The Experts below are selected from a list of 12987 Experts worldwide ranked by ideXlab platform

Annie Savard - One of the best experts on this subject based on the ideXlab platform.

  • Some multiplicative structures in elementary education: a view from Relational Paradigm
    Educational Studies in Mathematics, 2020
    Co-Authors: Elena Polotskaia, Annie Savard
    Abstract:

    The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers employ various views including multiplication as arithmetic operation, multiplicative structures, and multiplicative relationships. They also propose various classifications of multiplicative structures to support students’ development of multiplicative reasoning and problem solving. Our work contributes to this conversation by focusing on simple multiplicative relationships. Drawing on Davydov’s Theory of Developmental Instruction, we employ the Relational view to analyze some multiplicative structures identified by researchers and practitioners. We propose a typology of basic multiplicative relationships as well as their specific graphical representations as a set of mental tools allowing for a holistic flexible understanding of the multiplicative situations, simple and complex, primary school students usually encounter (in grades 1–6). We suggest that the new approach may better support students’ multiplicative and Relational reasoning and problem solving.

  • using the Relational Paradigm effects on pupils reasoning in solving additive word problems
    Research in Mathematics Education, 2018
    Co-Authors: Elena Polotskaia, Annie Savard
    Abstract:

    ABSTRACTPupils’ difficulties in solving word problems continue to attract attention: while researchers highlight the importance of Relational reasoning and modelling, school curricula typically use short word problems to develop pupils’ knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in mathematics learning to the development of Relational thinking. Using this perspective, we implemented a new approach to teaching additive word problem-solving in primary school, encouraging Relational thinking and modelling. We compared the overall results of additive word problems solved by Grade 2 elementary pupils in the experimental group (N = 216) and in the control group (N = 196). Our data show: (a) on average, the experimental group performed significantly better in problem-solving than the control group; and (b) in the control group, there was a considerable lack of success in solving problems that require Relational thinking—there was no such eff...

  • using the Relational Paradigm effects on pupils reasoning in solving additive word problems
    Research in Mathematics Education, 2018
    Co-Authors: Elena Polotskaia, Annie Savard
    Abstract:

    Pupils’ difficulties in solving word problems continue to attract attention: while researchers highlight the importance of Relational reasoning and modelling, school curricula typically use short w...

Elena Polotskaia - One of the best experts on this subject based on the ideXlab platform.

  • Some multiplicative structures in elementary education: a view from Relational Paradigm
    Educational Studies in Mathematics, 2020
    Co-Authors: Elena Polotskaia, Annie Savard
    Abstract:

    The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers employ various views including multiplication as arithmetic operation, multiplicative structures, and multiplicative relationships. They also propose various classifications of multiplicative structures to support students’ development of multiplicative reasoning and problem solving. Our work contributes to this conversation by focusing on simple multiplicative relationships. Drawing on Davydov’s Theory of Developmental Instruction, we employ the Relational view to analyze some multiplicative structures identified by researchers and practitioners. We propose a typology of basic multiplicative relationships as well as their specific graphical representations as a set of mental tools allowing for a holistic flexible understanding of the multiplicative situations, simple and complex, primary school students usually encounter (in grades 1–6). We suggest that the new approach may better support students’ multiplicative and Relational reasoning and problem solving.

  • using the Relational Paradigm effects on pupils reasoning in solving additive word problems
    Research in Mathematics Education, 2018
    Co-Authors: Elena Polotskaia, Annie Savard
    Abstract:

    ABSTRACTPupils’ difficulties in solving word problems continue to attract attention: while researchers highlight the importance of Relational reasoning and modelling, school curricula typically use short word problems to develop pupils’ knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in mathematics learning to the development of Relational thinking. Using this perspective, we implemented a new approach to teaching additive word problem-solving in primary school, encouraging Relational thinking and modelling. We compared the overall results of additive word problems solved by Grade 2 elementary pupils in the experimental group (N = 216) and in the control group (N = 196). Our data show: (a) on average, the experimental group performed significantly better in problem-solving than the control group; and (b) in the control group, there was a considerable lack of success in solving problems that require Relational thinking—there was no such eff...

  • using the Relational Paradigm effects on pupils reasoning in solving additive word problems
    Research in Mathematics Education, 2018
    Co-Authors: Elena Polotskaia, Annie Savard
    Abstract:

    Pupils’ difficulties in solving word problems continue to attract attention: while researchers highlight the importance of Relational reasoning and modelling, school curricula typically use short w...

  • how the Relational Paradigm can transform the teaching and learning of mathematics experiment in quebec
    International Journal for mathematics teaching and learning, 2017
    Co-Authors: Elena Polotskaia
    Abstract:

    The main goal of this paper is to show how Vasily Davydov's powerful ideas about the nature of mathematical thinking and learning can transform the teaching and learning of additive word problem solving. The name Vasily Davydov is well known in the field of mathematics education in Russia. However, the transformative value of Davydov's theoretical work in this field has not yet been fully recognized by the larger international community. In this article, I use Davydov's vision of mathematics as the study of quantitative relationships - the vision underlying the Relational Paradigm in teaching and learning of mathematics. I use the example of one research project to demonstrate how the Relational Paradigm changes and reforms teaching practices. I discuss the teaching approach, developed within this Paradigm, as well as the learning outcomes demonstrating the transformative power of Davydov's ideas.

William Borden - One of the best experts on this subject based on the ideXlab platform.

  • the Relational Paradigm in contemporary psychoanalysis toward a psychodynamically informed social work perspective
    Social Service Review, 2000
    Co-Authors: William Borden
    Abstract:

    The social work literature rarely considers critiques and reformulations of psychoanalytic theory, even if these have brought about major shifts in contemporary understanding. I describe the emergence of the Relational Paradigm and show how overlapping perspectives deepen conceptions of personality development; problems in living; health, well‐being, and the good life; and the therapeutic endeavor. I consider the strengths and limits of the Relational Paradigm and its relevance for social work theory, research, and practice. I emphasize the need to establish critical perspectives that guide evaluation of constructs in view of the fundamental concerns of the profession.

Maria Luisa Raineri - One of the best experts on this subject based on the ideXlab platform.

Norbert Ritter - One of the best experts on this subject based on the ideXlab platform.

  • the real benefits of object Relational db technology for object oriented software development
    British National Conference on Databases, 2001
    Co-Authors: Weiping Zhang, Norbert Ritter
    Abstract:

    Object-oriented programming languages (OOPLs like C++, Java, etc.) have established themselves in the development of complex software systems for more than a decade. With the integration of object-oriented concepts, object-Relational database management systems (ORDBMSs) aim at supporting new generation software systems better and more efficiently. Facing the situation that nowadays more and more software development teams use OOPLs 'on top of' (O)RDBMSs, i. e., access (object-)Relational databases from applications developed in OOPLs, this paper reports on our investigations on assessing the contribution of object-Relational database technology to object-oriented software development. First, a conceptual examination shows that there is still a considerable gap between the object-Relational Paradigm (as represented by the SQL:1999 standard) and the object-oriented Paradigm. Second, empirical studies (performed by using our new benchmark approach) point at mechanisms, which are not part of SQL:1999 but would allow to reduce the mentioned gap. Thus, we encourage the integration of such mechanisms, e. g., support for navigation and complex objects (structured query results), into ORDBMSs in order to be really beneficial for new generation software systems.