DIRECT AND INDIRECT EFFECTS OF PHONOLOGICAL ABILITY AND VOCABULARY KNOWLEDGE ON MATH PERFORMANCE IN ELEMENTARY SCHOOL
Trotz der literaturtheoretischen Aufwertung des Lesens durch die Arbeiten von Barthes, Jauß und Iser seit den 1960er Jahren und der ihnen nachfolgenden sozialgeschichtlichen Orientierung der Philologien, ist das Lesen aus einer dezidiert literaturwissenschaftlichen Perspektive bisher noch nicht umfassend in den Blick genommen worden. Vielmehr dominierten im Feld der Leseforschung seit den 1990er Jahren eher didaktische, buch- und kommunikationswissenschaftliche sowie soziologische Fragestellungen. Nichtsdestotrotz gab und gibt es eine breit gefächerte Forschung zum Lesen aus literaturwissenschaftlicher Perspektive, die jedoch eher verstreut publiziert und bisher nicht an einem zentralen Ort sichtbar ist. Vor diesem Hintergrund bündelt der Band erstmals die neuere literaturwissenschaftliche Leseforschung und bezieht sie in interphilologischer Perspektive konsequent auf theoretische, geschichtliche, soziale und medienkulturwissenschaftliche Grundfragen und -probleme der Literaturwissenschaft. Über bloße Bestandsaufnahmen hinaus, bieten die Beiträge dabei Einblicke in neuere Forschungen und die Entwicklung zukünftiger Fragestellungen.
This article consider The project of the scientific and educational Center for integration of multimedia technologies in science, education and culture, as space-technological environment for the implementation of innovative scientific and educational projects of the 21st century, which should become the support for the master's programs, especially interdisciplinary; at the intersection of science, art and information technologies, and implementation of innovative scientific and commercial projects, which are to become a master's thesis.
The three already traditional volumes of the WDS Proceedings you are holding in the hands are composed of the contributions which have been presented during the 21st Annual Conference of Doctoral Students that was held in Prague, at Charles University, Faculty of Mathematics and Physics from May 29 to June 1, 2012. In this year, 100 student manuscripts were submitted to publishing and 88 were accepted after the review process.
Now we have the need for methodics of teaching the topic "parallel computing" in secondary school. The paper presents a three-year experience of the author in this field: a methodical approach, the selection of materials, the business games, experience of tasks on parallel computing at the contest "TRIZformashka", classes of tasks, examples of tasks, program executors, texts for propaedeutic textbook on informatics.
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotskyђs theory of cognitive growth. An assessment tool (SAMMath) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice.
The paper discusses in detail the scale of translation of primary points scored by school graduates in the unified state exam in mathematics, used from 2013 to the present time. Based on the analysis of the dynamics of these scales, a conclusion is made about the annual increase in the "average" 100-point result, as well as the presence of a significant increase in the final grade compared with the linear scale. Additionally, the authors describe the effect of reducing the value of primary points as they approach the maximum.
This article presents the results of a pilot study assessing the level of formation of a stochastic competence among teachers of mathematics. Besides, the indicators that reflect the competence of formation of stochastic students are identified and ranked in order of importance. Different instruments (questionnaires, tests, assignments) have been used to solve the problem under study.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.