through this, it is possible to establish a system that can respond early by automatically detecting abnormal behavior of the elderly, such as patients and the elderly. In this paper, we use a technique called meta-learning to analyze image data collected from cameras and develop a commercial product to determine abnormal behavior. Meta-learning applies machine learning algorithms to help systems learn and adapt quickly to new real data. Through this, the accuracy and reliability of the abnormal behavior discrimination system can be improved. In addition, this study proposes a meta-learning-based abnormal behavior detection system that includes steps such as data collection and preprocessing, feature extraction and selection, and classification model development. Various healthcare scenarios and experiments analyze the performance of the proposed system and demonstrate excellence compared to other existing methods. Through this study, we present the possibility that camera-based meta-learning technology can be useful for monitoring and testing abnormal behavior in the healthcare area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=abnormal%20behavior" title=" abnormal behavior"> abnormal behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20detection" title=" early detection"> early detection</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20monitoring" title=" health monitoring"> health monitoring</a> </p> <a href="https://publications.waset.org/abstracts/168915/artificial-intelligence-based-abnormality-detection-system-and-real-valu-product-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10347</span> Overcoming Usability Challenges of Educational Math Apps: Designing and Testing a Mobile Graphing Calculator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Tomaschko">M. Tomaschko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of technology in educational settings has gained a lot of interest. Especially the use of mobile devices and accompanying mobile applications can offer great potentials to complement traditional education with new technologies and enrich students’ learning in various ways. Nevertheless, the usability of the deployed mathematics application is an indicative factor to exploit the full potential of technology enhanced learning because directing cognitive load toward using an application will likely inhibit effective learning. For this reason, the purpose of this research study is the identification of possible usability issues of the mobile GeoGebra Graphing Calculator application. Therefore, eye tracking in combination with task scenarios, think aloud method, and a SUS questionnaire were used. Based on the revealed usability issues, the mobile application was iteratively redesigned and assessed in order to verify the success of the usability improvements. In this paper, the identified usability issues are presented, and recommendations on how to overcome these concerns are provided. The main findings relate to the conception of a mathematics keyboard and the interaction design in relation to an equation editor, as well as the representation of geometrical construction tools. In total, 12 recommendations were formed to improve the usability of a mobile graphing calculator application. The benefit to be gained from this research study is not only the improvement of the usability of the existing GeoGebra Graphing Calculator application but also to provide helpful hints that could be considered from designers and developers of mobile math applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GeoGebra" title="GeoGebra">GeoGebra</a>, <a href="https://publications.waset.org/abstracts/search?q=graphing%20calculator" title=" graphing calculator"> graphing calculator</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20education" title=" math education"> math education</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/114587/overcoming-usability-challenges-of-educational-math-apps-designing-and-testing-a-mobile-graphing-calculator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10346</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10345</span> The Rigor and Relevance of the Mathematics Component of the Teacher Education Programmes in Jamaica: An Evaluative Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avalloy%20McCarthy-Curvin">Avalloy McCarthy-Curvin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For over fifty years there has been widespread dissatisfaction with the teaching of Mathematics in Jamaica. Studies, done in the Jamaican context highlight that teachers at the end of training do not have a deep understanding of the mathematics content they teach. Little research has been done in the Jamaican context that targets the advancement of contextual knowledge on the problem to ultimately provide a solution. The aim of the study is to identify what influences this outcome of teacher education in Jamaica so as to remedy the problem. This study formatively evaluated the curriculum documents, assessments and the delivery of the curriculum that are being used in teacher training institutions in Jamaica to determine their rigor -the extent to which written document, instruction, and the assessments focused on enabling pre-service teachers to develop deep understanding of mathematics and relevance- the extent to which the curriculum document, instruction, and the assessments are focus on developing the requisite knowledge for teaching mathematics. The findings show that neither the curriculum document, instruction nor assessments ensure rigor and enable pre-service teachers to develop the knowledge and skills they need to teach mathematics effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=relevance" title="relevance">relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=rigor" title=" rigor"> rigor</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20understanding" title=" deep understanding"> deep understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20evaluation" title=" formative evaluation"> formative evaluation</a> </p> <a href="https://publications.waset.org/abstracts/73020/the-rigor-and-relevance-of-the-mathematics-component-of-the-teacher-education-programmes-in-jamaica-an-evaluative-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10344</span> Interactive Teaching and Learning Resources for Bilingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarolta%20Lip%C3%B3czi">Sarolta Lipóczi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ildik%C3%B3%20Szab%C3%B3"> Ildikó Szabó</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of ICT in European Schools has increased over the last decade but there is still room for improvement. Also interactive technology is often used below its technical and pedagogical potentials. The pedagogical potential of interactive technology in classrooms has not yet reached classrooms in different countries and in a substantial way. To develop these materials cooperation between educational researchers and teachers from different backgrounds is necessary. INTACT project brings together experts from science education, mathematics education, social science education and foreign language education – with a focus on bilingual education – and teachers in secondary and primary schools to develop a variety of pedagogically qualitative interactive teaching and learning resources. Because of the backgrounds of the consortium members INTACT project focuses on the areas of science, mathematics and social sciences. To combine these two features (science/math and foreign language) the project focuses on bilingual education. A big issue supported by ‘interactiveness’ is social and collaborative learning. The easy way to communicate and collaborate offered by web 2.0 tools, mobile devices connected to the learning material allows students to work and learn together. There will be a wide range of possibilities for school co-operations at regional, national and also international level that allows students to communicate and cooperate with other students beyond the classroom boarders while using these interactive teaching materials. Opening up the learning scenario enhance the social, civic and cultural competences of the students by advocating their social skills and improving their cultural appreciation for other nations in Europe. To enable teachers to use the materials in indented ways descriptions of successful learning scenarios (i.e. using design patterns) will be provided as well. These materials and description will be made available to teachers by teacher trainings, teacher journals, booklets and online materials. The resources can also be used in different settings including the use of a projector and a touchpad or other technical interactive devices for the input i.e. mobile phones. Kecskemét College as a partner of INTACT project has developed two teaching and learning resources in the area of foreign language teaching. This article introduces these resources as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20educational%20settings" title="bilingual educational settings">bilingual educational settings</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20cooperation" title=" international cooperation"> international cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20teaching%20and%20learning%20resources" title=" interactive teaching and learning resources"> interactive teaching and learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20across%20culture" title=" work across culture"> work across culture</a> </p> <a href="https://publications.waset.org/abstracts/31041/interactive-teaching-and-learning-resources-for-bilingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10343</span> The Characteristics of Quantity Operation for 2nd and 3rd Grade Mathematics Slow Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pi-Hsia%20Hung">Pi-Hsia Hung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of mathematical competency has individual benefits as well as benefits to the wider society. Children who begin school behind their peers in their understanding of number, counting, and simple arithmetic are at high risk of staying behind throughout their schooling. The development of effective strategies for improving the educational trajectory of these individuals will be contingent on identifying areas of early quantitative knowledge that influence later mathematics achievement. A computer-based quantity assessment was developed in this study to investigate the characteristics of 2nd and 3rd grade slow learners in quantity. The concept of quantification involves understanding measurements, counts, magnitudes, units, indicators, relative size, and numerical trends and patterns. Fifty-five tasks of quantitative reasoning—such as number sense, mental calculation, estimation and assessment of reasonableness of results—are included as quantity problem solving. Thus, quantity is defined in this study as applying knowledge of number and number operations in a wide variety of authentic settings. Around 1000 students were tested and categorized into 4 different performance levels. Students’ quantity ability correlated higher with their school math grade than other subjects. Around 20% students are below basic level. The intervention design implications of the preliminary item map constructed are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20assessment" title="mathematics assessment">mathematics assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20cognition" title=" mathematical cognition"> mathematical cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=quantity" title=" quantity"> quantity</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20sense" title=" number sense"> number sense</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/63138/the-characteristics-of-quantity-operation-for-2nd-and-3rd-grade-mathematics-slow-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63138.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10342</span> Heterogenous Dimensional Super Resolution of 3D CT Scans Using Transformers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helen%20Zhang">Helen Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accurate segmentation of the airways from CT scans is crucial for early diagnosis of lung cancer. However, the existing airway segmentation algorithms often rely on thin-slice CT scans, which can be inconvenient and costly. This paper presents a set of machine learning-based 3D super-resolution algorithms along heterogeneous dimensions to improve the resolution of thicker CT scans to reduce the reliance on thin-slice scans. To evaluate the efficacy of the super-resolution algorithms, quantitative assessments using PSNR (Peak Signal to Noise Ratio) and SSIM (Structural SIMilarity index) were performed. The impact of super-resolution on airway segmentation accuracy is also studied. The proposed approach has the potential to make airway segmentation more accessible and affordable, thereby facilitating early diagnosis and treatment of lung cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20super-resolution" title="3D super-resolution">3D super-resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=airway%20segmentation" title=" airway segmentation"> airway segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=thin-slice%20CT%20scans" title=" thin-slice CT scans"> thin-slice CT scans</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/163912/heterogenous-dimensional-super-resolution-of-3d-ct-scans-using-transformers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10341</span> Matrix Method Posting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varong%20Pongsai">Varong Pongsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this paper is introducing a new method of accounting posting which is called Matrix Method Posting. This method is based on the Matrix operation of pure Mathematics. Although, accounting field is classified as one of the social-science knowledge, many of accounting operations are placed by Mathematics sign and operation. Through the operation applying, it seems to be that the operations of Mathematics should be applied to accounting possibly. So, this paper tries to over-lap Mathematics logic to accounting logic smoothly. According to the context of discovery, deductive approach is employed to prove a simultaneously logical concept of both Mathematics and Accounting. The result proves that the Matrix can be placed to operate accounting perfectly, because Matrix and accounting logic also have a similarity concept which is balancing 2 sides during operations. Moreover, the Matrix posting also has a lot of benefit. It can help financial analyst calculating financial ratios comfortably. Furthermore, the matrix determinant which is a signature operation itself also helps auditors checking out the correction of clients’ recording. If the determinant is not equaled to 0, it will point out that the recording process of clients getting into the problem. Finally, the Matrix should be easily determining a concept of merger and consolidation far beyond the present day concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=matrix%20method%20posting" title="matrix method posting">matrix method posting</a>, <a href="https://publications.waset.org/abstracts/search?q=deductive%20approach" title=" deductive approach"> deductive approach</a>, <a href="https://publications.waset.org/abstracts/search?q=determinant" title=" determinant"> determinant</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20application" title=" accounting application"> accounting application</a> </p> <a href="https://publications.waset.org/abstracts/31039/matrix-method-posting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10340</span> EEG-Based Screening Tool for School Student’s Brain Disorders Using Machine Learning Algorithms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelrahman%20A.%20Ramzy">Abdelrahman A. Ramzy</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassel%20S.%20Abdallah"> Bassel S. Abdallah</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20E.%20Bahgat"> Mohamed E. Bahgat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20M.%20Abdelkader"> Sarah M. Abdelkader</a>, <a href="https://publications.waset.org/abstracts/search?q=Sherif%20H.%20ElGohary"> Sherif H. ElGohary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention-Deficit/Hyperactivity Disorder (ADHD), epilepsy, and autism affect millions of children worldwide, many of which are undiagnosed despite the fact that all of these disorders are detectable in early childhood. Late diagnosis can cause severe problems due to the late treatment and to the misconceptions and lack of awareness as a whole towards these disorders. Moreover, electroencephalography (EEG) has played a vital role in the assessment of neural function in children. Therefore, quantitative EEG measurement will be utilized as a tool for use in the evaluation of patients who may have ADHD, epilepsy, and autism. We propose a screening tool that uses EEG signals and machine learning algorithms to detect these disorders at an early age in an automated manner. The proposed classifiers used with epilepsy as a step taken for the work done so far, provided an accuracy of approximately 97% using SVM, Naïve Bayes and Decision tree, while 98% using KNN, which gives hope for the work yet to be conducted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=epilepsy" title=" epilepsy"> epilepsy</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=SVM" title=" SVM"> SVM</a> </p> <a href="https://publications.waset.org/abstracts/108018/eeg-based-screening-tool-for-school-students-brain-disorders-using-machine-learning-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10339</span> How to Guide Students from Surface to Deep Learning: Applied Philosophy in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lihong%20Wu">Lihong Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Young"> Raymond Young</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20learning" title=" surface learning"> surface learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/143479/how-to-guide-students-from-surface-to-deep-learning-applied-philosophy-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10338</span> The Formation of Motivational Sphere for Learning Activity under Conditions of Change of One of Its Leading Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Dedovets"> Z. Dedovets </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaning-making characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20activity" title="learning activity">learning activity</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/24907/the-formation-of-motivational-sphere-for-learning-activity-under-conditions-of-change-of-one-of-its-leading-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10337</span> Early Warning Signals: Role and Status of Risk Management in Small and Medium Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Kel%C3%AD%C5%A1ek">Alexander Kelíšek</a>, <a href="https://publications.waset.org/abstracts/search?q=Denisa%20Janasov%C3%A1"> Denisa Janasová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Mita%C5%A1ov%C3%A1"> Veronika Mitašová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Weak signals using is often associated with early warning. It is possible to find a link between early warning, respectively early problems detection and risk management. The idea of early warning is very important in the context of crisis management because of the risk prevention possibility. Weak signals are likened to risk symptoms. Nowadays, their usefulness as a tool of proactive problems solving is emphasized. Based on it, it is possible to use weak signals not only in strategic planning, project management, or early warning system, but also as a subsidiary element in risk management. The main question is how to effectively integrate weak signals into risk management. The main aim of the paper is to point out the possibilities of weak signals using in small and medium enterprises risk management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20warning%20system" title="early warning system">early warning system</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20signals" title=" weak signals"> weak signals</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20and%20medium%20enterprises%20%28SMEs%29" title=" small and medium enterprises (SMEs)"> small and medium enterprises (SMEs)</a> </p> <a href="https://publications.waset.org/abstracts/59504/early-warning-signals-role-and-status-of-risk-management-in-small-and-medium-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59504.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10336</span> On Early Verb Acquisition in Chinese-Speaking Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yating%20Mu">Yating Mu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Young children acquire native language with amazing rapidity. After noticing this interesting phenomenon, lots of linguistics, as well as psychologists, devote themselves to exploring the best explanations. Thus researches on first language acquisition emerged. Early lexical development is an important branch of children’s FLA (first language acquisition). Verb, the most significant class of lexicon, the most grammatically complex syntactic category or word type, is not only the core of exploring syntactic structures of language but also plays a key role in analyzing semantic features. Obviously, early verb development must have great impacts on children’s early lexical acquisition. Most scholars conclude that verbs, in general, are very difficult to learn because the problem in verb learning might be more about mapping a specific verb onto an action or event than about learning the underlying relational concepts that the verb or relational term encodes. However, the previous researches on early verb development mainly focus on the argument about whether there is a noun-bias or verb-bias in children’s early productive vocabulary. There are few researches on general characteristics of children’s early verbs concerning both semantic and syntactic aspects, not mentioning a general survey on Chinese-speaking children’s verb acquisition. Therefore, the author attempts to examine the general conditions and characteristics of Chinese-speaking children’s early productive verbs, based on data from a longitudinal study on three Chinese-speaking children. In order to present an overall picture of Chinese verb development, both semantic and syntactic aspects will be focused in the present study. As for semantic analysis, a classification method is adopted first. Verb category is a sophisticated class in Mandarin, so it is quite necessary to divide it into small sub-types, thus making the research much easier. By making a reasonable classification of eight verb classes on basis of semantic features, the research aims at finding out whether there exist any universal rules in Chinese-speaking children’s verb development. With regard to the syntactic aspect of verb category, a debate between nativist account and usage-based approach has lasted for quite a long time. By analyzing the longitudinal Mandarin data, the author attempts to find out whether the usage-based theory can fully explain characteristics in Chinese verb development. To sum up, this thesis attempts to apply the descriptive research method to investigate the acquisition and the usage of Chinese-speaking children’s early verbs, on purpose of providing a new perspective in investigating semantic and syntactic features of early verb acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese-speaking%20children" title="Chinese-speaking children">Chinese-speaking children</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20verb%20acquisition" title=" early verb acquisition"> early verb acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=verb%20classes" title=" verb classes"> verb classes</a>, <a href="https://publications.waset.org/abstracts/search?q=verb%20grammatical%20structures" title=" verb grammatical structures"> verb grammatical structures</a> </p> <a href="https://publications.waset.org/abstracts/86927/on-early-verb-acquisition-in-chinese-speaking-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86927.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10335</span> Play Based Practices in Early Childhood Curriculum: The Contribution of High Scope, Modern School Movement and Pedagogy of Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Lino">Dalila Lino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The power of play for learning and development in early childhood education is beyond question. The main goal of this study is to analyse how three contemporary early childhood pedagogical approaches, the High Scope, the Modern School Movement (MEM) and the Pedagogy of Participation integrate play in their curriculum development. From this main goal the following objectives emerged: (i) to characterize how play is integrated in the daily routine of the pedagogical approaches under study; (ii) to analyse the teachers’ role during children’s playing situations; (iii) to identify the types of play that children are more often involved. The methodology used is the qualitative approach and is situated under the interpretative paradigm. Data is collected through semi-structured interviews to 30 preschool teachers and through observations of typical daily routines. The participants are 30 Portuguese preschool classrooms attending children from 3 to 6 years and working with the High Scope curriculum (10 classrooms), the MEM (10 classrooms) and the Pedagogy of Participation (10 classrooms). The qualitative method of content analysis was used to analyse the data. To ensure confidentiality, no information is disclosed without participants' consent, and the interviews were transcribed and sent to the participants for a final revision. The results show that there are differences how play is integrated and promoted in the three pedagogical approaches. The teachers’ role when children are at play varies according the pedagogical approach adopted, and also according to the teachers’ understanding about the meaning of play. The study highlights the key role that early childhood curriculum models have to promote opportunities for children to play, and therefore to be involved in meaningful learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20models" title="curriculum models">curriculum models</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/81017/play-based-practices-in-early-childhood-curriculum-the-contribution-of-high-scope-modern-school-movement-and-pedagogy-of-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10334</span> Implementation of Student-Centered Learning Approach in Building Surveying Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amal%20A.%20Abdel-Sattar">Amal A. Abdel-Sattar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The curriculum of architecture department in Prince Sultan University includes ‘Building Surveying’ course which is usually a part of civil engineering courses. As a fundamental requirement of the course, it requires a strong background in mathematics and physics, which are not usually preferred subjects to the architecture students and many of them are not giving the required and necessary attention to these courses during their preparation year before commencing their architectural study. This paper introduces the concept and the methodology of the student-centered learning approach in the course of building surveying for architects. One of the major outcomes is the improvement in the students’ involvement in the course and how this will cover and strength their analytical weak points and improve their mathematical skills. The study is conducted through three semesters with a total number of 99 students. The effectiveness of the student-centered learning approach is studied using the student survey at the end of each semester and teacher observations. This survey showed great acceptance of the students for these methods. Also, the teachers observed a great improvement in the students’ mathematical abilities and how keener they became in attending the classes which were clearly reflected on the low absence record. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20surveying" title=" building surveying"> building surveying</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/72239/implementation-of-student-centered-learning-approach-in-building-surveying-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20mathematics%20learning&page=5">5</a></li> <li class="page-item"><a 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