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Barry Biddlecomb Martha Carr 《International Journal of Science and Mathematics Education》2011,9(1):1-24
The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic
supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught
algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children
were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the
fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed
in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies
children use independent of underlying schemes. 相似文献
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Chris Hanley Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318
ABSTRACTThe paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands. 相似文献
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Tony Cooper Keri Wilton Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11
This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services. 相似文献
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Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence 总被引:3,自引:0,他引:3
To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's (Emerging Minds: The Process of Change in Children's
Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended. 相似文献