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Full-Text Articles in Entire DC Network
Montana Kaimin, February 20, 2019, Students Of The University Of Montana, Missoula
Montana Kaimin, February 20, 2019, Students Of The University Of Montana, Missoula
Montana Kaimin, 1898-present
Student newspaper of the University of Montana, Missoula.
Montana Kaimin, February 6, 2019, Students Of The University Of Montana, Missoula
Montana Kaimin, February 6, 2019, Students Of The University Of Montana, Missoula
Montana Kaimin, 1898-present
Student newspaper of the University of Montana, Missoula.
The Holistic Power Of Young Adult Books, Donna Lynn Miller
The Holistic Power Of Young Adult Books, Donna Lynn Miller
The Montana English Journal
Young adult books like The Art of Starving by Sam J. Miller carry a healing power when readers experience their pause and ponder moments. Because they impose reflection time, Pause and Ponder Moments reinforce reading as a deliberate and patient process. Imposing time to pause and think through points and concepts enables readers to truly grapple with content in meaningful ways. Pause and Ponder Moments also inspire attributional retraining and option awareness, an alternative to simply accepting the status quo. These moments carry promise for enriching how we read the world, how we respond to others, and how we live …
Psyx 100s.03: Introduction To Psychology, Phoebe S. Bean
Psyx 100s.03: Introduction To Psychology, Phoebe S. Bean
University of Montana Course Syllabi
No abstract provided.
Ling 478.01: Learner Language, Tully J. Thibeau
Ling 478.01: Learner Language, Tully J. Thibeau
University of Montana Course Syllabi
No abstract provided.
Psyx 535.01: Child Interventions, Jacqueline A. Brown
Psyx 535.01: Child Interventions, Jacqueline A. Brown
University of Montana Course Syllabi
No abstract provided.
Psyx 550.01: Advanced Social Psychology, Lucian G. Conway
Psyx 550.01: Advanced Social Psychology, Lucian G. Conway
University of Montana Course Syllabi
No abstract provided.
Psyx 521.01: Advanced Psychological Statistics Ii, Daniel Denis
Psyx 521.01: Advanced Psychological Statistics Ii, Daniel Denis
University of Montana Course Syllabi
No abstract provided.
Psyx 385.01: Psychology Of Personality, Jennifer Leigh Lippold
Psyx 385.01: Psychology Of Personality, Jennifer Leigh Lippold
University of Montana Course Syllabi
No abstract provided.
Psyx 382.01: Forensic Psychology, Laura Kirsch
Psyx 382.01: Forensic Psychology, Laura Kirsch
University of Montana Course Syllabi
No abstract provided.
Psyx 356.01: Human Neuropsychology, Robert S. Hall
Psyx 356.01: Human Neuropsychology, Robert S. Hall
University of Montana Course Syllabi
No abstract provided.
Psyx 345.01: Child And Adolescent Psychological Disorders, Gregory R. Machek
Psyx 345.01: Child And Adolescent Psychological Disorders, Gregory R. Machek
University of Montana Course Syllabi
No abstract provided.
Psyx 320.01: Research Methods Iii, Yoohee Jang
Psyx 320.01: Research Methods Iii, Yoohee Jang
University of Montana Course Syllabi
No abstract provided.
Psyx 222.01: Psychological Statistics, Daniel Denis
Psyx 222.01: Psychological Statistics, Daniel Denis
University of Montana Course Syllabi
No abstract provided.
Hsta 320.01: Birth Of Modern Us, Jeffrey M. Wiltse
Hsta 320.01: Birth Of Modern Us, Jeffrey M. Wiltse
University of Montana Course Syllabi
No abstract provided.
Nasx 494.01: Reading Seminar In Native American Studies, David Beck
Nasx 494.01: Reading Seminar In Native American Studies, David Beck
University of Montana Course Syllabi
No abstract provided.
Comx 493.80: Sa - Experiences Of Human Strength And Virtue, Stephen M. Yoshimura
Comx 493.80: Sa - Experiences Of Human Strength And Virtue, Stephen M. Yoshimura
University of Montana Course Syllabi
No abstract provided.
Lit 300.01: Literary Criticism, Casey Charles
Lit 300.01: Literary Criticism, Casey Charles
University of Montana Course Syllabi
No abstract provided.
Psyx 100s.02: Introduction To Psychology, James D. Mcfarland
Psyx 100s.02: Introduction To Psychology, James D. Mcfarland
University of Montana Course Syllabi
No abstract provided.
Psyx 100s.50: Introduction To Psychology, Oak Reed
Psyx 100s.50: Introduction To Psychology, Oak Reed
University of Montana Course Syllabi
No abstract provided.
Soci 391.50: St - Sociology Of Sport, Grace H. Gardener
Soci 391.50: St - Sociology Of Sport, Grace H. Gardener
University of Montana Course Syllabi
No abstract provided.
On The Definition Of Periodic Decimal Representations: An Alternative Point Of View, Giuseppina Anatriello, Giovanni Vincenzi
On The Definition Of Periodic Decimal Representations: An Alternative Point Of View, Giuseppina Anatriello, Giovanni Vincenzi
The Mathematics Enthusiast
Until the seventeenth century, rational numbers were represented as fractions. It was starting from that century, thanks to Simon Stevin, that for all practical purposes the use of decimal notation became widespread. Although decimal numbers are widely used, their organic development is lacking, while a vast literature propagates misconceptions about them, among both students and teachers. In particular, the case of the period 9 is especially interesting. In this paper, changing the point of view, we propose substituting the usual definitions of the periodic decimal representation of a rational number - the one obtained through long division introduced in the …
Graphs Of Two Variable Inequalities: Alternate Approaches To The Solution Test, Kyunghee Moon
Graphs Of Two Variable Inequalities: Alternate Approaches To The Solution Test, Kyunghee Moon
The Mathematics Enthusiast
In this article I suggest some alternatives to the solution test for the understanding of graphs of inequalities in two variables. Based on the work done with two groups of preservice secondary mathematics teachers, and by using the idea of variation and the framework of action and process conceptions of inequalities, I explain how graphs of inequalities can be viewed as a collection of rays or curves. I also explain the potential benefits of these alternative explanations in the solving of optimization problems and in the instruction of functions as a medium of one variable and two variable functions.
Designing Digital Storytelling For Mathematics Special Education: An Experience In Support Teacher Education, Giovannina Albano, Umberto Dello Iacono
Designing Digital Storytelling For Mathematics Special Education: An Experience In Support Teacher Education, Giovannina Albano, Umberto Dello Iacono
The Mathematics Enthusiast
In this paper we present and discuss a designing experience carried out by prospective support teacher. They have been introduced to digital storytelling methodology and they are required to design story-problems in mathematics, devoted to support students with disabilities. Story-problems have been analyzed with respect to the narrative dimension and mathematical correctness. The teachers, who worked in groups, have been able to design and implement striped problems, i.e. stories with a deep integration between the mathematical and narrative aspects. However, most of the groups showed difficulties in creating well-posed problems from a mathematical point of view.
A Counting-Focused Instructional Treatment To Improve Number Sense:An Exploratory Classroom-Based Intervention Study, Jessica F. Shumway, Patricia S. Moyer-Packenham
A Counting-Focused Instructional Treatment To Improve Number Sense:An Exploratory Classroom-Based Intervention Study, Jessica F. Shumway, Patricia S. Moyer-Packenham
The Mathematics Enthusiast
Developing students’ number sense is a critical area of research in mathematics education because of the role number sense plays in early mathematics learning. In particular, cognitive psychology research has pinpointed verbal counting as a number sense construct that is critical in later mathematics achievement. This study explored variations in 7- and 8-year-old students’ number sense outcomes as they engaged in a counting-focused instructional treatment for differing durations. Sixty students in three elementary classrooms in the United States participated in the counting-focused instructional treatment. A generalized estimating equations (GEE) analysis showed an associated average increase in test scores for students …
Use Of Animation To Facilitate Students In Acquiring Problem-Solving: From Theory To Practice, Huixuan Dilys Han, Tin Lam Toh
Use Of Animation To Facilitate Students In Acquiring Problem-Solving: From Theory To Practice, Huixuan Dilys Han, Tin Lam Toh
The Mathematics Enthusiast
In this article the use of animations is explored to facilitate students acquiring of problem-solving. The goal is to spur interest in educators for further research on the use of animated videos, which combine contextualised stories, animated worked examples and practice questions on an interactive platform to teach learners mathematics concepts and problem solving skills.
Pre-Service Teacher Statistical Misconceptions During Teacher Preparation Program, Tracey Gorham Blanco, Scott A. Chamberlin
Pre-Service Teacher Statistical Misconceptions During Teacher Preparation Program, Tracey Gorham Blanco, Scott A. Chamberlin
The Mathematics Enthusiast
The purpose of the investigation was to identify pre-service elementary teachers’ (PST) misconceptions at the culmination of their methods semester, prior to entering student teaching. Participants, n=134 (116 female) were pre-service elementary teachers from two universities in the intermountain region. The Statistical Reasoning Assessment (SRA) developed by Garfield (2003) was used to investigate student misconceptions in statistics and probability. Of the eight misconceptions, the Representativeness misconception and the Outcome orientation misconception were the least common (12.3 and 28.2% respectively) and the Comparing groups of the same size, Equi-probability bias, and Correlation implies causation misconceptions were the most common (70.2, 64.3, …
Factors That Influence Mathematical Creativity, Joseph S. Kozlowski, Scott A. Chamberlin, Eric Mann
Factors That Influence Mathematical Creativity, Joseph S. Kozlowski, Scott A. Chamberlin, Eric Mann
The Mathematics Enthusiast
Creativity is a psychological construct that has gained research popularity (Akgul & Kaveci, 2016), however it remains a challenging one to define. The variety of definitions promulgated to understand creativity hints at the complexity of the mental process. Furthermore, as a subset of creativity, domain-specific mathematical creativity has also garnered a variety of definitions. The transdisciplinary research on creativity (Sriraman & Haavold, 2017) is seminal in this world of fast-paced innovation, invention, solution, and synthesis. Considering every human being with at least average cognitive abilities possesses the ability to think creatively (Baran, 2011), developing students’ creative talents and abilities must …
Pre-Service Teachers’ Mathematical Reasoning – How Can It Be Developed?, Alv Birkeland
Pre-Service Teachers’ Mathematical Reasoning – How Can It Be Developed?, Alv Birkeland
The Mathematics Enthusiast
The focus of this study is the mathematical reasoning of pre-service teachers. The author of this paper was the instructor of a class of pre-service teachers preparing to teach in lower secondary school. The instructor divided the class in small groups and gave each group some mathematical exercises to work on. The unit of analysis of this study is the video and audio-recorded dialogue of each group. The aim of this study is to characterize different aspects of pre-service teachers’ mathematical reasoning, as well as to indicate ways to develop their reasoning further. The basic idea of the study is …
Direct Instruction And Problem-Solving: Critical Examination Of Cognitive Load Theory From The Perspective Of Mathematics Education, Adri Treffers
Direct Instruction And Problem-Solving: Critical Examination Of Cognitive Load Theory From The Perspective Of Mathematics Education, Adri Treffers
The Mathematics Enthusiast
On the first page of his well-known “How to solve it” Pólya (1945) writes about problem-solving: "One of the most important tasks of the teacher is to help his students. This task is not quite easy; it demands time, practice, devotion, and sound principles. The student should acquire as much experience of independent work as possible. But if he is left alone with his problem without any help, he may make no progress at all. If the teacher helps too much, nothing is left to the student. The teacher should help, but not too much and not too little, so …