Learning Analysis Based on Learners Learning Model
Wang Wangzhu,
Liao Zhixin,
Deng Yi,
Xu Song,
Guo Xiaoyu,
Ye Junmin
Issue:
Volume 7, Issue 1, March 2018
Pages:
1-6
Received:
23 February 2018
Published:
27 February 2018
Abstract: In the era of big data and artificial intelligence, collecting and analyzing learners learning data can modle and predict learners learning trend and help learners avoid risks of academic failures. For those purposes, this paper presents a learning analysis method based on learners learning model. First, the teaching model of the curriculum is put forward to support the learning data analysis. Secondly, various methods including questionnaire are used in data collection and quantification of learners offline learning data so that all the meaningful data can be transformed into the numerical data that can be processed; thirdly, the linear fitting method is used to analyze the learning data and predict the learners learning trend. The results show that the linear fitting method can effectively describe learners learning trend.
Abstract: In the era of big data and artificial intelligence, collecting and analyzing learners learning data can modle and predict learners learning trend and help learners avoid risks of academic failures. For those purposes, this paper presents a learning analysis method based on learners learning model. First, the teaching model of the curriculum is put ...
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Education and Agricultural Productivity in Democratic Republic of Congo: The Case of South-Kivu Province
Murhi Mihigo Isidore,
Mubagwa Cihinda Muko Cisabu,
Mireille Mwamini Murhebwa
Issue:
Volume 7, Issue 1, March 2018
Pages:
7-12
Received:
27 October 2017
Accepted:
7 December 2017
Published:
7 March 2018
Abstract: The problem of education and agricultural productivity has widely been addressed in literature. The Agriculture sector plays a great role of survival in the planet. Many countries found their savings reach the pinnacle because they oriented their investment in agriculture and in education. The Democratic Republic of the Congo (DRC) is one of the best equipped countries in the world in terms of arable land. However, it remains a country through which the population has a limited food access. This paper shows how education impacts agricultural productivity in South-Kivu. Data used in this article are from survey conducted in November 2016 and completed in June 2017 on 210 small farmers. The main result is that when the education level increases, the tendency of people is to leave the agriculture sector. In other words, the high formal education has a negative influence on agricultural productivity.
Abstract: The problem of education and agricultural productivity has widely been addressed in literature. The Agriculture sector plays a great role of survival in the planet. Many countries found their savings reach the pinnacle because they oriented their investment in agriculture and in education. The Democratic Republic of the Congo (DRC) is one of the be...
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The Influence of Social Factors on Learning Difficulties in Mathematics: Testing the Anthropo-Didactic Approach
Thomas Rajotte,
Marie-Paule Germain,
Sylvain Beaupré,
Dominique Beaudoin
Issue:
Volume 7, Issue 1, March 2018
Pages:
13-22
Received:
30 January 2018
Accepted:
24 February 2018
Published:
29 March 2018
Abstract: The aim of this research is to increase knowledge about learning difficulties in mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first perspective, the difficulties are studied in terms of the learners’ cognitive characteristics. This perspective highlights the need to develop interventions adapted to the specific characteristics of the student in difficulty. In the second perspective, learning difficulties are interpreted as the result of interactions between the student and the school system. This perspective considers teaching from the point of view of creating favourable conditions for learning through didactic interventions that take into account both the knowledge of the student and the mathematics tasks. During the last few decades, there have been many debates between the proponents of the first perspective and those of the second perspective. It is within this conflict that a third interpretative perspective emerged from the European work on the difficulties of learning in mathematics. This perspective based on an anthropo-didactic approach, adopts a dual theoretical anchoring (anthropological and didactic) to identify a whole class of explanatory phenomenon of difficulties that could not be cleared in one or other of the frameworks when taken alone. More specifically, this framework makes it possible to articulate sociological considerations, such as educational and didactic inequalities as well as the study of the student-teacher relationship. However, this perspective is relatively unknown to researchers and practitioners working in Quebec. In this context, the object of this research is to validate the anthropo-didactic approach as to the interpretation of learning difficulties in mathematics of elementary school children.
Abstract: The aim of this research is to increase knowledge about learning difficulties in mathematics. A literature review of the learning difficulties in mathematics researches of the last thirty years shows the emergence of two major interpretative perspectives. In the first perspective, the difficulties are studied in terms of the learners’ cognitive cha...
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