An analysis of different representations for vectors and planes in ℝ3

The purpose of this paper is to present an analysis of the difficulties faced by students when working with different representations of vectors, planes and their intersections in \(\mathbb {R}^{3}\). Duval’s theoretical framework on semiotic representations is used to design a set of evaluating activities, and later to analyze student work. The analysis covers three groups of undergraduate students taking introductory courses in linear algebra. Different types of treatments and conversions are required to solve the activities. One important result shows that, once students choose a register to solve a task, they seldom make transformations between different registers, even though this facilitates solving the task at hand. Identifying these difficulties for particular transformations may help teachers design specific activities to promote students cognitive flexibility between representation registers.     

Refining Students’ Explanations of an Unfamiliar Physical Phenomenon-Microscopic Friction

Research in Science Education - The first phase of this multiphase study involves modeling of college students’ thinking of friction at the microscopic level. Diagnostic interviews were...     

The Philosophy of Sport

Philosophy as a discipline is typically characterized through the use of rigorous argument and analysis, and the clarification of the meaning of concepts. Philosophical problems are thus resolved, not through the appeal to empirical evidence, but by identifying inconsistent and confusing patterns of thought and reflection. This paper will clarify the nature of a philosophical methodology by explicating the relationship between the philosophy of sport and the core traditional areas of philosophy, metaphysics, epistemology, axiology and logic.     

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.