Teaching mathematically talented students: a cross-cultural study about their teachers’ views

The instruction of mathematically talented students (MTS) in heterogeneous classes is an issue of debate. Questions of equity, differential instruction, teacher awareness of their talented students’ needs, and their willingness and competence to face the challenges of nurturing these students are all raised within this context. Our international study compared South Korean, American, and Israeli teachers of mathematics perspectives concerning their (a) perceived competence to teach MTS (b) perceived competence in addressing MTS’ needs through differential instruction, (c) support for separation of MTS into special math classes, and (d) equity views concerning MTS’ needs. Data was collected by means of a questionnaire presented to 80 South Korean, 145 Israeli, and 58 American teachers of mathematics. Findings suggested that most teachers in these countries perceived themselves as competent to teach MTS, while very few of the participants supported the separation of MTS into special classes. South Korean teachers perceived themselves to be less competent in teaching MTS as well as in applying differential instruction and agreed more than their foreign counterparts that the fostering of mathematically weak students is more important than the fostering of MTS. Teachers who had some mathematical background appeared to perceive themselves as more competent to teach MTS than teachers who had no mathematical background. Teachers who predominantly taught large classes felt less competent to teach MTS than teachers who predominantly taught medium-sized classes. Findings were partially interpreted within the perspective of cultural differences. Recommendations for teachers’ professional development are drawn.     

Active recovery effects on local oxygenation level during intensive cycling bouts

We hypothesised that the oxygen supply to the fatigued muscles is improved after the recovery with exercise caused by aerobic metabolism in the slow twitch fibres during the recovery period. Ten males performed a 30 s maximum cycling (1st Exercise), followed by a 20 min rest interval (Interval Rest) in which participants were either sitting (No Exercise) or low intensive cycling (Active). Then they again underwent a 30 s bout of maximum cycling (2nd Exercise). The total work of the 2nd Exercise was higher in Active compared to No Exercise (297 ± 14 vs 276 ± 23 J · kg(-1), P < 0.01). After Interval Rest, the muscle oxygenation level (P < 0.05) and blood lactate concentration (P < 0.05) were lower in Active compared to No Exercise. In Active, the total work was higher in the 2nd Exercise than the 1st Exercise (297 ± 14 vs 277 ± 23 J · kg(-1), P < 0.01), and muscle oxygenation levels during the 2nd Exercise were also higher at 10 (P < 0.05) and 15 (P < 0.01) s after the beginning of the exercise. It was suggested that active recovery exercise would manage to increase the muscle oxygenation level, and improve the performance during the 2nd Exercise accompanied with blood lactate control.     

A flexible approach to reassembling thin artifacts of unknown geometry

We present a novel 3D reassembly method for fragmented, thin objects with unknown geometry. Unlike past methods, we do not make any restrictive assumptions about the overall shape of the object, or its painted texture. Our key observation is that regardless of the object's shape, matching fragments will have similar geometry and photometry along and across their adjoining regions. We begin by encoding the scale variability of each fragment's boundary contour in a multichannel, 2D image representation. Using this multichannel boundary contour representation, we identify matching sub-contours via 2D partial image registration. We then align the fragments by minimizing the distance between their adjoining regions while simultaneously ensuring geometric continuity across them. The configuration of the fragments as they are incrementally matched and aligned form a graph structure that we use to improve subsequent matches. By detecting cycles in this graph, we identify subsets of fragments with interdependent alignments. We then minimize the error within the subsets to achieve a globally optimal alignment. We leverage user feedback to cull the otherwise exponential search space; after each new match is found and aligned, it is presented to a user for confirmation or rejection. Using ceramic pottery as the driving example, we demonstrate the accuracy and efficiency of our method on six real-world datasets.     

The Development of Chinese Martial Arts in Taiwan since 1949

Abstract

In Taiwan, the historical development of traditional Chinese martial arts, or kuoshu and wushu as they are called today, has been quite diverse. This paper examines the development of Chinese martial arts from 1949 to 2017 in the context of Taiwan based on available historical evidence and in-depth interviews. The results show that there were three major historical periods in the development of Chinese martial arts. The foundation period was inaugurated when Chinese martial artists fled to Taiwan with the Nationalists. During this period, martial arts studios spread throughout the country and people began learning the traditional Chinese martial arts skills together with the national physical education curriculum incorporated martial arts in schools. Chinese martial arts in Taiwan then entered the competitive sports period when the Chinese government to promote competitive martial arts internationally and to standardize the practice and grading system required for competitions. During this period, standardized rules for nationwide competition were established, and sports instructors and athletes were trained to participate in international wushu competitions. Currently, the Chinese martial arts have been modernized and being practised to build confidence, mental discipline, and physical strength as well as for self-defence, recreational pursuits, and competition.     

Children's stroke sequence errors in writing Chinese characters

Each Chinese character is a two dimensional logograph and if character writing is seen as drawing a diagram, then there is no obvious correct sequence in the writing process. However, over the ages and to this day, Chinese children have been taught the proper stroke sequence for forming the characters based on some calligraphic rules when they begin to learn to write in Chinese. The rationale for the teaching of stroke sequence has traditionally been argued on the basis of facilitating better calligraphy and as a memory aid for the exact reproduction of the correct form of the character. This paper reports on a study that tries to determine how far young children can master the correct stroke sequences in writing and the common kinds of errors children made. It further explores the importance of and the possible educational implications for the teaching of stroke sequences in the teaching of handwriting based on the empirical results.     

Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: the role of school,classroom, and individual factors

European Journal of Psychology of Education - The purpose of the present study was to examine individual and contextual predictors of victimization and bullying on a sample of early adolescents....     

Psychological Maladjustment and Academic Achievement: A Cross-Cultural Study of Japanese, Chinese, and American High School Students

American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students, 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers.     

The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching

The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed.