Fonctions du code symbolique dans le discours mathématique

Résumé Nous avons fait une étude des fonctions du code symbolique au sein du discours mathématique. Nous avons distingué trois grandes catégories non exclusives: des fonctions de désignation, des fonctions de relation entre objets mathématiques, des fonctions logiques. Nous pensons avoir ainsi dégagé des aspects producteurs de son utilisation mais en même temps nous avons mis en évidence des significations implicites inhérentes à son emploi donc des aspects réducteurs. De plus, nous avons étudié certaines formulations d'étudiants en rapport avec ce travail. En particulier nous avons observé comment et à quelle occasion des étudiants du premier cycle universitaire français explicitent le quantificateur existentiel.

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The functions of symbolic code in mathematical communication

We have studied the functions of symbolic code in mathematical communication. We distinguish three major non-exclusive categories: functions of designation, functions of relation between mathematical objects, logical functions. We bring out some productive aspects of the use of symbolic code, but also point out some implicit meanings, inherent in its use, which have counterproductive aspects. In addition, we have studied certain student formulations relating to this work. In particular, we have observed how, and on what occasions, students in the first cycle of French university study make explicit the existential quantifier.

     

Exerted effort and performance in climbing among boys: the influence of achievement goals,perceived ability,and task difficulty

In achievement contexts such as sport, achievement goal theory assumes that an individual's major concern is to demonstrate competence. However, competence may be expressed in two ways: as task and ego involvement (Nicholls, 1989). Seventy-eight boys (M age = 13.6 years) performed five climbing courses, and the influence of achievement goals, perceived ability, and task difficulty on effort and performance was studied. According to the achievement goal theory: (a) task-involved boys exerted more effort and performed better than ego-involved boys; and (b) exerted effort was determined by an interaction of one's achievement goal, perceived ability (PA), and task difficulty. Ego-high PA boys and task-low PA boys exerted the most effort on the moderate course; ego-low PA boys exerted least effort on the moderate and very difficult courses. Finally, task-high PA boys exerted more effort on the most difficult courses. The motivational processes underlying these findings are discussed.     

Pedagogies of food and ethical personhood: TV cooking shows in postwar Taiwan

Taking one of the most representative subgenres of lifestyle TV, the cooking show, as a case study, in this article, we examine the history and changing cultural meanings of this televisual genre in the context of Taiwan's postwar social history and TV industry. We conduct textual analyses of Taiwanese cooking shows across three different historical stages: Fu Pei Mei's shows (the 1960s–1980s), Chen Hong's shows (the 1990s), and Metrosexual Uber-Chef with Master Ah-Ji (the 2000s), in order to advance a critical exploration of the complex relationships between these popular media texts and their social and industrial contexts. We argue that, in line with the ongoing transformations in Taiwan's society and television industry over the postwar era, the cooking show essentially shifted from educational-cultural to entertainment programming. However, at the same time, the pedagogical function of teaching both cooking skills and life ethics was maintained throughout the different stages, albeit represented very differently in each of the three periods, corresponding with the social and industrial contexts pertaining in each.     

少数民族与语言:一个经济视角

本文介绍了财政联邦制的主要原则及其财政分权的主要模式,然后从语言经济学的视角讨论了少数民族治理及其语言多样性的管理,考察了针对少数民族语言的相关语言政策选择、设计和实施中的最优方案。本文侧重于概念和方法论问题,提供了一组工具,并考察它们如何更好地帮助决策,而非停留在"政府应该做什么"的价值判断上。本文还讨论了政府提供少数民族语言服务的融资问题,以及政策评估和监测工具的使用问题。     

The Opposition between Two Models of Labour Market Adjustment: The Case of Audiovisual and Performing Arts Activities in France and Great Britain over a Ten Year Period

The growth of employment in audiovisual andperforming arts activities during a ten year period(1981–1992) in France and in Great Britain was theresult of a double tendency: An increasing number ofindividuals with cultural occupations working incultural industries and structural changes in thelabour market (more flexible workforce, increasingfragmentation of work opportunities). Qualitativedifferences emerged between both countries, leading totwo different forms of flexibility. Full timeemployment decreased in France, while it increased inGreat Britain with, during the same period, aconsiderable growth of self-employment.This paper explores different hypotheses forexplaining such a divergence. It concedes that thestrategies of organisations, and especially the risingnumber of adhocracies (according to Mintzberg'stypology) rather the choices of workers trying tooptimise their earnings were responsible. Publicpolicies played also a central role. In Great Britainthe Enterprise Allowance Scheme, and in France, thespecific Social Security benefit for artistscontributed to the increase in self employment in thefirst case, and in temporary employment in the othercase.     

Achieving clarity: principle to practice. The difference reflection makes in implementing a policy for information technology in a primary school

Abstract

This article considers two pivotal issues in school development: first, the epistemological foundations by which a curriculum area is generally held to be constructed, and how this knowledge base can be accepted or reconstructed by individual interpretation. Secondly, the paradigm, and therefore the methodology, by which change agents represent their understanding of curriculum areas to those participants of curriculum change. The article has an unusual structure, as it is written in two separate sections. The first section relates in a simple narrative style the actions the author undertook in her role as a coordinator for information technology, seeking change in classroom practice within a large primary school (ages 5–11 years) in a London suburb. It is told retrospectively, for the author then undertook a period of study and reflection which led her to reconsider both her understanding and the method by which she introduced change. Hence, the second section, written at the end of this period of reflection, enters the realm of ‘paradigm shift’ in that it examines the author's past rationale, her actions and the consequent results within her new epistemological and ontological understanding. Essentially, she deconstructs her actions and reconstructs them as ‘what-should-have-happened!‘ The implicit tenet is that her actions did not lead to the change she sought because she did not have clarity in understanding or direction, hence the article's title: ‘Achieving Clarity … The Difference Reflection Makes …’. The axiom of her revised understanding is that enduring and profound change cannot occur without the change agent having this clarity of understanding, which can achieve consistency between principle and practice with both rigour and credibility. At least, that's the first step, for innovation is never that simple; it's a long process.     

Bounded decision-making,teachers’ reflection and organisational learning: How research can inform teachers and teaching

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.