Formal Stage Research Articles

Desarrollo y cambios en las maneras de justificar matemáticamente de estudiantes cuando trabajan en un ambiente sociocultural

En este artículo reportamos cómo se promovió un acercamiento desde la fase preformal hacia la fase formal en la manera de justificar de estudiantes. Se implementó una actividad diseñada bajo los principios del método de enseñanza de aprendizaje colaborativo, debate científico y autorreflexión (ACODESA), con el fin de generar un ambiente sociocultural en la clase de matemáticas y así promover las interacciones sociales entre los estudiantes. Exponemos el caso de un alumno que cambió su manera de justificar tras intercambiar ideas y discutir con sus pares durante el análisis de las justificaciones construidas por cada uno de ellos.

Cognitive Stage Relation with Creative Thinking Ability and Mathematical Learning Interests

This study aims to analyze the links between students’ cognitive stages and creative thinking skills and mathematical learning interests. This study involved 36 11th grade students, test of logical thinking (TOLT), a description of the creative thinking ability (CTA), learning interest scale (LI). Based on TOLT, the study found the cognitive stage distribution of students as follows: 30% of students were in the formal stage, 25% were transitional stages, and 45% were concrete stages. In addition, the researchers found, overall in CTA and LI students achieve quality at a fairly good level. Judging from the cognitive stage of students, the quality of CTA and LI students in the formal and transition stages is classified as a fairly good level, and concrete students achieve the quality of CTA and LI at moderate levels. In addition to completing the CTA tasks, concrete students experience more difficulties while the students in the transition stage and the formal stage experience a little difficulty. Another finding is that there is no association between CTA and LI. Overall, the findings relate to the cognitive stage, the quality of the CTA and LI students based on their cognitive stages according to the child’s Cognitive Development Theory.

Mathematical understanding and reasoning abilities related to cognitive stage of senior high school students

The goal of this study is to analyse the relationships among students’ mathematical understanding, reasoning abilities and their cognitive stage. The study is descriptive-analytic research involving 414 eleventh-grade students (17,43 years old) from seven senior high schools. The instruments of this study are tests on mathematical understanding and reasoning abilities, the Longeot Test and the Test of Logical Thinking (TOLT). The study revealed there were two kinds of attributes of the findings. First, based on the subject’s age (17,43 years old) there were different findings on students’ cognitive stages from the Piaget’s theory, there were many students did not reach formal operational stage yet, namely 21 % students were still on the concrete stage, 34% of students were still in the transition stage, and only 45% were on a formal stage. Second, there were two kinds findings those were firm toward Piaget’s theory, those were: a) the higher subject’s school classes, the number of formal subjects; b) on students’ mathematical understanding and reasoning abilities and mathematics formative and summative tests, formal students attained higher grades than transition students, and transition students attained higher grades than concrete students.

Correlation of self-efficacy and mathematical critical thinking skills based on student’s cognitive stage

Self-efficacy (SE) and critical mathematical thinking skills (MCTS) have been studied extensively. But study about the correlation of both based on student’s cognitive stages (SCS) is rarely done. This study involved 25 students from seventh grade determined by purposive sampling technique in one of the schools in Cimahi. The instrument used the Longeot test, Test of Logical Thinking (TOLT), an Essay MCTS, and a scale of SE. Data analysis performed: percentage calculation, testing of mean difference, and correlations testing at a significance level of 5%. Based on the results and discussion it was concluded that, in general, the SCS classification of seventh grade students based on the Longeot Test and TOLT scores was obtained 24% of students were in the concrete stage, 68% of students were in the transition stage, and 8% of students were in the formal stage. This means that most seventh grade students are in the transition stage. There are differences in MCTS based on SCS in a very weak category. There is no difference in SE based on SCS with enough categories. The relations of SE and MCTS based on SCS is not significant in the low category.

Piaget’s Cognitive Developmental Theory: Critical Review

In the last century, Jean Piaget proposed one of the most famous theories regarding cognitive development in children. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Moreover, in terms of the methodological approach, Piaget’s theory had some ethical and bias problems as he studied his own children. However, Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development.

THE ROLE OF COGNITIVE STAGE TOWARD STUDENTS MATHEMATICAL CREATIVE THINKING AND HABITS OF MIND

The purpose of this survey is to examine the role of cognitive stage toward his or her attaiment of mathematical creative thinking (MCT) and habits of mind (HoM) grounded on student’s cognitive stage. The survey concerned with 36 eleventh grade students of 16.25 years old, test of logical thinking (TOLT), an essay MCT test, and a MSC scale. Data analysis covered: calculation of item scoring of HoM scale; percentage enumeration, Mann-Whitney testing for mean difference, of association between two variables, and other rational analysis relevant to the findings. By using TOLT, the survey found that 44% students’ were still at concrete operational stage, few students 19% at transition operational stage, and 36% students had reached at formal operational stage; in entirely, students’ MCT was at low grade level and students’ HoM was at fairly good grade level. Even if, according to cognitive stage, formal students, transition students, and concrete students survey detected successively at medium, low and very low grade level. In line with that findings, formal students realized few difficulties, transition students experienced some more difficulties and concrete students realized difficulties in all items of MCT tasks. In the contrary, either in entirely or according to cognitive stage there were no different grade of MSC among them, and those grades were at fairly good level. The other findings there was high associtaion between cognitive stage and MCT, but no association between cognitive stage and MSC and between MSC and HoM.

Mathematical Reasoning and Self Regulated Learning According to Student’s Cognitive Stage

This study was a descriptive survey having a goal to examine attainment of student’s mathematical reasoning (MR) and self regulated learning(SRL) according to student’s cognitive stage. The survey implicate 36 eleventh grade students of 17... years old, test of logical thinking (TOLT), an essay MR test,a SRL scale. By using TOLT, the survey investigated many students with 17 years old had not reached formal cognitive stage, namely 19 % students at formal stage, 25 % students at transition stage, and rest 56% students at concrete stage. In addition, survey invented that entirely students obtained MR at very low grade level, and according to student’s cognitive stage, formal students obtained higher grade MR than the grade of transisiton students and concrete students. Even if, those grades were still at low and very low level. Either entirely or based on student’s cognitive stage there were no different grades on student’s SRL and those grade were fairly good level. SRL at fairly good grade level, transistion stage students attained MR and SRL at medium grade Other finding, there was medium association between cognitive stage and MR, but therewere no association between cognitive stage and MR, and SRL and between MR and SRL. In general, these findings were, that in normal condition formal cgnitive stage will reach by students in 12 -13 years old, or in 13-14 years old, even in specific condition in 19 – 20 years old; and that formal students possess higher abilities than concrete students on completing HOT tasks such as MR tasks which needed formal operational thinking.

An ontology-based module of the information system ScolioMedIS for 3D digital diagnosis of adolescent scoliosis

Background and objectiveConventional information systems are built on top of a relational database. The main weakness of these systems is impossibility to define stable data schema ahead when the knowledge of the system is evolving and dynamic. The widely accepted alternatives to relational databases are ontologies that can be used for designing information systems. Many research papers describe various methods for improving reliability and precision in generating the type of the Lenke classification based on the image processing techniques or a computer program, but all of them require radiograph images. The main objective of this paper is to demonstrate the development of an ontology-based module of the information system ScolioMedIS for adolescent idiopathic scoliosis (AIS) diagnosis and monitoring, which uses optical 3D methods to determine the Lenke classification of AIS and to avoid harmful effects of traditional radiation diagnosis. MethodsFor creating an ontology-based module of the ScolioMedIS we used the following steps: specification, conceptualization, formalization and implementation. In the specification and conceptualization phase we performed data collection and analysis to define domain, concepts and relationships for ontology design. In the formalization and implementation stage we developed the OBR-Scolio ontology and the ontology-based module of the ScolioMedIS. The module employs the Protégé-OWL API, as a collection of Java interfaces for the OBR-Scolio ontology, which enables the creating, deleting, and editing of the basic elements of the OBR-Scolio ontology, as well as the querying of the ontology. ResultsThe ontology-based module of ScolioMedIS is tested on the datasets of 20 female and 15 male patients with AIS between the ages of 11 and 18, to categorize spinal curvatures and to automatically generate statistical indicators about the frequency of the basic spinal curvatures, degree of progression or regression of deformity and statistical indicators about curvature characteristics according to the Lenke classification system and Lenke scoliosis types. Results are then compared with analysis of the Lenke classification of 315 observed patients, performed using traditional radiation techniques. ConclusionsThis part of the system allows continuous monitoring of the progression/regression of spinal curvatures for each registered patient, which may provide a better management of scoliosis (diagnosis and treatment).

The search for Cezannism in the prac-tice of Adalbert Erdeli of 1930–1940.

The search for Cezannism in the prac-tice of Adalbert Erdeli of 1930–1940.

Malignant neoplasms of Meckel's diverticulum; an evidence based review

An up to date published literature has shown that Meckel's Diverticulum (MD) are discovered incidentally and are benign, malignant transformation is unusual with reported incidence to be only 0.5%–3.2%.The research available on this rare tumour remains scanty, mainly consisting of case reports and case series with many researchers reporting on their own clinical experience and often disagree on not only its epidemiology, but also more so on its surgical indications. In addition to the above there is no agreed standard formal grading and staging classification for primary MD tumour that can not only help assess the tumour in a systematic way, but also advise on a standard treatment plan that is to be followed after emergency surgery.Hence, the aim of this article is to systematically review the latest evidence on these rare types of malignant neoplasm originating from MD, and conclude the best management options when encountered with such situations.

Rozumowanie przez analogie semantyczne w kategorii przyczyna - skutek w grupie uczniów niewidomych

<p>Rozumowanie przez analogie odgrywa ogromną rolę w życiu osób niewidomych. Ponieważ osoby widzące posługują się słownictwem i wyrażeniami obejmującymi relacje pomiędzy wszystkimi zmysłami, niewidomi muszą w jak najlepszy dla siebie sposób poznać te wyrażenia. Umożliwia im to właśnie analogia. Rozumowanie przez analogie rozwija i poszerza zakres słownictwa (czynnego i biernego), umożliwia poznawanie określonych relacji pomiędzy przedmiotami, pojęciami i zjawiskami, dzięki czemu tworzona wizja rzeczywistości jest bardziej adekwatna. Przebadanych zostało 63 uczniów niewidomych i 63 uczniów widzących w wieku 10–14 lat. Zastosowano Testy do badania rozumowania przez analogie semantyczne B. Pietrulewicza. Wraz z wiekiem rozumowanie przez analogie semantyczne uczniów niewidomych doskonali się, co jest między innymi skutkiem przechodzenia z etapu myślenia konkretnego na etap myślenia formalnego. Następuje wtedy uaktywnienie różnorakich operacji myślowych, w tym coraz precyzyjniejsze wykorzystywanie analogii.</p>

Students’ understanding of logarithms using the growth of Euglena viridis context

This study aimed to produced learning trajectory with the growth of Euglena viridis context that can help students understand about logarithm. Subject of the research were students X SMA N 1 Tanjung Raja, South Sumatera, Indonesia. The method used was design research with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis. Data collection conducted through video recordings and photos to see the learning process in the classroom, written tests, observation and interviews during the learning process with the students that is the subject of research. Learning trajectory was designed from informal stage to the formal stage. At the informal stage, the contextual problem used as a starting point to explore the students’ knowledge of logarithm. The results showed that the use of the graph of Euglena viridis’ growth can be a bridge of students thinking and help students in understanding about logarithm and product properties of logarithm.

PENGEMBANGAN MODEL PEMBELAJARAN MY TRIP MY ADVENTURE

ABSTRACTThe purpose of this development research is expected to produce a product development package in the form of a learning model: 1). Learning device, 2). Assessment / evaluation guide to learning, 3). Guidelines for learning development, 4). Produce game- based learning models adopted from monopoly, 5). The development of the model is based on identifying the characteristics of students at the age that has reached the formal operational stage in terms of cognitive development, 6). The development of the model is based on the identification of learning objectives by considering the curriculum that has been implemented, namely the development of materials from the 2013 curriculum, 7). The learning model focuses on one material namely foreign eXIchange rates, and the same model cannot be applied to other subject matterAfter the product prototype was developed, the eXIpert validation test process, individual trials, small group tests and field tests were carried out. Based on the test results, the learning model is very valid, interesting, and effective can be applied in learning. This can be seen from the results of validation tests with the level of product feasibility of eXIperts content / material of 100%, validation of learning media eXIperts obtained an average score of 97.5%. Level of attractiveness of the product with an average percentage score of 89.76% entered the criteria very interesting. Effective products are used with an average percentage score of 79.66%.This product can also be used for a wider audience with adjustments, especially adjustments to the characteristics of students as users. Furthermore, the learning model that has been developed can be integrated with the use of information and communication technology.Keywords: Development, Learning Model, My Trip My Adventure

Process Modularity Over Time: Modeling Process Execution as an Evolving Activity Network

Process modularity describes the extent to which processes can be decomposed into modules to be executed in parallel. So far, research has approached process modularity from a static perspective, not accounting for its temporal evolution. As a result, the understanding of process modularity has been limited to inferences drawn from aggregated analyses that disregard process execution. This article introduces and develops the notion of dynamic process modularity considering the evolving activity network structure as executed by people. Drawing on network science, the article quantifies process modularity over time using archival data from an engineering design process of a biomass power plant. This article shows how studying the temporal evolution of process modularity enables a more complete understanding of activity networks, facilitates the comparison of actual process modularity patterns against formal engineering design stages, and provides data-driven decision-support for process planning and interventions. Finally, managerial recommendations for interface management, resource allocation, and process decomposition are proposed, to help practitioners better to understand and manage dynamic processes.

포스트드라마 시대, 금기와 경계가 사라진 무대 : 라이브 퍼포먼스, ‘모스’

‘The Moth’ is a ‘Live Storytelling Performance’, which is one of the most popular styles in New York. This performance is usually held not just in a formal stage but in ordinary places such as cafe, restaurant, bookstore or public parks. Anybody can participate in this event and there is no limit to age, gender or nationality. The origin of this performance is from the small storytelling group in a small town. The novelist George Dawes Green has started this group in his hometown, Georgia, with just ordinary people, sharing their own life story. The name, ‘Moth’ represents the atmosphere; talking with people in a mid summer night with moths moving around the light. At first, they usually shared some extraordinary and amazing experiences of their lives and now this group has become big enough to make a tour all around the country, telling their own stories to many people. Now there are many similar performances in America and even from a drug addict to Hollywood stars have attended this storytelling event. There are some rules to keep in this performance, the story is definitely from their own experience, no rehearsal or warm-up and no script at all. Moreover, the storyteller is chosen randomly by the MC, picking up the paper written the participants’ names in it, so anybody can be selected and participate in the performance. This means everything is natural, random and not man made events. They honestly tell their story on the stage and this leads for everyone to find some connecting links each other, making them feel sympathy and become one. There are no fixed frame, taboo or border line between people and this is one of the essential features of postdrama performance. Every story is told by the first person narrative and it is all about their own lives, so they can be not only a storyteller but also a writer of their own text. Their story have sincerity and supranationalism, guiding everyone to various time lines based on their various experience. This means the live performance ‘Moth’ is beyond the limitation of postdrama which is only focused on ‘existence’ or ‘present’. It is a kind of venture and journey to the trace of storyteller and everyone can feel solidarity of the community. There is no master or hero’s narrative but only average and ordinary person’s story, meaning everyone’s story is an amazing drama and they can be a protagonist and main character of the story. They recall their memory and reconstruct it in the present moment, overcoming the simple and limited temporality and also expanding the dramatic social context. This story is published in a careful selection form in 2013 and in remembrance of the 20th anniversary of the founding, it is once again published, titled The Moth Presents - All These Wonders in 2015.

Computational Practices, Educational Theories, and Learning Development

[full article, abstract in English; abstract in Lithuanian]
 Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer.

Stages of Conceptualization and Formalization in the Design of the Model of the Neuro-Fuzzy Expert System of Professional Selection of Pupils

Buyak B.B., Tsidilo I.M., Repskiy V.Í. and Lyalyuk V.P. Stages of Conceptualization and Formalization in the Design of the Model of the Neuro-Fuzzy Expert System of Professional Selection of Pupils.
 The article describes the problem of designing a neuro-fuzzy expert system of professional selection at the stages of conceptualization and formalization, which involves the definition of concepts, relationships and management mechanisms necessary to describe the solution of problems in the chosen subject field. The structural model of the decision making system for determining the professional selection of students for training in IT specialties is substantiated. Three subsystems are proposed as structural components for studying: psychological peculiarities, personal qualities, factual knowledge, abilities and skills of students. The quality of the system’s operation is determined by the use of various techniques for acquiring knowledge on the basis of which the knowledge base of the neuro-fuzzy system and the combination of the use of fuzzy and stochastic data will be formed.

Perceptions of effort sensations in children at varying stages of cognitive development

Most research on perceived effort in children has emanated from a physiological perspective. The purpose of this study was to delineate how children at two different levels of cognitive development perceive three effort sensations (e.g. breathing, exertion, and determination) during a physically incremental task. Participants (n = 50) for this study were recruited from two general age cohorts: 9 years of age (representing the concrete operational stage of cognitive development) and 13 years of age (representing the formal operational stage of cognitive development). Participants performed a stepping task under two physical load levels (0% and +20% of body weight). Dimensions of perceived effort sensations were measured at 30s intervals throughout the exercise. Both, concrete and formal operation cohorts, distinguished the effort sensations similarly across the duration of the exertive task and the two physical loads. Perceived exertion and breathing sensations increased linearly with effort intensity in both cohorts. Determination ratings did not remain stable over time for children in either stage of cognitive development, indicating that children may perceive this dimension differently than adults. The findings indicate that concrete and formal cognitive developmental stages do not pose any evaluative constrains on perceived exertion in young children and the motivational dimension of effort should be further studied in these cohorts.

Cells to Surgery Quiz: December 2018

Cells to Surgery Quiz: December 2018

The Colombian artisanal mining sector: Formalization is a heavy burden

The Ministry of Mines and Energy (MME) in Colombia has the potential to be the most pro-active government ministry in the world to deal with the problem of formalization of an estimated 300,000 Colombian artisanal miners, extracting gold, diamonds, emeralds, coal, construction minerals, etc. However, currently, the MME has reached the basic stage of formalization of only about 7% of the total registered mining units in the country. In conjunction with the Ministry of the Environment and Sustainable Development, local authorities and even the Army (for the use of explosives), the inherent regulations required for formalization are very difficult to manage for the artisanal miners. As a result, gold production in the country reached 61.8 tonnes in 2016, in which the formal sector only represented 13% of this total, while the informal miners produced 87% of the gold. Furthermore, apart from the Colombian Government missing out on taxes that could be garnered from the informally produced gold, it is clear that there are significant quantities of gold being smuggled out of the country illegally. In 2017, although gold production fell by 35% to a total of 40.1 tonnes, gold exports increased 17% from 48 tonnes in 2016 to 58 tonnes in 2017, which is likely due to illegal mining, mainly from illicit criminal organizations laundering money via gold exports. In order to increase the successful formalization of legitimate artisanal gold miners, major reforms of the legislation are urgently needed, including facilitation of the hurdles required to undergo the process, as well as increased presence on the ground to offer education, training and capital investment for cleaner processing techniques.