Use Of Concrete Materials Research Articles

Let’s Talk about Sex: Teaching Adolescents with Intellectual Disability about Sexuality Education

This qualitative case study explores the experiences of teachers who are responsible for teaching adolescents with intellectual disability about sexuality education at a secondary school in a special education programme in semi-rural Sarawak. The study investigates the teaching approaches to teach cognitive and social-behavioural aspects of sexuality education. It also documents challenges in teaching adolescents with intellectual disability about sexuality education. Findings revealed that cognitively, the adolescents’ comprehension and memory are greatly aided by the use of concrete materials, modelling strategy, and constant repetition; attention and focus in class are obtained by the use of multimedia and storytelling approach; and interestingly, the understanding about sexuality is affected by the language used in content delivery and classroom dialogue. In the social-behavioural aspect, the findings revealed the importance of teachers and students’ comfort when talking about sexuality, mixed gender classes, peer guidance, and the adolescents’ intrapersonal intelligence. All these aspects are key in ensuring that the adolescents are able to reach an understanding and acceptance towards learning about sexuality education. The study also discovered that limitation of teaching materials, the adolescents’ unsupervised usage of the technology, and the sensitivity of sexuality education within the local home setting are among the main challenges faced by the teachers in teaching about sexuality education. The study also uncovered how the adolescents’ limited mental capabilities particularly in the social-behavioural domain has resulted in the adolescents displaying tendencies toward sexually risky behaviours which in turn, exposed them to sexually risky situations.

Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence

ABSTRACTThis paper briefly overviews my research in supporting children to learn number concepts by relating number words, research-based visual supports, and math symbols. I first outline my approach to helping children build relationships between the use of concrete materials and the building of abstract concepts. I then focus on two crucial early aspects of building meanings for numbers: (1) understanding break-apart partners such as 5=3+2 that support addition and subtraction with small numbers and children’s moving on to Level 2 counting on and algebraic problem representations, and (2) the use of visual five-groups in understanding numbers 1–1000 and in drawings to support multi-digit computations. The research-based learning path of visual-spatio supports is shown and discussed for each topic, including examples of children’s math drawings for representing word problems algebraically and for multi-digit computations. I have found math drawings to be a key visual support that helps children transition to working meaningfully with symbols and words alone. I close with a brief discussion of the difficulties children have with the number line. This overview can provide a framework within which future research on number learning by individuals with trisomy 21/Down syndrome can proceed.

Como adaptar uma bicicleta para uso didático interdisciplinar

The great challenge of the teacher in their educational activity is socializing knowledge in an attractive and motivating way, keeping students' attention focused on the proposed topic. The use of concrete materials that illustrate content and hold students' attention can help teachers' to overcome that challenge. This article shows you how to adapt a bike and how to use this prior organizer in different disciplines. The use of the musical bike as a pedagogical tool was tested by teachers of various disciplines at high school level at IFSC / campus Chapeco. The equipment was used in an interdisciplinary way serving for different educational purposes. Due to the versatility and applicability of the bike as an interdisciplinary motivation trigger, musical bikes were produced and donated to three state public schools in Chapeco where they are used by teachers as an interdisciplinary pedagogical resource.

Portughese

With this article we intend to propose different situations of teaching and learning, how they can be applied in schools, mediated by the use of concrete materials and Geogebra software, emphasizing the use of technology in the classroom, that this proposal has the role of assisting in the conceptualization and identification of elements of non-Euclidean geometry. In addition, this short course is designed to be a time of current and continuing education for teachers, with activities to be developed with dynamic geometry and based on the theory of Conceptual Fields of Vergnaud.

O USO DE DOBRADURAS COMO RECURSO PARA O ENSINO DA GEOMETRIA PLANA: HISTÓRIA, TEOREMAS E PROBLEMAS

http://dx.doi.org/10.5902/2179460X14617The concern in the performance of school teachers through the new reality of the Brazilian mathematics education motivated the beginning of this study, since learning undergoes constant changes and hence the need to monitor the changes in such a scenario. Thus, the objective of this work is to enable a literary source for school teachers to deepen their theoretical knowledge in order to convey the contents of Euclidean Plane with the use of concrete materials in their classrooms. The methodology used was the literature survey of articles that focus on the main results needed for the theme of geometry taught through learning folds. As a result, we can mention the creation of a text on the history of folding, theorems and problems involving geometry and the different ways of solving them, through a playful and also theoretically.

Perception of Secondary School Teachers towards the Use of Concrete Materials in Constructing Mathematical Meaning

This work presents a research carried out in schools around Sekhukhune district, Limpopo, South Africa, investigating mathematics teachers' perceptions on the use of concrete materials in constructing mathematical meaning. The sample for the study consisted of 30 purposively selected mathematics teachers. A self-constructed questionnaire was administered to solicit teachers' perceptions towards the use of concrete materials in constructing mathematical meaning. Six constructs of teachers' perceptions for using or not using concrete materials were investigated: to teacher qualities, time and cost, learners' academic background, the motivational effects of concrete materials, nature of concrete materials and students' retention of knowledge. Descriptive and inferential statistics were applied to analyse the data. The results displayed that teachers hold different perceptions towards the use of concrete materials as teaching and learning aids. The main highlights of the study revealed that 86.7% of the participants agreed that teachers' experience and expertise determine the use of concrete materials as teaching and learning aids. The majority (96.7%) of the participants also subscribed to the notion that concrete material enhances teachers and students to bridge the gap that separates how mathematics is taught and how mathematics is learned. t-test results confirmed significant differences in the way males and females perceive the use of concrete materials. The results from ANOVA test indicate that teacher's experience has no significant effect on perceptions of the use of concrete materials.

Perception of Secondary School Teachers towards the Use of Concrete Materials in Constructing Mathematical Meaning

Perception of Secondary School Teachers towards the Use of Concrete Materials in Constructing Mathematical Meaning

The role of concrete materials in Emma Castelnuovo’s view of mathematics teaching

Emma Castelnuovo (1913–2014) was an Italian mathematics teacher of grades 6 to 8 in secondary school. During the crucial period of the 1950s and 1960s, when important reforms were proposed, she was involved in significant events such as the first CIEAEM meetings and the Royaumont Seminar. She was an active contributor to the development of international cooperation in mathematics education and was one of the first authors in the journal Educational Studies in Mathematics. Thanks to pioneers such as Emma, the figure of teacher-researcher took shape and the milieu of mathematics education was forever changed. The main aim of Emma’s work as an innovative teacher was to actively involve learners. In outlining Emma’s action as a mathematics educator, we will pay particular attention to the use of concrete materials as this was a favorite means by which she pursued her aims.

放射性物質の封じ込めとコンクリート材料の安全利用について

放射性物質の封じ込めとコンクリート材料の安全利用について

The Leaching Effect of Cement Hydration Products

The barrier for low-level radioactive wastes repositories calls for the use of concrete. In a underground situation, the repository may be subject to intrusion of various elements from the external environment and may cause concrete deterioration and reduces its durability. This study focuses on the effect of leaching of concrete as simulated in the laboratory to assess the durability in long term use of concrete materials. The basic mixture of cement, mortar and concrete were used to produce test specimens that were exposed to different conditions such as pure water and substitute ocean water to simulate calcium loss under different circumstances. The possible mechanism of calcium loss and potential influence on concrete durability were then carefully examined. The results of the extensive laboratory experiments show that : (1) concrete materials has better resistance against calcium leaching as compared to mortar and cement paste based on the SEM-EDS measurements on the Ca/Si ratio; (2) the increase in duration of exposure of cement mortars resulted in increases in the porosity of the specimen as exhibited by the decreases of bulk density; (3) microstructural observation showed that mortar samples in ammonium nitrate solution experience accelerated leaching, resulting in the severe deterioration of the region near the exposed surface.

Reduction Effect of Toxic Substances for Apartment Buildings with an Ecofriendly Pre-cast Composite Structural System

Concrete, one of the construction materials used for apartment buildings, emits some toxic substances including CO2 and chromium VI that are detrimental to occupants. This paper presents pre-cast composite beams with T-type steels at each end to reduce the use of concrete. The new structural system is developed to replace the bearing walls of conventional apartment buildings. The pre-cast composite beams of the new concept (which can be used for apartment buildings) provide similar floor depth while minimizing the use of concrete materials. The CO2 and chromium VI emissions estimated from apartment buildings constructed with bearing walls are compared with those from buildings designed with the proposed composite beams. The data obtained from the previous study of Hong et al. [Hong WK, Kim JM, Park SC, Lee SG, Kim SI, Yoon KJ, Kim HC, Kim JT: A new apartment construction technology with effective CO2 emission reduction capabilities: Energy Int J 2010;35(6):2639–2646; Hong WK, Park SC, Kim JM, Kim SI, Lee SG, Yune DY, Yoon TH, Ryoo BY: Development of structural composite hybrid systems and their application with regard to the reduction of CO2 emissions: Indoor Built Environ 2010;19(1):151–162] for the amount of concrete material in the apartment buildings was used to estimate the amounts of CO2 and chromium VI emissions. The pre-cast composite beams of the new concept are believed to be an effective structural system to reduce the use of concrete material, which in turn reduces the amounts of the noxious materials, CO2 and chromium VI. The new healthy structural frame system introduced in this paper shows the potential to enhance the health of occupants.

The Corrosion of Concrete Shaft Lining of Mine and its Related Research Progress

With the extensive use of concrete materials, concrete corrosion as an important hazardous factor of engineering safety and its impact on the engineering safety is receiving attention gradually. In order to study its impact on the safety of mining engineering, this paper summarized the corrosion factor of concrete shaft lining of mine and its research progress, and combined with the actual progress of the concrete corrosion. The author came to the conclusion that we should pay attention to the study of the corrosion of concrete shaft lining of mine, at the same time, analyzed the feasibility of the study. The authors believe that, at the present stage, studies of concrete corrosion are more comprehensive and thorough, and coupled with the comprehensive understanding of the underground environment. It is perfectly placed to study the problems of the corrosion of concrete shaft lining of mine deep and systematically.

Development of Mix Proportion for High-Performance Concrete Using Locally Available Ingredients Based on Compressive Strength and Durability

Keywords: High Performance Concrete, mix proportions, compressive strength , and durability Abstract. The use of concrete materials to date, remain a key ingredient in such construction work on the construction of building, bridges and infrastructure. One indicator is the increased production of readymix concrete which is nearly 16 billion tons in 2010. But the increased used of concrete, apparently bring the impact of environmental damage. This is due to the fact that production of raw materials contributes greatly to CO2 in the air. One effort to reduce such impact is to use of high performance concretes. Mix proportion of High Performance Concrete are strongly determined by the quality and availablity of local materials. The implications of research result from other countries can‘t be directly used. Therefore is need to the research on development of High Performance Concrete mix using locally available materials. In this research the mix proportions for f’c : 60 and 80 MPa are developed using local materials that are commonly used by readymix producers. The high Performance Concrete is developed based on compressive strength and durability. The result is expected to be applied to readymix industry particularly for construction use in Indonesia.

A Descriptive Study on the Use of Materials in Vocabulary Lessons

Vocabulary knowledge is important because it is highly correlated with content area learning. Strategies for vocabulary instruction recommend using new words in multiple contexts as key to learning. To date, the term multiple contexts emphasizes written contexts, not three-dimensional concrete material contexts. This article describes the results of 507 observations of vocabulary lessons in K–3 classrooms to determine how often concrete materials were used to augment learning. The results of this descriptive study showed that teachers' use of concrete materials was greatest for mathematics and science lessons and lowest for language arts lessons. The use of concrete materials also varied among the districts' accreditation levels. Districts with the lowest accreditation levels also had the lowest number of lessons that included concrete materials.

Teachers’ organisational practices and their perceptions of the benefits of support by withdrawal for mathematics in Irish primary schools

This study was designed to ascertain the organisational practices of learning support teachers and their perceptions of the benefits, if any, of support by withdrawal for mathematics in Irish primary schools. The study reports on the views of a sample of 137 teachers who have postgraduate qualifications in learning support/special education from six designated centres for professional development in this area. As an organisational model for learning support in mathematics, small group/individual withdrawal was the most popular way in which additional support was organised, with 94% of the survey respondents in this study operating this system to some degree. Furthermore, key findings also highlighted that teachers perceived the following as advantages to out-of-class support: learning benefits; enhanced learning space; benefits for certain types of pupils; time benefits; positive contrast with mainstream class; assessment benefits; and greater use of concrete materials. In contrast, only 41% of teachers reported that they provide an in-class service for pupils and class teachers. Barriers to collaboration for in-class support are identified and teachers’ responses to these outlined. The study found large differences between teachers in the amount of support they provided to class teachers, the amount of non-contact time they had for planning and collaboration, and in the range of practices used to carve out time for collaboration. The implications of these findings are then discussed.

Rethinking the Use of Concrete Materials in Learning: Perspectives From Development and Education

Abstract— The idea that concrete materials benefit children’s learning has a long history in developmental psychology and education, dating back to M. Montessori (1917), J. Piaget (1970), and J. S. Bruner (1966). Too often, however, scholars use these traditional views to give concrete materials a blanket endorsement. The articles in this issue go beyond traditional views and advance our understanding of the conditions under which students do and do not benefit from using concrete materials. They suggest that some processes involved in using concrete objects are not restricted to children of a certain age but rather apply across ages. They also highlight the need for systematic investigations into the type and amount of direction students need when working with concrete materials in the classroom.

Using Concreteness in Education: Real Problems, Potential Solutions

Abstract— A growing body of research suggests that the use of concrete materials is not a sure‐fire strategy for helping children succeed in the classroom. Instead, concrete materials can help or hinder learning, depending on a number of different factors. Taken together, the articles in this issue highlight the complexities involved in using concrete materials in the classroom and warn educators and researchers that students’ learning from concrete materials can be derailed in a number of ways, such as (a) choosing the wrong types of materials, (b) structuring the environment in ways that do not support learning from concrete materials, and (c) failing to connect concrete representations to abstract representations. Each of these problems is discussed and some potential solutions are offered.

Symbolic Drawings Reveal Changes in Preservice Teacher Mathematics Attitudes After a Mathematics Methods Course

A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian‐oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72.1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses.

Concrete Buildings: Past, Present and Future

Structural engineering has been going through some profound changes in the early years of the new millennium. Public demand driven transformation of architecture, the enormous progress in the available analytical and design tools, new materials and new technologies are the major contributing factors behind the positive developments. However, some elements, that have been adversely effecting the structural engineering profession, are also present. A few of them have historical roots, while others are providing the basis for new questionable trends and confronting ideas. The historical roots become obvious when investigating the parallel developments of architecture and structural engineering. Interestingly, similar conclusions could be drawn from the use of concrete, the most traditional material, in buildings. On the other hand, the increasingly frequently used expression, sustainability is not well defined and could become the basis of architectural trends rather than scientific achievements. The paper offers a parallel investigation of the structural engineering profession and the use of concrete material. Both of the investigations yield to similar results. Some interesting benchmark projects will be reported. Due to the limited space they serve as illustration of the context, rather than case studies.

Comparing computer versus concrete manipulatives in learning 2D geometry

This study compared the effect of computer versus concrete manipulatives for the learning of two-dimensional geometry. Participants were 93 4 th - and 5 th - grade students. A pretest, treatment, and posttest experimental design was used. The pre and posttest consisted of a paper and pencil test of 24 two dimensional geometry questions, designed by the researcher. There were three treatment groups: computer, concrete, and control group. The computer groups solved computer-based Tangrams. The concrete group solved wooden Tangrams. The control group had no filler activity. Both computer and concrete groups improved significantly, the computer group slightly more, after the intervention. Fourth graders gained more in concrete situation, while fifth graders benefited more from the computer manipulatives. Boys and fifth graders gained more than girls and fourth graders respectively. Although research on the effectiveness of manipulative materials in mathematics education sometimes has conflicting results, the majority reports positive effect (Clements, 1999; Smith, Olkun & Middleton, 1998). According to Sowell (1989), long-term use of concrete materials was clearly superior to symbolic instruction encompassing specific topics and the entire mathematics curriculum, especially in early elementary grades. Additionally, teachers reporting greater use of a variety of instructional aids in teaching school mathematics also reported greater course coverage (Raphael & Wahlstrom, 1989). The extensive use of instructional aids was found