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Christoph Selter Susanne Prediger Marcus Nührenb?rger Stephan Hu?mann 《Educational Studies in Mathematics》2012,79(3):389-408
Subtraction can be understood by two basic models—taking away (ta) and determining the difference (dd)—and by its inverse relation to addition. Epistemological analyses and empirical examples show that the two models are not relevant only in single-digit arithmetic. As curricula should be developed in a longitudinal perspective on mathematics learning processes, the article highlights some exemplary steps in which the inverse relation is discussed in light of the two models, namely mental subtraction, the standard algorithms for subtraction, negative numbers and manipulations for solving algebraic equations. For each step, the article presents educational considerations for fostering a flexible use of the two models as well as of the inverse relation between subtraction and addition. In each section, a mathe-didactical analysis is conducted, empirical results from literature as well as from our own case studies are presented and consequences for teaching are sketched. 相似文献
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This article presents the findings of a study of 94 Postgraduate Taught Masters programmes (PGTMs) offered in twelve Higher Education Institutions (HEIs) in the UK. It is based on interviews with administrators and with degree programme directors. Documentation was also analysed. The study was commissioned by the HEQC/QAA as a result of the recommendations of the Harris and Dearing Reports. The study reveals wide variation in regulatory frameworks relating to Masters programmes and in the design of programmes, but consensus on the defining characteristics of work at this level and the nature of benefits that students obtain. While institutional procedures for initial approval and validation appear to be rigorous and effective, the ongoing assurance and monitoring of standards is heavily dependent on the external examiner system and informal academic networks with virtually no systematic staff development or benchmarking in place. Several issues are identified in relation to the proposed national typology of courses/levels. 相似文献
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Marcus Schulzke 《Ethics and Information Technology》2010,12(2):127-138
The effect of violent video games is among the most widely discussed topics in media studies, and for good reason. These games
are immensely popular, but many seem morally objectionable. Critics attack them for a number of reasons ranging from their
capacity to teach players weapons skills to their ability to directly cause violent actions. This essay shows that many of
these criticisms are misguided. Theoretical and empirical arguments against violent video games often suffer from a number
of significant shortcomings that make them ineffective. This essay argues that video games are defensible from the perspective
of Kantian, Aristotelian, and utilitarian moral theories. 相似文献
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