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Teaching in general and teachingof mathematics in particular are matters ofgreat importance for contemporary society.Over
the years, societies have establishedinstitutions in order to incorporatemathematics and science into the culture ofsociety
with the clear intention ofencouraging a scientific vision of theworld among the population. This intensesocial process of
scientific enlightenment has helped us recognize theneed to implement educational modificationsin the specific field of mathematics basedon designs
that are better adapted toschool practices. Mathematics educationdeals with the systematic study of theeffects of such processes;
in this paper,we have decided to describe a certainevolution of its research problems.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Burgos Rosa Nidia Buenfil 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):461-478
Recent educational policies in many parts of the world have tended to underplay the significance of theory in curriculum debates. This article examines examples of this tendency, paying particular attention to a case study of a prestigious education department at a Mexican university where the curriculum over 18 years was systematically drained of theoretical content. The author argues that removing theoretical discussion from the educational field will damage knowledge production in the field and ultimately harm the practice of education. 相似文献
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The changes in mathematical curricula induced by the introduction of informatics in school represent the general framework of this research. In particular we focus on the teacher's role by analysing the different choices taken by mathematics teachers when faced with a curriculum reform induced by the introduction of informatics in secondary school courses (age 14–16). Our hypothesis is that these choices are the consequence of conceptions teachers have about informatics and its teaching in relation to the teaching of mathematics. Thus, through a case study research method, we focus on mathematics teachers' conceptions of informatics and its teaching. An attempt is made at outlining a typology of these conceptions, based on the different orientations identified. 相似文献
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Don F. Westerheijden Bjørn Stensaker Maria J. Rosa Anne Corbett 《European Journal of Education》2014,49(3):421-434
The emergence and development of quality assurance schemes in European countries over the last 15–20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different ways there appear to be some common developmental patterns within the Europe of the Bologna Process. How can these developments be conceptualised? In a first step this paper advances a typology based on the quality assurance literature. In a second step, the paper applies the typology to quality assurance developments in three countries. The third part of the paper discusses the strengths and weaknesses of the modelling approach in the light of the empirical evidence and a political science analysis of policy change. The paper concludes with a discussion on future directions for the comparative study of policy change within the European Higher Education Area on the basis of this conceptualisation of developments in quality assurance policy. 相似文献
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Eva Diniz Luciane da Rosa Piccolo Maria Clara Pinheiro de Paula Couto Jerusa Fumagalli Salles Silvia Helena Koller 《教育心理学》2014,34(7):787-798
This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (Mage?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions (n?=?153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones. 相似文献
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