The Experts below are selected from a list of 243 Experts worldwide ranked by ideXlab platform
Nicholas Zaranis - One of the best experts on this subject based on the ideXlab platform.
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improving mathematics teaching in kindergarten with realistic Mathematical Education
Early Childhood Education Journal, 2017Co-Authors: Stamatios Papadakis, Michail Kalogiannakis, Nicholas ZaranisAbstract:The present study investigates and compares the influence of teaching Realistic Mathematics on the development of Mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the Mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of Mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of Mathematical competence of children.
Ewelina Kawiak - One of the best experts on this subject based on the ideXlab platform.
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Mathematical Education in the opinion of the students of integrated early school Education a study report
Journal of Educational and Social Research, 2013Co-Authors: Ewelina KawiakAbstract:Mathematics is considered one of the most important school subjects. Despite that fact, assimilation of Mathematical knowledge causes many students numerous problems. Studying mathematics does not only consist in acquiring skills that are essential in solving specific tasks. It is, above all, a process thanks to which the basic competences needed in everyday life are developed. The benefits gained from studying mathematics go far beyond classroom environment and cover fields that are unrelated to the realm of pure mathematics. The significant role of Mathematical Education is recognized by both teachers and parents. However, what do the students themselves think about that issue? This article attempts to find an answer to that question. It presents the results of the study conducted among the elementary school second- and third- grade students. The analysis of the obtained results enables us to get to know students’ point of view on Mathematical Education, methods of teaching this subject as well as task-solving techniques. Additionally, the motivation to study maths that students present is another issue raised in the article. The results obtained in this study may help to facilitate the didactic process by means of making mathematics classes more engaging for the students. Teaching this subject in accordance with students’ preferences will most likely increase the efficiency of teaching and will reduce their reluctance to explore this subject in depth. DOI: 10.5901/jesr.2013.v3n7p69
Stamatios Papadakis - One of the best experts on this subject based on the ideXlab platform.
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improving mathematics teaching in kindergarten with realistic Mathematical Education
Early Childhood Education Journal, 2017Co-Authors: Stamatios Papadakis, Michail Kalogiannakis, Nicholas ZaranisAbstract:The present study investigates and compares the influence of teaching Realistic Mathematics on the development of Mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the Mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of Mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of Mathematical competence of children.
Juan E Gilbert - One of the best experts on this subject based on the ideXlab platform.
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augmenting Mathematical Education for minority students
International Conference on Advanced Learning Technologies, 2016Co-Authors: Teairra M Brown, Tiffanie R Smith, Joseph L Gabbard, Juan E GilbertAbstract:The overall purpose of our research is to identify unique benefits and challenges in gamifying personalized augmented reality experiences in K -- 12 Education for minority students. Gamification is applying game-like elements and principles in a non-gaming environment with the desired outcome of increasing engagement, motivation and learning. Augmented reality (AR) technologies project virtual objects onto the real world. Personalized AR potentially creates new levels of engagement for students while simultaneously accounting for their skill level, strengths, challenges and personal as well as cultural needs to increase learning. Using gamification in augmented or virtual environments is not a new phenomenon for researchers, however, the model presented in this work will leverage gamified AR experiences while incorporating cultural relevance to bring a new perspective for keeping minority students engaged and increasing learning outcomes.
Michail Kalogiannakis - One of the best experts on this subject based on the ideXlab platform.
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improving mathematics teaching in kindergarten with realistic Mathematical Education
Early Childhood Education Journal, 2017Co-Authors: Stamatios Papadakis, Michail Kalogiannakis, Nicholas ZaranisAbstract:The present study investigates and compares the influence of teaching Realistic Mathematics on the development of Mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the Mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of Mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of Mathematical competence of children.