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22445 results in Education

Page 447 of 1123

  • Chapter 2 - Early mathematical understandings

  • Nicola Yelland, Victoria University of Technology, Melbourne, Carmel Diezmann, Australian Catholic University, Deborah Butler, St Margaret's Anglican Girls School
  • Book:
    Early Mathematical Explorations
    Published online:
    06 August 2018
    Print publication:
    20 January 2014, pp 11-27

  • Summary

    Overview

    In this chapter you will become familiar with:

  • the beginning processes for early mathematical understandings – describing attributes, matching, comparing, ordering, sorting and patterning

  • the mathematical concepts of number, measurement, space, and chance and data, and the ways in which these relate to the everyday experiences of young children

  • the importance of language in exploring mathematics in the early years, as well as the use of children’s literature to support mathematical thinking

  • playful explorations as a pedagogical process to stimulate early mathematical learning.

    • Young children are curious from the moment they are born. They look around them, explore objects that they encounter and communicate with utterances in interactions with others. From birth to five years of age, which is generally when compulsory schooling begins, there are many different ways in which the foundations for mathematical understandings are established. The activities and experiences are usually informal and play-based, but there are also opportunities for teachable moments in which a teacher might consolidate particular language or highlight relationships that are fundamental to mathematical thinking and understandings. For example, when telling a child the story of The Very Hungry Caterpillar by Eric Carle, there are many opportunities for the adult to create contexts for understanding mathematical concepts and processes. These are shown in Table 2.1. As well as spanning the concepts of number, measurement, space, and chance and data, these opportunities provide a context for using language to communicate ideas and understandings about the various relationships that occur in the story.

Early Mathematical Explorations
  • Nicola Yelland, Carmel Diezmann, Deborah Butler
  • Published online:
    06 August 2018
    Print publication:
    20 January 2014
  • Early Mathematical Explorations shows readers how to provide young children with rich mathematical learning environments and experiences. This book presents teachers with a sound theoretical framework to encourage children to become numerate in the twenty-first century. It shows that mathematical learning can occur in a variety of ways, including when children explore ideas through play, problem solving and problem posing; engage in a rich variety of multimodal learning experiences; pursue self-directed activities and cooperate with others; and make connections between ideas and experiences in their everyday worlds. Chapters 2 and 3 explore the ways in which mathematical understandings can be supported from birth to five years. Chapters 4–9 provide an overview of mathematics in the early primary years. The final chapters illustrate the contexts and connections that can be made in early mathematical learning. Early Mathematical Explorations is an essential resource for pre- and in-service teachers alike.

  • REC volume 26 issue 1 Cover and Front matter

  • Journal:
    ReCALL / Volume 26 / Issue 1 / January 2014
    Published online by Cambridge University Press:
    15 January 2014, pp. f1-f2
    • Article
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  • Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities

  • Chun-Yu Lin, Chung-Kai Huang, Chang-Hua Chen
  • Journal:
    ReCALL / Volume 26 / Issue 1 / January 2014
    Published online by Cambridge University Press:
    15 January 2014, pp. 100-116

  • This study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews. Of the 47 CFL teachers who participated in the study, five volunteered for in-depth interviews. According to our findings, the most critical barriers to these CFL teachers’ adoption of ICT were insufficient support and insufficient time for developing technology-driven pedagogy and activities. These issues are reflected in CFL teachers’ unique subject expertise and workloads in existing universities’ curricula and approaches to instruction. In addition, age influences CFL teachers’ confidence in their use of ICT for the preparation of subject material and for teaching, whereas gender influences their willingness to spend time working on ICT.

  • REC volume 26 issue 1 Cover and Back matter

  • Journal:
    ReCALL / Volume 26 / Issue 1 / January 2014
    Published online by Cambridge University Press:
    15 January 2014, pp. b1-b2
    • Article
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  • The effects of L1 and L2 e-glosses on incidental vocabulary learning of junior high-school English students*

  • Si-Min Hu, Viphavee Vongpumivitch, Jason S. Chang, Hsien-Chin Liou
  • Journal:
    ReCALL / Volume 26 / Issue 1 / January 2014
    Published online by Cambridge University Press:
    15 January 2014, pp. 80-99

  • While researchers have examined the effectiveness of various online gloss types on incidental L2 vocabulary learning, little research on online gloss languages has been conducted. Previous attempts which compared the effects of L1 and L2 glosses have reported mixed results. To fill the gaps, this study examined the effectiveness of Chinese and English e-glosses on incidental English vocabulary learning on a less-researched student group in CALL – junior high-school English-as-a-foreign-language (EFL) students. Seventy-eight students with Chinese as their first language read two online passages with either Chinese (L1) or English (L2) glosses. They were divided into four treatment groups: (1) high-proficiency students receiving L1 gloss before L2 gloss (n = 19), (2) high-proficiency students receiving L2 gloss before L1 gloss (n = 19), (3) low-proficiency students receiving L1 gloss before L2 gloss (n = 20), and (4) low-proficiency students receiving L2 gloss before L1 gloss (n = 20). After reading, the students were assessed with a vocabulary test which contained a definition-supply part and a cloze part serving as both post-tests and delayed post-tests. Repeated-measures analyses of variance were utilized to analyze the score data. Significant differences were found not only among the four groups but also between the two post-tests. Overall the high proficiency groups performed better in the post-tests, but the high proficiency group who received English glosses remembered more words in the delayed post-test than the high proficiency group who received Chinese glosses. The results show that as learners’ proficiency increases, they may be able to make better use of the L2 conceptual links for word retention and learning. The conclusions support the usefulness of both Chinese and English e-glosses which should be selected based on learners’ proficiency level.

  • Language-related computer use: Focus on young L2 English learners in Sweden*

  • Pia Sundqvist, Liss Kerstin Sylvén
  • Journal:
    ReCALL / Volume 26 / Issue 1 / January 2014
    Published online by Cambridge University Press:
    15 January 2014, pp. 3-20

  • This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.

  • Editorial

  • Françoise Blin, June Thompson
  • Journal:
    ReCALL / Volume 26 / Issue 1 / January 2014
    Published online by Cambridge University Press:
    15 January 2014, pp. 1-2
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Memoirs of the Late Mrs Elizabeth Hamilton
  • With a Selection from her Correspondence, and Other Unpublished Writings
  • Volume 1
  • Elizabeth Benger
  • Published online:
    05 October 2014
    Print publication:
    02 January 2014
  • The novelist and essayist Elizabeth Hamilton (1756?–1816) wrote with especial distinction on the subject of education. Inspired by her older brother, the orientalist Charles Hamilton, she pursued her literary ambitions, informing her work with a knowledge of history, philosophy and politics. Her ability to present complex ideas in an accessible manner did much to secure her an appreciative readership. Establishing her reputation with a satirical attack on radical thought, Memoirs of Modern Philosophers (1800), she enjoyed her greatest literary success with The Cottagers of Glenburnie (1808), a tale of moral reformation. Her Letters on the Elementary Principles of Education (1801) is also reissued in this series. The present work was first published in two volumes in 1818 by her friend and fellow novelist Elizabeth Benger (1775–1827). Volume 1 includes a biographical fragment by Hamilton, along with a selection of journal extracts and satirical essays.

Page 447 of 1123