ABSTRACT
The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11528-020-00578-1.
ABSTRACT
BACKGROUND/OBJECTIVES: The purpose of this study was to find out the level of knowledge on sugar-related nutrition among mothers with preschool children. SUBJECTS/METHODS: The study conducted a survey on 350 mothers whose children attended daycare. The dietary lives of the children and the nutritional knowledge of the mothers on sugar were checked. In order to analyze results, SPSS 18.0 was used. ANOVA and t-test were also performed to analyze recognition and educational needs. RESULTS: When the degree of nutritional knowledge was measured and analyzed, the results showed about 11 average points out of 15. The higher a group's nutritional knowledge, the better the dietary habits and activities were and the activities were more ccommon. The group with a low level of nutritional knowledge consumed more foods with high sugar content, but this difference was not statistically significant. Also the children from the group of mothers that provided nutritional education to their children were more likely to engage in better dietary habits and activities. CONCLUSIONS: 66.5% respondents did not know about policies to reduce sugar consumption, but most indicated that education on reducing sugar consumption is needed. Therefore, a government-driven search for efficient methods to campaign and publicize sugar reduction is needed in order to continuously provide appropriate education.
ABSTRACT
Some asymmetry of body parts (thumbs, cubital crease levels, popliteal crease levels, toes, breasts, gonads and facial structures) is commonly observed. And there is also neurobehavioral asymmetry such as handedness and language lateralization. Since right-handedness is closely associated with left-hemisphere dominance for language, it is known that handedness can be linked with language lateralization. But because cultural and social pressures influence handedness, handedness is able to shift. If so, handedness can't always reflect language lateralization. We can also detect another asymmetry in protracted tongue which is thought to be inherently unchangeable. Some midline deviation of fully protracted tongue is observed in every person. Protractor of the tongue, genioglossus muscle, is solely innervated by contralateral corticobulbar fibers from the inferior part of precentral gyrus. This part is closely related with language expressive area. Therefore, the midline deviation of tongue observed when it is fully protracted could be more related with language lateralization than handedness changeable to external pressures.
