About time: Syntactically-guided reasoning with analog and digital clocks

Earnest, Darrell

doi:10.1080/10986065.2021.1881703

Mathematical Thinking and Learning

2021

DOI: 10.1080/10986065.2021.1881703

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About time: Syntactically-guided reasoning with analog and digital clocks

Darrell Earnest

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Cited by 3 publications

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Characterizing external visualization in mathematics education research: a scoping review

Rellensmann

Schukajlow

2023

ZDM Mathematics Education

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External visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.

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Characterizing external visualization in mathematics education research: a scoping review

Rellensmann

Schukajlow

2023

ZDM Mathematics Education

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Validation of cognitive models for subtraction of time involving years and centuries

Chin

Meng

2023

International Journal of Assessment Tools in Education

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Years and Centuries are the measurement units used to quantify a longer time duration, while subtraction is the operation required to determine the duration based on two given time points. However, subtraction of time is a difficult skill to be mastered by many elementary students. To identify the root cause of the student's failure in performing subtraction involving the unit of time, we developed and validated the three cognitive models related to this skill by conducting a descriptive study which involved 119 Grade Five students from three Malaysian elementary schools. The cognitive diagnostic assessment developed based on the three cognitive models was used to elicit the participants' responses. Then, Attribute Hierarchy Method and Classical Test Theory were employed to analyse the data. The findings indicated that the hierarchical structures of all cognitive models are supported by the student's responses. The three student-based cognitive models were also highly consistent with the corresponding expert-based cognitive models. The cognitive models developed could guide diagnostic assessment development and diagnostic inference making.

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Comparison of the Different Presentations of Concrete-Representational-Abstract (CRA) Sequence to Teach Functional Academic Skills for Students with Developmental Retardation

Ruştioğlu

Avcıoğlu

2022

Sustainability

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The research aims to compare the use of 3D materials and video prompting presentations in terms of their effectiveness and efficiency in implementing the CRA teaching strategy. Four students with developmental retardation, aged 8 to 10, participated in the study. The design of the alternating treatment, one of the single-subject research designs, was employed in the research. In addition, in the research, social validity data were collected with the interview form consisting of semi-structured interview questions, and content analysis was performed. The study’s dependent variables are the subjects’ ability to accurately tell the time and recognize money. There are two independent variables in the study. The first independent variable is the presentation of the CRA teaching strategy with 3D materials, and the second independent variable is the presentation of the CRA teaching strategy with video prompting. Functional academic skills teaching was applied to four selected students alternately using 3D materials and video prompting. A total of 135 sessions took place in the experimental process. As a result of the research, it was found that both presentation styles were effective, but video prompting presentation was more efficient. These results show that the CRA teaching strategy with video prompting can be used to teach functional academic skills to students with developmental retardation. Both teachers and families expressed positive opinions about the skills handled by both methods. The use of video prompting in schools and homes can be beneficial when teaching functional academic skills to individuals with special needs.

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About time: Syntactically-guided reasoning with analog and digital clocks

Cited by 3 publications

References 19 publications

Characterizing external visualization in mathematics education research: a scoping review

Characterizing external visualization in mathematics education research: a scoping review

Validation of cognitive models for subtraction of time involving years and centuries

Comparison of the Different Presentations of Concrete-Representational-Abstract (CRA) Sequence to Teach Functional Academic Skills for Students with Developmental Retardation

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