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Author: Asha K. Jitendra
Publisher: Pro-Ed
ISBN:
Category : Education
Languages : en
Pages : 316
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Book Description
This is a detailed-scripted program using Schema-Based Instruction (SBI), designed as a framework for instructional implementation. It is primarily for school practitioners (e.g., special and general education teachers, school psychologists, etc.) teaching critical word problem solving skills to students with disabilities, grades 1-8.
Author: Asha K. Jitendra
Publisher: Pro-Ed
ISBN:
Category : Education
Languages : en
Pages : 316
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Book Description
This is a detailed-scripted program using Schema-Based Instruction (SBI), designed as a framework for instructional implementation. It is primarily for school practitioners (e.g., special and general education teachers, school psychologists, etc.) teaching critical word problem solving skills to students with disabilities, grades 1-8.
Author: Sandra P. Marshall
Publisher: Cambridge University Press
ISBN: 0521430720
Category : Education
Languages : en
Pages : 440
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Book Description
Schemas in Problem Solving introduces a new approach to the study of learning, instruction, and assessment. Focusing on the area of arithmetic story problems, Marshall shows how instruction can lead to more meaningful learning by emphasizing the ways students acquire and store knowledge in memory. She identifies major knowledge structures called schemas, describes instruction designed around theses structures, and assesses the strengths and weaknesses in the knowledge that the students demonstrate following instruction. To evaluate the success of her approach, Marshall describes traditional experiments and computer simulations of student performance.
Author: Diane M. Browder
Publisher: Guilford Press
ISBN: 1609180097
Category : Education
Languages : en
Pages : 449
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Book Description
This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.
Author: Yan Ping Xin
Publisher: Springer Science & Business Media
ISBN: 9462091048
Category : Education
Languages : en
Pages : 267
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Book Description
Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,... why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati
Author: Roy Turner
Publisher: Psychology Press
ISBN: 1134776306
Category : Psychology
Languages : en
Pages : 265
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Book Description
This book describes a method for building real-world problem solving systems such as medical diagnostic procedures and intelligent controllers for autonomous underwater vehicles (AUVs) and other robots. The approach taken is different from other work reported in the artificial intelligence literature in several respects: * It defines schema-based reasoning, in which schemas -- explicitly declared packets of related knowledge -- are used to control not only the reasoner's planning, but also all other facets of its behavior. * It is a kind of reactive reasoning that the author calls adaptive problem solving -- the reasoner maintains commitments to future goals but is able to change its focus of attention as the problem-solving situation requires. * It is a context-sensitive reasoning method. Every decision it makes relies on the use of contextual knowledge to be appropriate for the current problem-solving situation. Furthermore, context is represented explicitly; by always keeping a current representation of the context in mind, the reasoner's behavior is automatically sensitive to the context with very little work needed per decision. * Schema-based reasoning -- a generalization of case-based reasoning -- extends the usual idea of case-based reasoning to encompass all aspects of the reasoner's behavior, and it extends it to make use of generalized "cases" (i.e., schemas) rather than particular cases, thus saving effort needed to transfer knowledge from an old case to a new situation. Though the work originated in the domain of medical diagnostic problem solving, treating diagnosis as a planning task, it is even more appropriate for controlling autonomous systems. The author is currently extending the approach by creating a robust controller for long-range autonomous underwater vehicles that will be used to carry out ocean science missions.
Author: Norbert M. Seel
Publisher: Springer Science & Business Media
ISBN: 1441914277
Category : Education
Languages : en
Pages : 3643
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Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author: Annemarie Fritz
Publisher: Springer
ISBN: 3319971484
Category : Education
Languages : en
Pages : 834
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Book Description
This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.
Author: Roi Cohen Kadosh
Publisher: Oxford University Press
ISBN: 0191036013
Category : Psychology
Languages : en
Pages : 1515
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Book Description
How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology, developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology in non-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. In addition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists, clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling, education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.
Author: Paul J. Riccomini
Publisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
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Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Author: Zhi-Jun Wu
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 214
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Book Description
