The Experts below are selected from a list of 532548 Experts worldwide ranked by ideXlab platform
Alison Bailey - One of the best experts on this subject based on the ideXlab platform.
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'White Talk' as a Barrier to Understanding the Problem with Whiteness
Social Science Research Network, 2015Co-Authors: Alison BaileyAbstract:My project in this article is to explain why the question ‘How does it feel to be a white Problem?’ cannot be answered in the fluttering grammar of white talk. the whiteness of white talk lies not only in its having emerged from white mouths, but also in its evasiveness — in its attempt to suppress fear and anxiety, and its consequential [if unintended] reinscription and legitimation of racist oppression. For this reason it is ontologically impossible for white talk to answer the question “How does it feel to be a white Problem?” White talk is designed, indeed scripted, for the purposes of evading, rejecting, and remaining ignorant about the injustices that flow from whiteness and its attendant privileges. I want to suggest a new point of entry — a way to flip the script, so to speak. I begin with some observations about the basic advantages and disadvantages of using white talk as a route into the white Problem. My account develops an expanded version of Alice MacIntyre’s definition of white talk that is attentive to the racialized bodily scripts that accompany white talk. I argue that white talk persists because it has an enduring and powerful moral, ontological, and epistemic pay off for white folks. I explore each payoff with an eye towards clarifying how white talk functions to maintain the illusion that we are invulnerable beings. Next, I pause to reply to the popular objection that this particular critique of white talk silences white people in conversations on race. If we cannot address the question ‘how does it feel to be a white Problem’ in the fluttering grammar of white talk, then how shall we begin? In closing, I suggest that we might reduce fluttering by replacing white talk with a discourse of vulnerability, where vulnerability is defined not as weakness, but as a condition for potential. I offer some brief guidelines for how we might start this conversation.
Bala Dauda - One of the best experts on this subject based on the ideXlab platform.
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Effects of Understanding the Problem Statement on Students’ Mathematical Performance of Senior Secondary Schools in Borno
Journal of Education and Practice, 2015Co-Authors: Abdullahi Audu Banus, Bala DaudaAbstract:the study assessed the relative effectiveness of Understanding the Problem statement on students’ mathematical behaviours in Borno State Secondary Schools. the study was guided by an objective: to determine the Understanding the Problem statement on student’s performance in senior secondary school and a null hypothesis: there was no effect of Understanding of mathematical Problem statement on students’ performance in Borno State senior secondary school. Quasi-experimental design was used for the study. Out of 468 senior secondary two (SSII) students, 160 students were selected for this study through random sampling technique. Ten mathematics achievement tests were developed in the area of algebraic process as a research instrument for the study. the experiment was conducted for eighty sessions spread across four weeks. Pre-test and post-test results were used as data. the analysis of the data was done by t-test of independent means. the study revealed that Understanding the Problem statement has significantly increased on students mathematical behaviours. therefore, the study recommended that Understanding the Problem statement technique should be used in teaching mathematical Problem solving in secondary education. Keywords: Understanding, Problem Solving, Mathematical Behaviours and Student Performance
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Effects of Understanding the Problem Statement on Students' Mathematical Performance of Senior Secondary Schools in Borno State, Nigeria.
Journal of Education and Practice, 2015Co-Authors: Abdullahi Audu Banus, Bala DaudaAbstract:the study assessed the relative effectiveness of Understanding the Problem statement on students’ mathematical behaviours in Borno State Secondary Schools. the study was guided by an objective: to determine the Understanding the Problem statement on student’s performance in senior secondary school and a null hypothesis: there was no effect of Understanding of mathematical Problem statement on students’ performance in Borno State senior secondary school. Quasi-experimental design was used for the study. Out of 468 senior secondary two (SSII) students, 160 students were selected for this study through random sampling technique. Ten mathematics achievement tests were developed in the area of algebraic process as a research instrument for the study. the experiment was conducted for eighty sessions spread across four weeks. Pre-test and post-test results were used as data. the analysis of the data was done by t-test of independent means. the study revealed that Understanding the Problem statement has significantly increased on students mathematical behaviours. therefore, the study recommended that Understanding the Problem statement technique should be used in teaching mathematical Problem solving in secondary education.
Muhtadi Irvan - One of the best experts on this subject based on the ideXlab platform.
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characteristics of students metacognition process at informal deduction thinking level in geometry Problems
International Journal on Emerging Mathematics Education, 2018Co-Authors: Ahmad Rofii, Sunardi Sunardi, Muhtadi IrvanAbstract:This study aims to determine the characteristics of students’ metacognition process at the level of informal deduction thinking in solving geometry Problems. This research is a qualitative descriptive research. 66 elementary students were tested about their thinking ability of Van Hiele geometry by dividing them into some groups according to their geometry thinking level. the informal deductive thinking level group was tested for Problem-solving geometry. Furthermore, interviews were conducted to explore the characteristics of their metacognition process. Based on the data analysis, the characteristics sequence of the metacognition process is complete through the process of planning, monitoring, and evaluation. the metacognition process indicator appears in each Problem-solving component, from Understanding the Problem, preparing a Problem-solving plan, implementing a Problem-solving plan to check the solutions obtained.
Abdullahi Audu Banus - One of the best experts on this subject based on the ideXlab platform.
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Effects of Understanding the Problem Statement on Students’ Mathematical Performance of Senior Secondary Schools in Borno
Journal of Education and Practice, 2015Co-Authors: Abdullahi Audu Banus, Bala DaudaAbstract:the study assessed the relative effectiveness of Understanding the Problem statement on students’ mathematical behaviours in Borno State Secondary Schools. the study was guided by an objective: to determine the Understanding the Problem statement on student’s performance in senior secondary school and a null hypothesis: there was no effect of Understanding of mathematical Problem statement on students’ performance in Borno State senior secondary school. Quasi-experimental design was used for the study. Out of 468 senior secondary two (SSII) students, 160 students were selected for this study through random sampling technique. Ten mathematics achievement tests were developed in the area of algebraic process as a research instrument for the study. the experiment was conducted for eighty sessions spread across four weeks. Pre-test and post-test results were used as data. the analysis of the data was done by t-test of independent means. the study revealed that Understanding the Problem statement has significantly increased on students mathematical behaviours. therefore, the study recommended that Understanding the Problem statement technique should be used in teaching mathematical Problem solving in secondary education. Keywords: Understanding, Problem Solving, Mathematical Behaviours and Student Performance
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Effects of Understanding the Problem Statement on Students' Mathematical Performance of Senior Secondary Schools in Borno State, Nigeria.
Journal of Education and Practice, 2015Co-Authors: Abdullahi Audu Banus, Bala DaudaAbstract:the study assessed the relative effectiveness of Understanding the Problem statement on students’ mathematical behaviours in Borno State Secondary Schools. the study was guided by an objective: to determine the Understanding the Problem statement on student’s performance in senior secondary school and a null hypothesis: there was no effect of Understanding of mathematical Problem statement on students’ performance in Borno State senior secondary school. Quasi-experimental design was used for the study. Out of 468 senior secondary two (SSII) students, 160 students were selected for this study through random sampling technique. Ten mathematics achievement tests were developed in the area of algebraic process as a research instrument for the study. the experiment was conducted for eighty sessions spread across four weeks. Pre-test and post-test results were used as data. the analysis of the data was done by t-test of independent means. the study revealed that Understanding the Problem statement has significantly increased on students mathematical behaviours. therefore, the study recommended that Understanding the Problem statement technique should be used in teaching mathematical Problem solving in secondary education.
Peter Korosec - One of the best experts on this subject based on the ideXlab platform.
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Understanding the Problem space in single objective numerical optimization using exploratory landscape analysis
Applied Soft Computing, 2020Co-Authors: Urban Skvorc, Tome Eftimov, Peter KorosecAbstract:Abstract In benchmarking theory, creating a comprehensive and uniformly distributed set of Problems is a crucial first step to designing a good benchmark. However, this step is also one of the hardest, as it can be difficult to determine how to evaluate the quality of the chosen Problem set. In this article, we evaluate if the field of exploratory landscape analysis can be used to develop a generalized method of visualizing a set of arbitrary optimization functions. We present a method for visually determining the distribution of Problems within a benchmark set using exploratory landscape analysis combined with clustering and t-sne visualization, and evaluate and explain the visualization this methodology produces. the proposed method is evaluated on a set of benchmark Problems taken from two well known state-of-the-art real-parameter single objective optimization benchmarks: the CEC Special Sessions and Competitions on Real-Parameter Single Objective optimization, and the GECCO Black-Box Optimization Benchmark workshops. the main goal of this paper is to present an analysis of how exploratory landscape analysis can be used to visualize a benchmark Problem set. We show that this method can provide a clear visualization of a benchmark Problem set and shows the similarities of the Problems in it by placing similar Problems visually close together. We also show that the Problem sets of the above benchmarks have a somewhat distinct set of Problems that do not overlap. In addition, by applying feature selection approaches we show that a number of landscape features provided by state-of-the-art exploratory landscape analysis libraries are redundant and that a large amount of them are not invariant to simple transforms like scaling and shifting, at least when analyzing these two datasets.
