Transnational Alliances: La Clase Mágica—Nepohualtzitzin Ethnomathematics Club

This article exposes the ancient Nepohualtzitzin as an important contemporary mathematical tool. The design and development of Nepohualtzitzin Ethnomathematics Clubs (NECs) in predominantly Latina/o and low-income schools is also presented. NECs provide informal learning opportunities to develop and strengthen cultural connections to and abilities in mathematics for bicultural-bilingual learners, their parents, and teacher candidates. The formation of NECs is made possible through transnational alliances developed over time between the University of Texas at San Antonio, Secretaría de Educación Pública de México (Ministry of Public Education of Mexico), Coahuiltecan Indian Nation, Aztlán Associates, Danza Azteca Xinachtli, and Tzicatl—Community Development Corporation.     

READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY

We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of human perception, as well as in terms of differences between the symbolic and graphical registers.     

高校思想政治教育民主之路的重新审视

文章在分析我国高校思想政治教育民主化进展的基础上,阐述高校思想政治教育体系内部对个人发展的主要障碍,重新审视高校思想政治教育工作的三个主要方面：思想政治教师的训练必须要了解和尊重学生的个性,指导应该代替选拨;权威式的教学关系应该让位于独立性、相互负责和交换意见的师生关系;更多与思想政治教育相关的人们或许应该参加日常管理和政策制订。     

试论南疆地区高校为地方社会发展服务职能的实现--以喀什大学为例

通过对高校服务职能的历史演进与界说的阐述,审视与探讨高校在地方社会发展中的地位与责任,并指出髙校在履行其社会责任过程中,为地方社会发展服务的方式与途径。在此基础上,以喀什大学为个案,分析新疆南疆地区高校为地方社会发展服务职能的实现。     

苏轼《江城子·猎词》中“西北望”含义确考

关于苏轼的《江城子·猎词》（老夫聊发少年狂）下片末“西北望”三字的理解有三种解释。结合苏轼的用语习惯,以及北宋与边境少数民族政权的关系,可以确定此处指密州之西北向、与宋有战事的西夏和吐蕃。     

Adoption of Agri-Environmental Measures by Organic Farmers: The Role of Interpersonal Communication

Purpose: The purpose of this study is to investigate the impact of interpersonal communication on the adoption of agri-environmental measures (AEM) by organic farmers in Germany.

Methodology: The study used the logit model to predict the probability of adoption behaviour, and Social Network Analysis (SNA) was conducted to analyse the question of whether validating information about organic farming provided by interpersonal information sources is associated with communication frequency.

Findings: Our findings demonstrate that being an early adopter of organic farming practices and frequent contact with young and highly educated farmers increases the probability of adoption of other AEM. However, contact frequency in interpersonal networks was found not to be a significant determinant for explaining adoption decisions. Frequently communicating farmers in the network are more likely to attribute higher levels of importance to organic farming information received from formal actors than to information received from informal actors.

Practical Implications: If young and highly educated farmers, who can be considered as informal opinion leaders, are approached by the extension services, then an effective diffusion of information on AEM can be expected. To support the AEM adoption, a platform should be provided by state agencies that would enable organic farmers to understand the environmental benefits achieved over the time.

Originality/value: This study contributes to the scientific discussion on the role of interpersonal communication on AEM adoption. A new aspect is our consideration of organic farmers adopting additional AEM. Moreover, we highlight organic farmers' validation of the importance of formal and informal information sources on organic farming.     

Responsible action research for the pursuit of justice

The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their actions occasions for justice. In order to better understand the textual data generated by the teacher leaders, we devised an analytical lens that draws from modern rabbinical scholarship, eco-political (socio-political) studies, and existentialism. We found at this intersection that, despite the teacher leaders recognizing injustice, and at times protesting against it, their ability to act, formulate solutions, and conduct action research – and even their very concept of justice – was heavily influenced and constrained by the dominant political regime of the US educational system. An explanatory framework emerged that sheds light on the dynamic interplay among justice, politics, and beliefs, while also revealing the constraints to pursuing justice from within a leadership structure. We conclude that for action research to be a means for teachers and teacher leaders to begin to modify their practice so they are sensitive to the voices of the marginalized, to see their actions as opportunities for justice, and to provide collaborative experiences that help other teachers develop their ways of thinking, acting, and interacting in pursuit of justice, those who teach action research must be willing to do the very same.