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Notice bibliographique
Résumé
Purpose – The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings. Design/methodology/approach – This paper explores a workshop model for helping the school-aged children learn mathematics outside the school. The model includes five workshop sessions and designs the parent’s role in the mathematics activities. Each workshop session has both a mathematics task activity and a user interface design activity. The model was implemented in a major Canadian city and a major Chinese city over a period of one month. This paper presents the workshop attendees’ experiences and their feedback on the workshop design. It also presents several suggestions on the design of such workshops. Findings – The parents acknowledged that they learned about how mathematics is currently taught in schools and appreciated the opportunities to interact with their children in the workshops. The children participated in the workshops actively and enjoyed the design sessions the most. The potential of using design activities to help children learn mathematics concepts is recognized. Research limitations/implications – The findings suggest that future workshops should provide a structure to the parents’ engagement in design activities, offer one design project that spans several design sessions and set aside time for families to mingle and share experiences with each other. A big limitation of this paper is the small sample size – 12 families participated in the workshops on each site. Although the paper offered rich data about the participants’ experiences, a larger sample would have made the findings more generalizable and conclusive. Practical implications – Computer technologies such as iPad and tablets are increasingly common as public library resources; yet the integration of these technologies into library programs is falling behind. This paper offers one example of how such integration can bring benefits to the patrons, encouraging more considerations to be put on this aspect in library practice. Originality/value – Although many programs are offered in public libraries that facilitate children to learn mathematics concepts, very less research has been reported on the design of these programs. In addition, the existing programs have not considered the inclusion of parent–child design activities for mathematics learning engagement. This paper reports an empirical study that addresses these research gaps. The encouraging results call for more investigations on this workshop model.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle