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This article shows how Yup’ik cosmology, epistemology, and everyday practice have implications for the teaching of school
mathematics. Math in a Cultural Context (MCC) has a long–term collaborative relationship with Yup’ik elders and experienced
Yup’ik teachers. Because of this long–term ethnographically–oriented relationship, the authors – both insiders and an outsider
– have been able to understand the mathematical implications of everyday Yup’ik practice. As the article demonstrates, body
proportional measuring and symmetry/splitting are two generative solution strategies used by Yup’ik elders in solving everyday
problems. We argue that proportional measuring coupled with symmetry/splitting can provide school mathematics with an alternative
pathway to the teaching of some aspects of geometry and rational number reasoning. 相似文献
85.
Jelte M. Wicherts Conor V. Dolan Jerry S. Carlson Han L.J. van der Maas 《Learning and individual differences》2010,20(3):155-157
In his comment on our literature review of data on the performance of sub-Saharan Africans on Raven's Progressive Matrices, Lynn (this issue) criticized our selection of samples of primary and secondary school students. On the basis of the samples he deemed representative, Lynn concluded that the average IQ of sub-Saharan Africans stands at 67 when compared to UK norms after a correction of the Flynn Effect. We criticize his methods for being unsystematic. Here we select only those samples that were based on stratified or clustered random sampling and were deemed representative by the original authors. We again fail to replicate Lynn's low estimate of the average IQ of Africans. We argue that these scores are hard to interpret in terms of latent cognitive variables such as g because of the psychometric incomparability we established and because the Flynn Effect has yet to take hold in sub-Saharan Africa. 相似文献
86.
Parental interactions with Latino infants: variation by country of origin and English proficiency 总被引:2,自引:0,他引:2
This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health. 相似文献
87.
The anteromedial reach test (ART) is a new outcome measure for assessing dynamic knee stability in anterior cruciate ligament-injured patients. The effect of learning and leg length on distance reached in the ART was examined. Thirty-two healthy volunteers performed 15 trials of the ART on each leg. There was a moderate correlation (r = .44-.50) between reach distance and leg length, therefore reach distances were normalized for leg length. Normalized reach distance increased significantly over the 15 trials (p < .01), reaching a plateau after 8 trials, identified by a moving average graph. It is recommended that participants be afforded eight practice trials and that reach distances be normalized by expressing them as a percentage of leg length. 相似文献
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Jerry Kaye 《Journal of Jewish Education》2013,79(2):127-129
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Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed. 相似文献