A theoretical framework and empirical examination of the effects of foreign and translated interface language

Given the increased globalization and popularization of computer applications, translating a system's human interface into the local language has become a major consideration for software vendors and distributors. In this paper, we suggest a theoretical framework for the study of user interface translation. The framework includes recognizing vendors' and users' costs of, and benefits from, software translation. An experiment was conducted, based on this framework, to test user performance and preferences regarding interface translations. The experiment manipulated the translation of two interface components: documentation language and manipulation language. The results indicate that users are sensitive to different combinations of interface translation in a way that is commensurate with the instruction-following process (Terwilliger and Polson 1997). Users performed best when a fully translated interface was used and worst when only the manipulation language was translated. Users' preferences were in line with their performance, indicating that a cost benefit approach can serve as a promising starting point to the study of interface translation.     

The design and application of technology-based courses in the mathematics classroom

It is difficult to examine the effectiveness of technology-based courses (TBC) without understanding the design and application in classrooms. There is evidence of disconnects among the theory for designing, the theory used to apply TBCs in classrooms, and the theory used to research and evaluate TBCs [Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175–193]. Comments provided by administrators, teachers and students may lead researchers to determine whether or not the original TBC course goals have been attained. In this paper, we first discuss examples of theoretical disconnects found in other technology-based research [Aleven, V. E., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277–320; Hickey, D. T., & McCaslin, M. (2001). A comparative, sociocultural analysis of context and motivation. In S. Volet, & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 33–55). Elmsford, NY: Pergamon Press]. Then, we describe the course design of the mathematics TBC used in this study, the reasons the principal and the teacher’s believe the software will benefit their mathematics students, and the perceptions of mathematics students regarding the effectiveness of the technology in their classroom. In conclusion, we will discuss how this preliminary qualitative data shaped our future research questions.     

Mathematical modelling in science and mathematics education

Scientific research involves mathematical modelling in the context of an interactive balance between theory, experiment and computation. However, computational methods and tools are still far from being appropriately integrated in the high school and university curricula in science and mathematics. In this paper, it is discussed the relevance of mathematical modelling and illustrated how a computer modelling tool (Modellus, a free tool available on the Internet and developed at FCTUNL) can be used to embed modelling in high school and undergraduate courses. Modellus allows students to create and explore mathematical models using functions, differential and iterative equations, and visualize the behaviour of mathematical objects.     

The development of a cognitive tool for teaching and learning fractions in the mathematics classroom: A design-based study

Two cycles of design-based research of a cognitive tool (CT) for teaching fractions have been completed. Following the success of a quasi-experimental study of the enhanced CT derived from the second cycle of design-based research, this article reports the findings of a pre-test–post-test control group empirical study using the enhanced CT in the classroom. The results indicate that there were no statistically significant differences in learning outcomes between the exploratory learning approach, using the CT, and the traditional direct teaching approach. The CT enabled students to generate a procedural knowledge of adding and subtracting fractions with like and unlike denominators through an exploratory learning process. Teachers asserted that the CT was effective for stimulating reciprocal tutoring among students, and students were enthusiastic about using the CT as an educational tool. Hence, the CT has potential for further development as a tool for promoting collaborative learning in the classroom.     

The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems

This study investigated the effects of the spatial contiguity principle within computer-based instruction (CBI) of group personalized two-step mathematics word problems on the achievement and attitude of 98 sixth-grade predominantly Hispanic students. Students were randomly blocked by ability level based on their pretest scores to a spatially contiguous or non-spatially contiguous version of the CBI. The results revealed students who received the spatially contiguous treatment made significantly greater pretest-to-posttest gains than students who received the non-spatially contiguous treatment. In addition, lower-ability students made significantly greater pretest-to-posttest gains than higher-ability students. Findings from the student attitude survey revealed no significant difference in treatment responses to the two survey factors on CBI Satisfaction and Attitude About Math. Student comments from the open-ended questions on the attitude survey and the focus group interview indicated that the spatially contiguous version of the CBI was more helpful and less confusing than the non-spatially contiguous version.     

The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors

The effectiveness of using the Assessment and LEarning in Knowledge Spaces (ALEKS) system, an Intelligent Tutoring System for mathematics, as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling students was examined using a randomized experimental design with two groups. As part of a 25-week program, student volunteers were randomly assigned to either a teacher-led classroom or a classroom in which students interacted with ALEKS while teachers were present. Student's math performance, conduct, involvement, and assistance was needed to complete tasks were investigated to determine overall impact of the two programs. Students assigned to the ALEKS classrooms performed at the same level as students taught by expert teachers on the Tennessee Comprehensive Assessment Program (TCAP), which is given annually to all Tennessee students. Furthermore, student's conduct and involvement remained at the same levels in both conditions. However, students in the ALEKS after-school classrooms required significantly less assistance in mathematics from teachers to complete their daily work.     

The synergistic integration of mathematics, software engineering, and user-centred design: exploring new trends in education

There is an increasing recognition in the society that interdisciplinary challenges must be part of new educational practices. In this paper, we describe the key curriculum activities at the University of Southern Denmark that combine mathematical modelling, software engineering, and user-centred design courses. These three disciplines represent a core of our graduate program, aiming at educating the professionals that will be capable of not only using but also further developing new technologies, and therefore, will be capable of fostering further the progress in computational science and engineering. Finally, we show how the learning environment, with emphases on broadening the student experience by industrial links, affects the student career aspiration.     

The effect of netbook ownership on children's academic achievement in mathematics,reading, and writing

How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compare the academic improvement for those who joined the scheme with those who did not with both groups learning within the same context with the same teachers. Using nationally calibrated assessment tools that test reading, writing, and mathematical skill progression, the student achievement data from six schools across a 2‐year period were analysed using chi‐square testing, regression analysis, propensity score matching, and cumulative logit modelling. The results identified few significant differences between the students in most aspects of achievement and no significant difference in academic improvement between the two groups.     

School programming as literacy: the case for BOXER

Abstract This paper considers the role of school programming using the BOXER environment. It gives details of a two-year research project in which a group of primary school children (aged 9 - 11) developed their understanding of number through programming in BOXER. It argues that such programming should be regarded as a new form of literacy and as such, developed in concert with subject knowledge, and evaluated over the whole of schooling.     

How do children do mathematics with LOGO?

Abstract  This paper considers some results of a study designed to investigate the kinds of mathematical activity undertaken by children (aged between 8 and 11) as they learned to program in LOGO. A model of learning modes is proposed, which attempts to describe the ways in which children used and acquired understanding of the programming/mathematical concepts involved. The remainder of the paper is concerned with discussing the validity and limitations of the model, and its implications for further research and curriculum development.     

如何加强艺术系教师人文素养的建设

在实施科教兴国战略的当今社会,高校必须更加重视加强艺术系教师人文素养的建设,必须全方位营造人文素质教育环境。所谓"教以德为先",艺术系教师不仅要具备扎实的专业基础知识和精湛的教学水平,更应该具备较高的人文素养。     

Reading between the code: the teaching of HTML and the displacement of writing instruction

The introduction of hypertext markup language (HTML) into the composition classroom often complicates traditional text-bound assignments. The process of incorporating HTML codes into writing can be frustrating because HTML is difficult to learn. More time spent learning coding skills may mean less time spent learning other writing skills. In many ways, learning HTML is like learning a second language. Unlike other pedagogical tools, though, HTML seems to blur the lines of our discipline. It turns the traditional composition course into a hybrid language/writing/computer course. This reshaping displaces traditional writing activities with technology-based instruction, thus challenging the notion of what constitutes appropriate curricular content within the composition classroom. This curricular change necessitates political action on the part of technology-focused teachers, for instance the establishment of new types of teaching collaboratives and the rethinking of departmental policies.     

Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems

In a study of mathematics problem solving, the effect of providing multiple-try feedback on later success in solving similar problems was examined. Participants solved mathematics problems that were presented as either multiple-choice or open-ended questions, and were provided with one of four types of feedback: no feedback (NF), immediate knowledge of the correct response (KCR), multiple-try feedback with knowledge of the correct response (MTC), or multiple-try feedback with hints after an initial incorrect response (MTH). Results showed that gains in performance were larger in the open-ended than multiple-choice condition. Furthermore, gains under NF and KCR were similar, gains were larger under MTC than KCR, and gains were larger under MTH than MTC. The implications of these results for the design of assessments for learning are discussed.     

Assessing effectiveness of learning units under the teaching unit model in an undergraduate mathematics course

This paper reports on the findings of the evaluation of Learning Units (LU), a special type of Learning Object designed to help overcome the difficulties associated with learning Calculus concepts at undergraduate level. An Interactive Platform for Learning Calculus (PIAC) that serves as a container for the LU was created following a specific instructional design, namely, the Teaching Unit Model (TUM), which in turn, rules the platform's design, development and implementation. A general perspective on the development of the platform and its LU is presented, including the results of usability and functionality evaluations, which indicate that the platform and the LU comply with different functionality and usability criteria which are fundamental for their introduction into formal university courses. The platform was utilized in a higher education Calculus course, and its effects on different aspects of the learning process were studied. Two experimental groups and two control groups for a total of 102 students taking the Calculus course participated in the study. Results indicated an overall acceptance of using PIAC in class. Important evidence was obtained on the positive effects of using PIAC, not only influencing academic performance of students, but also in motivational aspects of the learning process. The grades obtained in all of academic activities by the groups using PIAC, compared with the control groups, provide solid evidence to the positive influence of the intervention of the technology under the TUM.     

“铁路通号工程”国家级工程实践教育中心建设思路

为了适应高速铁路发展对通号专业技术人才和工程应用型人才的需求,按照"面向工业界、面向未来、面向世界"的工程教育理念,提出以传统优势专业铁路通信、信号控制为依托,建设"铁路通号工程"国家级工程实践教育中心的建设思路,在系统分析本科生、研究生培养模式和"铁路通号工程"人才必备的能力体系的基础上,构建适应通信信号一体化的"铁路通号卓越工程师"企业实训平台。     

The identification,implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities

Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, ‘Math Explorer’, which delivers addition and subtraction word problem-solving instruction for students with learning disabilities at the early elementary level, was designed and developed. Lastly, usability testing was conducted to assess whether Math Explorer was well-designed in terms of the interface for students with learning disabilities. Given the results of the usability testing, this study corroborated the fact that the critical user interface design features and guidelines in mathematics computer-assisted instruction programs would be essential for facilitating the mathematical learning of students with learning disabilities. Implications for practice and future research were discussed.     

数据代码的快速录入方法

本文提出了数据代码的快速录入方法，并给出了该方法的Ｆｏｘｂａｓｅ语言实现。本文的方法可使用户更快，更方便地输入代码。