[LON-CAPA-cvs] cvs: modules /gerd/discussions/paper discussions.tex

[www]

www		Thu Dec  8 16:26:53 2005 EDT

  Modified files:              
    /modules/gerd/discussions/paper	discussions.tex 
  Log:
  Clarification of "class" and "superclass"
  
  
Index: modules/gerd/discussions/paper/discussions.tex
diff -u modules/gerd/discussions/paper/discussions.tex:1.22 modules/gerd/discussions/paper/discussions.tex:1.23
--- modules/gerd/discussions/paper/discussions.tex:1.22	Thu Dec  8 13:06:31 2005
+++ modules/gerd/discussions/paper/discussions.tex	Thu Dec  8 16:26:48 2005
@@ -187,7 +187,7 @@
 \item[Mathematical] - the contribution deals mostly with the mathematical aspects of the problem.
 \item[Physics] - the contribution deals mostly with the physics aspects of the problem.
 \end{description}
-Table~\ref{table:examples} shows examples of contributions and their classification.
+Table~\ref{table:examples} shows examples of contributions and their classification. Each combination of subtype and feature forms a ``class'' in the analysis.
 \begin{table*}
 \caption{Examples of discussion contribution types and features.\label{table:examples}} 
 \begin{ruledtabular}
@@ -257,16 +257,16 @@
 \end{ruledtabular}
 \end{table}
 
-
-In addition, the following 
-superclasses are considered:
+Different classes were combined into the following 
+``superclasses'':
 \begin{description}
 \item[Chat] - all contributions that are unrelated or emotional.
 \item[Emotional climate] - the number of positive non-unrelated contributions minus the number of negative non-unrelated
 contributions. This number would be negative if the problem led to mostly negative emotional comments.
 \item[Type and feature sums] - number of all related contributions belonging to a certain type, subtype, or feature.
 \end{description}  
-
+While a certain discussion contribution can only be in one class, for example ``Emotional/Physics-Related/Question,'' the same contribution can be in more than one 
+superclass, for example both ``Chat'' and ``Physics-Related.''
 The majority of the discussion contributions were of type surface-level or procedural, followed by emotional 
 contributions.
 The vast majority of discussion contributions had the feature of being solution-oriented, 
@@ -282,7 +282,7 @@
 \end{figure*}
 
 \begin{table}
-\caption{Same as Table~\ref{table:disccat} for the first semester calculus-based class only.\label{table:disccatfirst}}
+\caption{Same as Table~\ref{table:disccat} for the first semester calculus-based class only. The table includes a small number of contributions by students who eventually dropped the course, while the analysis by student only considered students who completed the course.\label{table:disccatfirst}}
 \begin{ruledtabular}
 \begin{tabular}{lcccccccc|l}
 &\multicolumn{2}{c}{Emotional}