The search interface is made of three sections: Search, Explore, and Results. These are described in detail below.
You may start searching either from the Search section or from the Explore section.
Search
This section shows your current search criteria and allows you to submit keywords to search in the bibliography.
Each new submission adds the entered keywords to the list of search criteria.
To start a new search instead of adding keywords to the current search, use the Reset search button, then enter your new keywords.
To replace an already submitted keyword, first remove it by unchecking its checkbox, then submit a new keyword.
You may control the extent of your search by selecting where to search. The options are:
Everywhere: Search your keywords in all bibliographic record fields and in the text content of the available documents.
In authors or contributors: Search your keywords in author or contributor names.
In titles: Search your keywords in titles.
In publication years: Search a specific publication year (you may use the OR operator with your keywords to find records having different publication years, e.g., 2020 OR 2021).
In all fields: Search your keywords in all bibliographic record fields.
In documents: Search your keywords in the text content of the available documents.
You may use boolean operators with your keywords. For instance:
AND: Finds entries that contain all specified terms. This is the default relation between terms when no operator is specified, e.g., a b is the same as a AND b.
OR: Finds entries that contain any of the specified terms, e.g., a OR b.
NOT: Excludes entries that contain the specified terms, e.g., NOT a.
Boolean operators must be entered in UPPERCASE.
You may use logical groupings (with parentheses) to eliminate ambiguities when using multiple boolean operators, e.g., (a OR b) AND c.
You may require exact sequences of words (with double quotes), e.g., "a b c". The default difference between word positions is 1, meaning that an entry will match if it contains the words next to each other, but a different maximum distance may be specified (with the tilde character), e.g., "web search"~2 allows up to 1 word between web and search, meaning it could match web site search as well as web search.
You may specify that some words are more important than others (with the caret), e.g., faceted^2 search browsing^0.5 specifies that faceted is twice as important as search when computing the relevance score of the results, while browsing is half as important. Such term boosting may be applied to a logical grouping, e.g., (a b)^3 c.
Keyword search is case-insentitive, accents are folded, and punctuation is ignored.
Stemming is performed on terms from most text fields, e.g., title, abstract, notes. Words are thus reduced to their root form, saving you from having to specify all variants of a word when searching, e.g., terms such as search, searches, and searching all produce the same results. Stemming is not applied to text in name fields, e.g., authors/contributors, publisher, publication.
Explore
This section allows you to explore categories associated with the references.
Categories can be used to filter your search. Check a category to add it to your search criteria and narrow your search. Your search results will then only show entries that are associated with that category.
Uncheck a category to remove it from your search criteria and broaden your search results.
The numbers shown next to the categories indicate how many entries are associated with each category in the current set of results. Those numbers will vary based on your search criteria to always describe the current set of results. Likewise, categories and whole facets will disappear when the result set has no entry associated to them.
An arrow icon () appearing next to a category indicates that subcategories are available. You may press it to expand a list of more specific categories. You may press it again later to collapse the list. Expanding or collapsing subcategories will not change your current search; this allows you to quickly explore a hierarchy of categories if desired.
Results
This section shows the search results. When no search criteria has been given, it shows the full content of the bibliography (up to 20 entries per page).
Each entry of the results list is a link to its full bibliographic record. From the bibliographic record view, you may continue exploring the search results by going to previous or following records in your search results, or you may return to the list of results.
Additional links, such as Read document or View on [website name], may appear under a result. These give you quick access to the resource. Those links will also be available in the full bibliographic record.
The Abstracts button lets you toggle the display of abstracts within the list of search results. Enabling abstracts, however, will have no effect on results for which no abstract is available.
Various options are provided to let you sort the search results. One of them is the Relevance option, which ranks the results from most relevant to least relevant. The score used for ranking takes into account word frequencies as well as the fields where they appear. For instance, if a search term occurs frequently in an entry or is one of very few terms used in that entry, that entry will probably rank higher than another where the search term occurs less frequently or where lots of other words also occur. Likewise, a search term will have more effect on the scores if it is rare in the whole bibliography than if it is very common. Also, if a search term appears in, e.g., the title of an entry, it will have more effect on the score of that entry than if it appeared in a less important field such as the abstract.
The Relevance sort is only available after keywords have been submitted using the Search section.
Categories selected in the Explore section have no effect on the relevance score. Their only effect is to filter the list of results.
本研究旨在探討跨學科教學方法在數學教育中的應用效果,特別聚焦於編
程與數學課程的整合。探討結合數學與編程的跨學科教學設計對小學四年級學
生的影響,旨在提升學生的數學和編程學習的成效。研究採用 5E 教學模式,
將 Scratch 3.0 編程活動融入數學課程,並進行實驗以評估其成效。研究對象為
澳門一所學校兩個四年級普通班級(A 班和 B 班)的學生,分為實驗組和對照
組。研究採用交叉設計,進行兩次實驗:實驗一以 A 班為實驗組、B 班為對照
組,進行《旋轉對稱圖形》單元的跨學科教學;實驗二則互換角色,以 B 班為
實驗組、A 班為對照組,進行《可以被 3 整除的數》單元的跨學科教學。研究
使用數學單元測驗卷、數學學習動機量表,以及學生的數學測驗成績和編程學
習動機量表作為評估工具。
研究結果顯示:
一、數學成績提升:實驗組學生的數學成績顯著高於對照組。
二、數學學習動機增強:實驗組學生在數學興趣和自我效能感方面均有顯
著提升。
三、編程學習動機提升:實驗組在編程社會價值、感知編程效用、編程興
趣和自我效能方面均有顯著的提升。
結論指出,實施編程活動融入數學科的跨學科教學,提升學生的數學成
績、數學和編程的學習動機。建議應推廣此類跨學科教學,並加強教師培訓及
教學資源開發,以提高學生的學習動機和成效。未來研究可擴大樣本範圍,探
討長期效果及多學科整合的影響。
This study investigates the impact of interdisciplinary teaching design integrating
mathematics and programming on fourth-grade elementary school students, aiming to
enhance their learning outcomes in both subjects. The research employs the 5E
instructional model, incorporating Scratch 3.0 programming into the mathematics
curriculum, and conducts experiments to evaluate its effectiveness.
The study subjects are two regular fourth-grade classes (Class A and Class B)
from a school in Macau, divided into experimental and control groups. A crossover
design is used, conducting two experiments: in Experiment 1, Class A serves as the
experimental group and Class B as the control group for the "Rotational Symmetry
Figures" unit; in Experiment 2, the roles are reversed, with Class B as the
experimental group and Class A as the control group for the "Numbers Divisible by 3"
unit. The study uses mathematics learning motivation and programming learning
motivation scales as assessment tools.
Major research findings are as follows:
1. Improved mathematics performance: The experimental group's mathematics
scores were significantly higher than the control group's.
2. Enhanced mathematics learning motivation: The experimental group showed
significant improvements in mathematics interest and self-efficacy.
3. Increased programming learning motivation: The experimental group
demonstrated significant improvements in programming social value, perceived
programming utility, programming interest, and self-efficacy.
The conclusion indicates that the 5E instructional model effectively promotes the
integration of mathematics and programming, enhancing students' learning outcomes.
It is recommended that educational institutions promote such interdisciplinary
teaching and strengthen teacher training and teaching resource development to
improve students' learning motivation and effectiveness. Future research could expand
the sample size to explore long-term effects and the impact of multi-disciplinary
integration.