Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students’ mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students’ mathematical reasoning processes such as generalization and justification.     

The dynamics of connecting universities,non-governmental organizations and community members by means of academic projects directed at people in need

In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1800 students from two universities and 40 community partners. The students developed real-life projects on behalf of institutions and non-governmental organizations located in the area that help people in need; we refer to these agencies as ‘community partners.’ We analyze the development of the course from a systemic perspective, making use of causal loop diagrams in order to understand the main driving dynamics. We discuss the results achieved by these projects and the benefits brought to the community partners. We also present testimony from the community partners themselves. We conclude by presenting the lessons we learned over the years we have been running this course.     

充分发挥科技支撑作用积极推进对口援藏工作

第三次西藏工作座谈会以来，党中央、国务院从战略高度出发，提出了“分片负责、对口支援、定期轮换”的援藏工作方针，我厅积极响应中央的号召，从大局出发，在资金、项目、人才、智力等方面，全方位将对口支援西藏作为一项重要的政治任务和义不容辞的责任，不断加大援藏力度，拓宽援藏领域，创新援藏方法，深化援藏内涵，     

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.     

运用专利引证开展技术热点监测的实证研究

分析目前利用专利文献进行技术热点监测的两种方法的不足,介绍一种基于专利引证的技术热点监测方法,包括该方法的理论依据、应用进展、详细设计流程,并利用DVD激光头技术进行实证研究,指出基于专利引证数据的热点监测方法更加科学、有效。     

辽宁省图书馆移动阅读平台建设思路

移动互联网环境下,移动图书馆服务越来越成为图书馆的一种延伸服务方式,正日益受到图书馆界的广泛关注。文章通过辽宁省图书馆移动阅读平台的设计理念和功能介绍,提出辽宁图书馆开展移动阅读服务所面临的问题,以期找到一种适合辽宁图书馆的移动阅读服务的解决方案。     

Inspiratory muscle warm-up and inspiratory muscle training: separate and combined effects on intermittent running to exhaustion

In the present study, we examined the independent and combined effects of an inspiratory muscle warm-up and inspiratory muscle training on intermittent running to exhaustion. Twelve males were recruited to undertake four experimental trials. Two trials (Trials 1 and 2) preceded either a 4-week training period of 1 × 30 breaths twice daily at 50% (experimental group) or 15% (control group) maximal inspiratory mouth pressure (PImax). A further two trials (Trials 3 and 4) were performed after the 4 weeks. Trials 2 and 4 were preceded by a warm-up: 2 × 30 breaths at 40% PImax. Pre-training PImax and distance covered increased (P < 0.05) similarly between groups after the warm-up (~11% and ~5-7% PImax and distance covered, respectively). After training, PImax increased by 20 ± 6.1% (P < 0.01; d = 3.6) and 26.7 ± 6.3% (P < 0.01; d = 3.1) when training and warm-up were combined in the experimental group. Distance covered increased after training in the experimental group by 12 ± 4.9% (P < 0.01; d = 3.6) and 14.9 ± 4.5% (P < 0.01; d = 2.3) when training and warm-up interventions were combined. In conclusion, inspiratory muscle training and inspiratory muscle warm-up can both increase running distance independently, but the greatest increase is observed when they are combined.     

How full is your luggage? Background knowledge of zoo visitors regarding sharks

For the general population, sharks have a reputation that does not really fit with their biological and ecological nature. Informal surveys often classify sharks as dangerous, aggressive and/or man-eaters. This apparent common knowledge seems difficult to detach from the conscience of many worldwide zoo visitors, even with the help of shark-focused educational programmes. As so, how can zoos and aquariums contribute to a change in this paradigm? Are the education and conservation strategies effective to the average zoo visitor? In this study, young visitors’ perceptions regarding sharks were assessed with the goal of identifying a valid Learning Progression, thus helping to update and develop different and more effective educational strategies and methodologies. The study took place at Zoomarine, an oceanographic park located in southern Portugal, with visitors aged between 8 and 16. A case study was conducted using a qualitative research approach (drawings and interviews) resulting in a Learning Progression Hypothesis. The proposed Learning Progression is composed of three knowledge levels for the participants’ biological perceptions regarding sharks. The results of this study showed a clear predominance of anthropomorphic and anthropocentric visions, as well as a utilitarian view of sharks and ecosystem, thus conditioning the visitors’ epistemological knowledge.     

论编辑的主体意识

编辑活动是知化信息为知识的文化建构活动，具有结晶人类思想成果和促进社会发展的导联、导向作用。而它的内在运行机制，则是编辑的主体认识活动。在编辑活动中，编辑凭借主体内在的意识对作者以文稿形式输入的信息进行识别、鉴选和评价。然后对之进行符合主体认识的加工整合和改造，以出版物形式输出。编辑活动的本质属性和功能特征，是以编辑的认识活动为内在机制的，是编辑主体认知的建构对象化外现。本文从文化建构的宏观背景和多重交织的社会关系格局中，探讨编辑主体意识的结构及其机制。