The growing recognition that imagination, far from being a peripheral adjunct plays a central role in reasoning has important implications for the teaching and learning of mathematics. This paper has two main parts. In the first part, examples from high school case studies are used to illustrate prototypical mathematical images and the use of imagery in metaphoric and metonymic ways in mathematics. In the second part, pattern imagery and other types of imagery are discussed as central components in a model of mathematical reasoning. It is suggested that different forms of imagery may be used in ways that make abstraction and generalization possible in mathematics. The more abstract forms are idiosyncratically constructed by individuals. However, it is suggested that the activity of the imagination in the model presented here is central to meaning-making, and that the process makes shared meanings possible. Some social consequences for mathematics classrooms are explored briefly.This paper is a modified version of a presentation at the Fifth International Conference on Theory of Mathematics Education, Paderno del Grappa, Italy, June 20–27, 1991. The research described was undertaken for a PhD at the University of Cambridge, England, and was supported in part by grants from The Ernest Oppenheimer Memorial Trust, the Human Sciences Research Council, Pretoria, and the Overseas Research Student Fund of the United Kingdom. The author wishes to thank several anonymous reviewers for their helpful comments on an earlier draft. 相似文献
The majority of physiotherapists are trained in hospital‐based schools outside the mainstream of further and higher education. It has been assumed that professional standards of competence are maintained through central control of the syllabus, nationally set examinations and centrally appointed examiners.
During the last decade, a small number of schools have transferred to polytechnics and begun to develop internally examined courses. It is essential that students who are successful in these examinations are automatically eligible for Membership of the Chartered Society of Physiotherapy.
This paper describes the planning of an internally examined course which is acceptable to the professional bodies as well as to the Sheffield City Polytechnic. It explores some of the conflicts which have arisen concerning the extent to which control of the profession should extend to control of the curriculum in any and every institution. It concludes that the Chartered Society's need to control right of entry to the profession and to monitor standards of competence is reconcilable with lecturers’ desire to design a course and appropriate methods of assessment which reflect their overall rationale. 相似文献
The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences. 相似文献
This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with
the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English
as the language of instruction in all schools. However, due to the complex sociocultural demands of the Malaysian Chinese
community, mathematics is taught in both Mandarin and English in the Malaysian Chinese primary schools. Teachers faced the
dilemma of code-switching between English and Mandarin particularly in low-performing classes. A substantial amount of class
time was spent in translating, especially the mathematical terminologies. Findings of this study imply that further research
studies are needed to examine the effectiveness of teaching mathematics bilingually versus monolingually in a Malaysian context. 相似文献
This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden. 相似文献
In each of two experiments, we studied Pavlovian fear conditioning (as assessed by barpress conditioned suppression) in 32 albino rats. Following a two-stage cue-competition procedure (A+ then AX+), we subjected the competing cue (A) to conditioned inhibition training (B+, BA?) before testing the target cue (X). Conditioned inhibition training was designed to weaken the putative A-unconditioned stimulus (US) association, perhaps changing it to an A-no-US association. Performance-deficit theories of cue competition, such as comparator theory and retrieval-interference theory, predict that such procedures should weaken cue competition, causing Conditioned Stimulus X (CS X) to evoke strong responding. The same prediction can be deduced from recent acquisition-focused models (Dickinson &; Burke, 1996; Van Hamme &; Wasserman, 1994). In opposition to this prediction, however, we found in both experiments that conditioned inhibition training had no detectable effect on cue competition even though it successfully abolished conditioned responding to CS A. In Experiment 2, moreover, we found evidence against the hypothesis that the weak response to CS X was due to generalization decrement rather than to cue competition. Results favor early learning-deficit theories of cue competition over performance-deficit theories and over the recent acquisition-focused models. 相似文献