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1.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
Judith FlowersEmail: |
2.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
3.
This study examines ways of approaching deductive reasoning of people involved in mathematics education and/or logic. The
data source includes 21 individual semi-structured interviews. The data analysis reveals two different approaches. One approach
refers to deductive reasoning as a systematic step-by-step manner for solving problems, both in mathematics and in other domains.
The other approach emphasizes formal logic as the essence of the deductive inference, distinguishing between mathematics and
other domains in the usability of deductive reasoning. The findings are interpreted in light of theory and practice.
相似文献
Michal AyalonEmail: |
4.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
5.
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree
to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding
and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies
relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour
of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that
the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences
in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future
research.
相似文献
Matthew InglisEmail: |
6.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
Zbigniew SemadeniEmail: |
7.
This paper looks at sources of frustration in students of “prerequisite” mathematics courses (PMC), that is, courses required
for admission into undergraduate programs in a large, urban, North American university. The research was based on responses
to a questionnaire addressed to students and interviews with students and instructors. In the design of the questionnaire
and the analysis of responses, an “institutional” theoretical perspective was taken, where frustration was conceived not only
as a psychological process but also as a situation experienced by participants in a concrete educational institution. Several
sources of frustration were identified as important in the group of respondents: the fast pace of the courses, inefficient
learning strategies, the need to change previously acquired ways of thinking, difficult rapport with truth and reasoning in
mathematics, being forced to take PMC, insufficient academic and moral support on the part of teachers, and poor achievement.
These sources of frustration are discussed from the point of view of their impact on the quality of the mathematical knowledge
that students develop in the PMC. Consideration is also given to the possibilities of improving the quality of this knowledge,
given the institutional constraints implicated in the sources of students’ frustration.
相似文献
Anna SierpinskaEmail: |
8.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
9.
Eric Jamelske 《Higher Education》2009,57(3):373-391
In 1997 a medium-size Midwestern public university in the U.S. initiated a first year experience program. The program is designed
to infuse added curricular and extracurricular components into core courses in an effort to integrate students into the university
community. This article examined the FYE impact on grade point average (GPA) and retention after 1 year for the fall 2006
cohort of entering students. The findings suggest no positive FYE effect on retention, but on average FYE students earned
higher GPAs than non-FYE students. Reducing the sample to include only courses identified as goal compatible FYE courses yielded
a positive effect on retention and also accentuated the GPA differential. The estimated positive FYE impact on retention was
larger for below average students (especially females) and smaller for above average students.
相似文献
Eric JamelskeEmail: |
10.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
Charles J. EickEmail: |
11.
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting 总被引:2,自引:2,他引:0
Eli M. Silk Christian D. Schunn Mari Strand Cary 《Journal of Science Education and Technology》2009,18(3):209-223
This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design
for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design
solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically.
Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic
minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil,
multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a
traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science
reasoning in high-needs, urban settings are discussed.
相似文献
Eli M. SilkEmail: |
12.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
13.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
14.
Monica W. Tracey 《Educational technology research and development : ETR & D》2009,57(4):553-571
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design
model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review
model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was
tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated
measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned
in conducting design and development research on model validation. The procedures and findings have implications for the processes
involved in instructional design model validation through designer use and program implementation.
相似文献
Monica W. TraceyEmail: |
15.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
16.
Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the
increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for
tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of color. This article
focuses on describing actions taken by institutional agents and aspects of campus environments which are supportive of grassroots
faculty leadership. While there are many conditions which inhibit faculty leadership (i.e., part-time and contingent faculty
trends, rising publication standards, etc.), our study demonstrated certain campus conditions or characteristics can overcome
the forces of change including counting leadership as service, creating campus networks, addressing dysfunctional department
dynamics, fostering role models, supporting faculty who question or challenge decisions, ensuring flexibility and autonomy,
and altering contingent faculty contracts to include service and leadership.
相似文献
Jaime LesterEmail: |
17.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
18.
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引:3,自引:2,他引:1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
相似文献
Douglas B. ClarkEmail: |
19.
Richard Lesh James A. Middleton Elizabeth Caylor Shweta Gupta 《Educational Studies in Mathematics》2008,68(2):113-130
In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its
implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science
of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science
of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their
current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise
models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development
of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown
as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more
applicable mathematical understanding.
相似文献
James A. MiddletonEmail: |
20.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
Bryan A. BrownEmail: |