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1.
Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know 总被引:1,自引:0,他引:1
In this article we offer a theoretical discussion of teachers' mathematics-for-teaching, using complexity science as a framework
for interpretation. We illustrate the discussion with some teachers' interactions around mathematics that arose in the context
of an in-service session. We use the events from that session to illustrate four intertwining aspects of teachers' mathematics-for-teaching.
We label these aspects “mathematical objects,” “curriculum structures,” “classroom collectivity,” and “subjective understanding”.
Drawing on complexity science, we argue that these phenomena are nested in one another and that they obey similar dynamics,
albeit on very different time scales. We conjecture (1) that a particular fluency with these four aspects is important for
mathematics teaching and (2) that these aspects might serve as appropriate emphases for courses in mathematics intended for
teachers. 相似文献
2.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
3.
Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption
of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is
more wide-spread use of the materials.
On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central
coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better
support.”
This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled
“A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor
Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey
which is reported. 相似文献
4.
A number of previous studies have addressed gender role-stereotyping in Caldecott Award-winning picturebooks. Building upon
the extensive scholarship examining representations of females in Caldecott books, this current study offers a critical investigation
of how gender is represented in Caldecott Medal-winning literature from 1938 to 2011 by exploring the ways in which “femininity”
and “masculinity,” biological sex, and gender are constructed in these texts. The investigators briefly address author and
illustrator gender and the representations of males and females as characters or images in pictures and text before departing
from previous scholarship to offer a rereading of books that feature “ungendered” leading characters, those that are not identified
in the text as being either “male” or “female” and are therefore open to the interpretation of individual readers. By resisting
cultural cues and normative constructions of gender and biological sex, these ungendered depictions extend the range of possible
ways in which readers may see themselves or those in their lives represented in Caldecott Medal-winning picturebooks. 相似文献
5.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献
6.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
7.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
8.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
9.
Knowledge of derivational suffix meanings was investigated in 10- to 12-year-old students with language learning disabilities
and individually matched chronological- and language-age peers. Students produced derived forms from nonce bases in an elicitation
task and selected derived forms in a forced choice task. For instance, students produced a word to label the baby of an invented
animal called a TEM (TEMlet, TEMette, TEMkin, etc.) and chose an appropriate label from four options (TEMlet, TEMkin, TEMship,
TEMhood). Twenty-eight suffixes (e.g., less, y, ize) conveying seven derivational meanings (e.g., “without X,” “approximately
X,” “to make X”) were studied. All groups showed higher accuracy on the forced choice task than on the elicitation task. However,
elicitation task accuracy of students with language learning disabilities fell substantially below that of typically achieving
students. Suffixes for “agent X,” “character of X,” and “to make X” were produced in the elicitation task with higher accuracy
than suffixes for “approximately X,” “diminutive X,” and “state of X.” In both tasks, suffix use was associated with productivity
(i.e., regularity of suffix attachment). All groups chose highly productive suffixes (e.g., TEMlet) over less productive suffixes
(e.g., TEMkin) to convey each meaning. 相似文献
10.
11.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
12.
The workplace, especially the academic department or division, provides an intriguing research site for study of correlates
of scholarly performance. The objective of this study was to estimate a correlate model of three-year scholarly performance
of clinical faculty in colleges of pharmacy. Two-hundred and ninety-six clinical faculty in pharmacy responded to an author-developed
questionnaire. The scholarly performance items factored into three dimensions: “Refereed Research,”, “Grants/Books Research,”
and “Nonresearch Scholarship.” A fourth single-item variable, “Contracts,” was also used as a dependent dimension. Eight correlates,
including two related to the departmental workplace, emerged as factors significantly explaining the variation in scholarly
performance. The two most significant were “Off-Campus Conversations” and “Department: Percent Time in Research.” These results
as well as others were contrasted with prior correlate studies and suggestions were made for future additional study. 相似文献
13.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献
14.
Warren D. Stevens 《Educational technology research and development : ETR & D》1970,18(4):440-445
Summary In this article, an attempt has been made to treat affection and cognition “transactionally” and to report work underway in
the development of a rationale for mapping “sign components” of “cultural space.” The development of statistical procedures
and applications remains to be undertaken. 相似文献
15.
Noel Gough 《The Australian Educational Researcher》2009,36(2):1-19
Australia is often portrayed as a place in which young people are in jeopardy. In 19th century literature and art, the recurring
motif of a child lost in “the bush” became an increasingly significant dimension of European settlers’ experiences of Australia,
whereas during the latter half of the 20th century analogous cultural narratives shifted towards urban environments and the
plight of young people endangered by their parents’ generation. In contemporary popular culture, Australia’s cities and suburbs
are places where children are aborted, abandoned, exploited, murdered or never conceived. Like the bush-lost children before
them, these “at risk” young people symbolise adult fears of self, society, and the future. My concern is that the most common
public policy response to these persistent fears and insecurities is to retreat to a politics of complexity reduction. Many
politicians and public opinion leaders see teachers and schools as being in the vanguard of people and institutions dedicated
to Australian children’s educational ruin, and simplistically seek to “protect” them with blunt instruments such as back-to-phonics
literacy and a national curriculum. I argue that Australia’s young people are much more seriously endangered by the symbolic
violence of those who position them as docile receptors of whatever schools and teachers serve up to them, and who treat them
as passive screens upon which to project their own anxieties. 相似文献
16.
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice. 相似文献
17.
Michael R. Olneck 《Asia Pacific Education Review》2011,12(4):675-690
Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas
of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic
diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy
is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean
and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from
Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved
if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration
on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of
what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they
are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which
the status of diverse groups in Korea will be contested. 相似文献
18.
Craig Locatis James Charuhas Richard Banvard 《Educational technology research and development : ETR & D》1990,38(2):41-49
Methods for incorporating video in hypermedia programs are discussed in this article. Hypermedia is defined, and linear and
interactive video are contrasted. It is argued that hypermedia presents unique problems in knowledge representation affecting
video production, and that techniques are required differing from those for linear video and other forms of interactive video.
Suggestions are made for giving interactive video the “look and feel” of hypermedia that primarily involve condensing information
and accelerating presentation pace. They are based on the authors' experiences evaluating interactive media and creating “compressed”
video programs. Existing media and visual ability research is re-interpreted to support these interactive, “hypervideo” methods. 相似文献
19.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献
20.
Jeane Sword 《Early Childhood Education Journal》1987,15(2):26-28
Publishing houses, like the “mill” in the old folk tale “Why the Sea is Salty”, churn out books unceasingly day after day.
There are over 2,000 children's books published each year and these books are of varying quality. 相似文献