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Full-Text Articles in Education
Developing Multiplication Fact Fluency, Jonathan Brendefur, S. Strother, K. Thiede, S. Appleton
Developing Multiplication Fact Fluency, Jonathan Brendefur, S. Strother, K. Thiede, S. Appleton
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Using specific components of three broad learning theories—cognitive, social-interactional, and behavioral—students in 3rd, 4th and 5th grade classrooms were given multiplication fact fluency instruction over a period of five weeks for 10-15 minutes each day. Two different approaches were utilized with two distinct groups of students for the purpose of comparing different approaches to fluency development. Results indicate that students using a strategy-based approach for fluency development by means of instructional tasks emphasizing social-interactional and cognitive theories (particularly Bruner’s theory of Modes of Representation) increased multiplication fact fluency, with a greater degree of consistency, than students …
Effects Of Digitally Enhanced Learning Tasks On Cognitive Functioning, Reyn Yoshiura
Effects Of Digitally Enhanced Learning Tasks On Cognitive Functioning, Reyn Yoshiura
Student Scholar Symposium Abstracts and Posters
Are brain-training applications effective? In recent years the popularity of brain training programs, such as Lumosity, Brain Age, Big Brain Academy and Elevate has increased significantly. These programs assert that the consistent use of their program can potentially result in increases in cognitive function. The current body of cognitive research shows that these programs train working memory; due to its integral part in general cognition. This research compared the effectiveness of digitally enhanced working memory tasks, versus active control groups for improvements on measures of cognitive functioning. It was hypothesized that the digitally enhanced working memory tasks would have greater …
Leveraging Different Perspectives To Explore Student Thinking About Integer Addition And Subtraction, Nicole Enzinger, Laura Bofferding
Leveraging Different Perspectives To Explore Student Thinking About Integer Addition And Subtraction, Nicole Enzinger, Laura Bofferding
Faculty Publications - College of Education
This is the third meeting of a working group on student thinking about integers. The main goal of this working group includes utilizing different theoretical perspectives and methodologies in small groups to design complementary studies, where student thinking about integer addition and subtraction will be explored. This working group aims to provide a space for participants to capitalize on their differences in theoretical perspectives and methodologies to promote productive scholarly discussion about the same research topic, student thinking about integer addition and subtraction. Participants will actively engage in work that progresses towards these studies, with the intent to develop a …
Alice's Drawings For Integer Addition And Subtraction Open Number Sentences, Nicole Enzinger
Alice's Drawings For Integer Addition And Subtraction Open Number Sentences, Nicole Enzinger
Faculty Publications - College of Education
Alice, a fifth grader who participated in twelve weeks of a teaching experiment on integer addition and subtraction, produced drawings as part of her strategy for solving integer addition and subtraction open number sentences. The drawings she created during the twelve weeks of the teaching experiment were analyzed and grouped into the following categories: Single Set of Objects, Double Set of Objects, Number Paths & Number Lines, and Number Sentences. These drawings provide insight into how children may directly model or count when solving integer addition and subtraction problems.
Student Teachers' Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri
Student Teachers' Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri
Faculty of Social Sciences - Papers (Archive)
In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers' cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers' self-perceived pronunciation improvement, an increase …