Function words in the prosody of fluent reading

This paper exposes how function words and their prosodic features play a part in learning and teaching to read in the early years. It sketches the place that function words have in the grammar of English and describes their phonological features, especially their weak stress and its role in the prosodic quality of sentences. It considers the ways that function words and their prosodic features have a place in promoting fluent reading, taking into account accurate recognition of function words and well‐paced phrasing.     

Semantic and Syntactic Proof Productions

In this paper, we distinguish between two ways that an individual can construct a formal proof. We define a syntactic proof production to occur when the prover draws inferences by manipulating symbolic formulae in a logically permissible way. We define a semantic proof production to occur when the prover uses instantiations of mathematical concepts to guide the formal inferences that he or she draws. We present two independent exploratory case studies from group theory and real analysis that illustrate both types of proofs. We conclude by discussing what types of concept understanding are required for each type of proof production and by illustrating the weaknesses of syntactic proof productions.     

Beyond Lip-service: An Operational Definition of “Learning-centered College”

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University, and his interests include teaching and learning in higher education and educational technology. Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests are American theatre history and dramaturgy. Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern Florida University; and her interests include special education, authentic learning, and classroom technology. James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease. T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping. James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management from the University of Denver; his interests include information literacy. Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology. Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse University, and her interests include information literacy and online learning. Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland; his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface processes. Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher education. Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests include family mediation and the ability of the poor to access the legal system. All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego.     

Das MeDoc-System – ein elektronischer Publikations- und Nachweisdienst für die Informatik

Zusammenfassung.   Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen, verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben. Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998     

Independent study: Direction is the key to success

Independent studies are designed to enable advanced students to investigate a specific topic of interest in greater depth than is possible in a traditional classroom environment. Student and faculty advisor must work together to provide direction for the independent study and to insure its success. This paper explores the role of both students and faculty advisors in developing independent studies. In addition, how to plan for independent studies and a step-by-step guide for directing them is proposed.She is currently completing a dissertation and plans to remain in the field of higher education.     

Refinements in mathematics undergraduate students’ reasoning on completed infinite iterative processes

This paper reports a teaching experiment in which two students engaged in tasks that challenged them to describe a final state for a variety of infinite iterative processes. The results from the study indicate that the students used multiple reasoning strategies for addressing these tasks. Refinements in the students’ reasoning occurred as students constructed relationships between the problems they were solving and problems they had solved previously, applying some of the reasoning strategies that they used for one problem to make sense of or solve another problem. We discuss how these findings relate to the existing body of research on infinite iterative processes.     

Values and norms of proof for mathematicians and students

In this theoretical paper, we present a framework for conceptualizing proof in terms of mathematical values, as well as the norms that uphold those values. In particular, proofs adhere to the values of establishing a priori truth, employing decontextualized reasoning, increasing mathematical understanding, and maintaining consistent standards for acceptable reasoning across domains. We further argue that students’ acceptance of these values may be integral to their apprenticeship into proving practice; students who do not perceive or accept these values will likely have difficulty adhering to the norms that uphold them and hence will find proof confusing and problematic. We discuss the implications of mathematical values and norms with respect to proof for investigating mathematical practice, conducting research in mathematics education, and teaching proof in mathematics classrooms.     

终极娱乐——给魔术师和心灵魔术师的导演笔记（节选）

提升你的水平我的儿子,达瑞（Daryl）曾积极地参加竞争非常激烈的青少年网球赛。在12岁前他已经学得了所有的基本技巧。在接近20岁时,他的身高已经达到1．83米以上,他和他的同伴已经可以在球场上与任何一个世界级的职业选手匹敌了。他也许没办法赢过这些职业选手,但他可以得分,而你若不在场看个一段时间,你会分辨不出职业选手跟这些青少年选手的水准有什么不同。