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1.
Melissa Rodd 《Educational Studies in Mathematics》2006,63(2):227-234
The theoretical frameworks presented in this Special Issue are appraised with respect to how they might enhance teachers’ or researchers’ work with ‘special needs’ students learning mathematics. The notion of ‘special needs’ is used in a broad sense, encompassing specific Special Educational Needs as well as students with low attainment. The analysis indicates that the different frameworks offer some distinctive methods for research or ideas for interventions, either individually or within multi-lens approaches. It also points to other perspectives, not represented here, that could be relevant for a growing understanding of issues of affect in mathematics education. 相似文献
2.
Johanna Wyn 《The Australian Educational Researcher》2007,34(3):35-52
This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s
lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies
and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people
to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these
more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised
by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills
that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves,
and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody
well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’
but because not all elements are given equal value within our current policy frameworks. 相似文献
3.
Jeff Evans 《Educational Studies in Mathematics》1999,39(1-3):23-44
The takeup of opportunities for applying formal learning outside the school is often disappointing – to teachers, parents,
employers, and many pupils. Not surprisingly, there is much controversy among researchers in mathematics education and related
fields, as to the reasons. Here I argue that neither traditional nor constructivist views, with their simplistic faith in
the basic continuity of knowledge across contexts, nor currently popular ‘insulationist’ views such as the strong form of
situated cognition, which claims that transfer is basically not possible, are adequate. Instead, I analyse why transfer is
problematical in principle, and undependable in practice. I recommend an alternative approach for building bridges between
practices, based on analysing the discourses involved as systems of signs, and looking for appropriate points of inter-relation
between them. In this reconceptualisation of the ‘problem’ of transfer, the role of affective factors, previously under-examined
in the literature, is highlighted.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Demetris P. Portides 《Science & Education》2007,16(7-8):699-724
The notions of ‘idealisation’ and ‘approximation’ are strongly linked to the question of ‘how our theories represent the phenomena
in their scope’. Although there is no consensus amongst Philosophers on the nature of the process of idealisation and how
it affects theoretical representation, at the level of science education much can be gained from the insights of existing
philosophical analyses. Traditionally, teaching methodologies treat the observed divergence between theoretical predictions
and experimental data by appealing to the more common-sensical notion of ‘approximation’. The use of the latter notion, however,
to explicate discrepancies between theory and experiment obscures the theory/experiment relation. It does so, I argue, because
from the viewpoint of scientific modelling ‘approximation’ either depends upon or piggybacks on ‘idealisation’. 相似文献
5.
Cecile Ouvrier-Buffet 《Educational Studies in Mathematics》2006,63(3):259-282
The definition of ‘definition’ cannot be taken for granted. The problem has been treated from various angles in different
journals. Among other questions raised on the subject we find: the notions of concept definition and concept image, conceptions of mathematical definitions, redefinitions, and from a more axiomatic point of view, how to construct definitions.
This paper will deal with ‘definition construction processes’ and aims more specifically at proposing a new approach to the
study of the formation of mathematical concepts. I shall demonstrate that the study of the defining and concept formation
processes demands the setting up of a general theoretical framework. I shall propose such a tool characterizing classical
points of view of mathematical definitions as well as analyzing the dialectic involving definition construction and concept
formation. In that perspective, a didactical exemplification will also be presented. 相似文献
6.
Gender,masculinity and the new economy 总被引：2，自引：0，他引：2
This paper examines the ‘remaking’ of white working class masculinities in the latter quarter of the twentieth century. It draws on ethnographic data gathered at two points in time in order to interrogate the relation of macro-economic and social relations on individual and group identities; to excavate the social psychological relations ‘between’ genders and races, as narrated by white working-class men; and to explore the nuanced variations among these men. Addressing theoretical, empirical and methodological issues associated with these studies, I argue that the remaking of the white working class can only be understood in relation to gendered constructions within itself, the construction of relevant ‘others’, as well as deep shifts in large social formations. 相似文献
7.
Kelvin Tan 《Educational Research for Policy and Practice》2009,8(2):95-109
Differences and contradictions in understanding education policies such as ‘Teach Less, learn More’ may cause confusion between
the intended meaning and actual implementation. Approaches to understanding public policy, such as discourse analysis, are
useful for highlighting such differences, but do not explain how these differences may be explained in relation to each other.
Phenomenography and variation theory offer an alternative, by examining the variation within, rather than the differences between, experiences of an educational policy. In the past decade, there have been significant developments in the theoretical and
methodological underpinnings of phenomenography which were initially labeled as ‘new phenomenography’, but gradually came
to accepted as variation theory. In this article, I trace the development of phenomenography to variation theory and explain
the critical differences between classical phenomenography and variation theory. I argue that variation theory is useful for
describing educational policy from the perspective of how it is experienced, and that these different ways of experiencing
a policy may in turn be understood and utilised in theoretical, analytical and pedagogical ways. 相似文献
8.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
9.
This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially
the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation
as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical
frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological
theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the
chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from
the point of view of other theoretical viewpoints.
“Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from
other domains such as psychology, sociology, etc. 相似文献
10.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献
11.
12.
In the last three decades there have been a variety of studies of what is often referred to as ‘everyday’ or ‘street’ mathematics.
These studies have documented a rich variety of arithmetic practices involved in activities such as tailoring, carpet laying,
dieting, or grocery shopping. More importantly, these studies have helped to rectify outmoded models of rationality, cognition,
and (school) instruction. Despite these important achievements, doubts can be raised about the ways in which theoretical conclusions
have been drawn from empirical materials. Furthermore, while these studies rightly criticised prevalent theories of rationality
and cognition as too simplistic to account for everyday activities, it seems that some of the proposed alternatives suffer
from similar flaws (i.e., are straightforward inversions of the to-be-opposed theories, rather than more nuanced views on
complicated issues). In this article we illustrate our sceptical view by discussing four case studies in Jean Lave’s pioneering
and influential ‘Cognition in Practice’ (1988). By looking at the case studies in detail, we investigate how Lave’s conclusions
relate to the empirical materials and offer alternative characterisations. In particular, we question whether the empirical
studies demonstrate the existence of two different kinds of mathematics (‘everyday’ and ‘school,’ or ‘formal’ and ‘informal’) and whether school instruction tries to replace the
former with the latter.
相似文献
| Christian GreiffenhagenEmail: |
13.
Conceptions of,and approaches to,teaching online: a study of lecturers teaching postgraduate distance courses 总被引：1，自引：0，他引：1
Carlos Gonzalez 《Higher Education》2009,57(3):299-314
This paper presents the outcomes of a study into online teaching. It builds upon previous research and conceptual frameworks
produced by Kember and Kwan (Instr Sci 28(5):469–490, 2000) and Roberts (Instr Sci 31(1–2):127–150, 2003). It advances research
on conceptions of, and approaches to, teaching by examining teaching in a novel context: distance-taught courses at the postgraduate
level. Lecturers were interviewed from a Faculty of Health Sciences in a research-intensive Australian University. Relationships
between conceptions and approaches found in previous research were confirmed in this study. However, it was found that the
conceptions of online teaching proposed by Roberts (Instr Sci 31(1–2):127–150, 2003) did not adequately distinguish between
the conceptions held by the lecturers interviewed in this study. Three modified conceptions of online teaching are proposed:
‘for individual access to learning materials and information; and for individual assessment’; ‘for learning related communication
(asynchronous and/or synchronous)’; and ‘as a medium for networked learning’. Some of the dimensions developed by Roberts
to describe approaches to online teaching were not applicable in this study setting and needed further modification. Two broad
approaches emerged: ‘informative/individual learning focused’ and ‘communicative/networked learning focused’. Contextual influences
on teaching reported by Kember and Kwan (Instr Sci 28(5):469–490, 2000)—that is, institutional influence, nature of students
and subject and curriculum—were revealed in this study to have different levels of influence over approaches to online teaching:
the first two being the more relevant ones. 相似文献
14.
Stephen M. Ritchie 《Cultural Studies of Science Education》2008,3(2):517-519
In this essay I comment on Stetsenko’s (2008) essay that draws together the work of Vygotsky, Piaget and Dewey, as she attempts to counter the ‘new’ reductionist synthesis
in public educational policy. While this theoretical work is helpful, it could be enhanced further by illuminating everyday
practices of learners. I pose some questions that might provoke ongoing discussions by researchers as they transform collaboratively
cultural–historical activity theory. 相似文献
15.
Annick Flückiger 《Educational Studies in Mathematics》2005,59(1-3):59-84
This paper is based on a long-term didactic engineering about division problems (only in a numerical setting) at primary school.
Situations and students’ work are analyzed by means of a double theoretical framework: the theory of situations and the theory
of conceptual fields (Vergnaud 1991). The analysis focuses mainly on classroom interactions and on the didactic memory from
both the teacher perspective and the learner perspective: in particular, it not only investigates how didactic memory is managed
by the teacher, but also how students recall past events or reread those events in a-didactic situations. 相似文献
16.
Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
17.
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
18.
M. Otte 《Educational Studies in Mathematics》2003,53(3):203-228
Niels Bohr's term‘complementarity' has been used by several authors to capture the essential aspects of the cognitive and
epistemological development of scientific and mathematical concepts. In this paper we will conceive of complementarity in
terms of the dual notions of extension and intension of mathematical terms. A complementarist approach is induced by the impossibility
to define mathematical reality independently from cognitive activity itself. R. Thom, in his lecture to the Exeter International
Congress on Mathematics Education in 1972,stated ‘‘the real problem which confronts mathematics teaching is not that of rigor,but
the problem of the development of‘meaning’, of the ‘existence' of mathematical objects'. Student's insistence on absolute
‘meaning questions’, however,becomes highly counter-productive in some cases and leads to the drying up of all creativity.
Mathematics is, first of all,an activity, which, since Cantor and Hilbert, has increasingly liberated itself from metaphysical
and ontological agendas. Perhaps more than any other practice,mathematical practice requires acomplementarist approach, if
its dynamics and meaning are to be properly understood. The paper has four parts. In the first two parts we present some illustrations
of the cognitive implications of complementarity. In the third part, drawing on Boutroux' profound analysis, we try to provide
an historical explanation of complementarity in mathematics. In the final part we show how this phenomenon interferes with
the endeavor to explain the notion of number.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
Stephanie Pieschl 《Metacognition and Learning》2009,4(1):3-31
In this theoretical paper, I present a short critical review of research on calibration. Based on this conceptual analysis
I argue for two extensions of this construct: In addition to traditional applications, the methodology should be transferred
to also measure calibration between students’ metacognitive control processes (traditionally, only students’ metacognitive
judgments were considered) and important external criteria (traditionally, judgments were only compared to students’ own performance).
As an illustrative example, one application context will be highlighted where these proposed extensions would alleviate potential
problems with the traditional conceptualization: While students’ idiosyncratic task definitions constitute unwanted error
variance in the traditional account it would be possible to investigate them as a primary research question within this extended
notion. More specifically, it would be possible to investigate how well students’ learning processes match objective task
demands. I will put forward theoretical and empirical arguments in favor of these suggestions. 相似文献
20.
Colin Power 《Research in Science Education》1982,12(1):1-8
Conclusion In the papers presented one can detect a number of major areas of concern.
The theorists like Shayer are largely concerned with the development and refinement of frameworks for studying cognitive development.
Their ultimate purposes varied from reconstructing the entire field of science education, to accelerating cognitive development,
to changing the ‘alternative frameworks’ of children. In essence, they seek totailor the teaching-learning process in accordance with a theoretical blue print.
Those who see the problems as more content and context specific would prefer to chip away at particular topics which create
teaching difficulties, thereby contributing to the improvement of practice in a more direct, piecemeal fashion. They could
perhaps be described astinkers. So we havetinkers andtailors.
Thesoldiers amongst us would equip teachers with the weapons needed to attack their own problems directly. They are working away at developing
techniques
Oh yes, thespies are the moles like me who are concerned with uncovering the secrets of classroom life, with identifying the structures, patterns
and processes which characterise classroom interaction, and with the describing and monitoring the ‘theories in action’ and
strategies which skilled practitioners have evolved to cope with the problems of promoting cognitive development in classroom
settings.
The ultimate question then, is what contribution can the tinkers, tailors, soldiers and spies make to science education? 相似文献