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1.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
2.
Margarida César Isolina Oliveira 《European Journal of Psychology of Education - EJPE》2005,20(1):29-43
Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture.
Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster
inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes
the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect
for diversity, underlining the need to listen to all voices of a learning community. According to the sociocultural approach
appropriating knowledge and developing competencies is a complex process. Interactive practices shape students’ academic performances.
Collaborative project work has been used to promote students’ engagement. This action-research project developed an alternative
curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact
of the educational changes on the learners’ participation in school and in social practices, and on their future life. We
aim at analyzing this alternative curriculum process by focussing on students’ narratives. Results highlight improvements
in students’ academic and social competencies. Changing practices during compulsory education facilitated achievement and
resulted in a better socialization. 相似文献
3.
Anita A. Wager 《Journal of Mathematics Teacher Education》2012,15(1):9-23
Connecting students’ cultural and community mathematical practices to school mathematics is a critical issue in mathematics
education. The goal of the study was to identify how teachers incorporate children’s cultural and out-of-school mathematics
in instruction. Four related practices were identified, and three drew on children’s cultural or out-of-school experiences:
(a) using these experiences as contexts for problems, (b) linking these experiences to school mathematics, and (c) identifying
embedded mathematical practices prominent in these experiences. A fourth category, teacher initiated situated settings, focused
on shared experiences using the classroom as a site of culture. Findings suggest that these practices represent varying levels
of complexity and that use of this framework might support teachers in better relating students’ cultural and out-of-school
experiences to mathematics. 相似文献
4.
Claire Margolinas Lalina Coulange Annie Bessot 《Educational Studies in Mathematics》2005,59(1-3):205-234
Our research is concerned with teacher’s knowledge, and especially with teacher’s processes of learning, in the classroom,
from observing and interacting with students’ work. In the first part of the paper, we outline the theoretical framework of
our study and distinguish it from some other perspectives. We argue for the importance of distinguishing a kind of teacher’s
knowledge, which we call didactic knowledge. In this paper, we concentrate on a subcategory of this knowledge, namely observational didactic knowledge, which grows from teacher’s observation and reflection upon students’ mathematical activity in the classroom. In modeling
the processes of evolution of this particular knowledge in teachers, we are inspired, among others, by some general aspects
of the theory of didactic situations. In the second part of the paper, the model is applied in two case studies of teachers
conducting ordinary lessons. In conclusion, we will discuss what seems to be taken into account by teachers as they observe
students’ activity, and how in-service teacher training can play a role in modifying their knowledge about students’ ways
of dealing with mathematical problems. 相似文献
5.
Susanne Prediger 《Journal of Mathematics Teacher Education》2010,13(1):73-93
What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And
how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating
the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. It is shown
that diagnostic competence comprises didactically sensitive mathematical knowledge, especially about different meanings of
mathematical objects. The theoretical claims are substantiated by a report on a teacher education course, which draws on the
analysis of student thinking as an opportunity to construct didactically sensitive mathematical knowledge for teaching for
pre-service middle-school mathematics teachers. 相似文献
6.
The influence of video clubs on teachers’ thinking and practice 总被引：1，自引：0，他引：1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献
7.
Ferdinand D. Rivera 《Educational Studies in Mathematics》2007,65(3):281-307
This paper provides an instrumental account of precalculus students’ graphical process for solving polynomial inequalities.
It is carried out in terms of the students’ instrumental schemes as mediated by handheld graphing calculators and in cooperation
with their classmates in a classroom setting. The ethnographic narrative relays an instrumental sociogenetic account of mathematical
knowledge construction and foregrounds a progressive evolution of mathematical knowledge from the concrete to the abstract
phase. 相似文献
8.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
9.
Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases 总被引：1，自引：3，他引：1
Nina Neulight Yasmin B. Kafai Linda Kao Brian Foley Cathleen Galas 《Journal of Science Education and Technology》2007,16(1):47-58
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
10.
Sumi Hagiwara Maria S. Rivera Maulucci S. Lizette Ramos 《Cultural Studies of Science Education》2011,6(4):999-1018
This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature
article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that
take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies
that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student
self-efficacy system model that shows the ways in which teachers’ and students’ self-efficacy judgments are based upon multiple
individual and shared components, such as identity and social interaction within the classroom and school. We close with a
call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development
experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate
the unique cultural features of their classrooms and foster student self-efficacy. 相似文献
11.
Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework
that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to
which secondary school teachers recognise the conflicting paradigms and how they handle the geometric work conducted, in sometimes
unintended ways, by their students. This is done by analysing teachers’ reactions to specific answers students offered to
the Charlotte and Marie problem, an “ambiguous” problem with various solutions depending on the paradigm adopted. As a result
of the study, we found that, beyond similarities due to a shared mathematical background, the way secondary schoolteachers
handle students’ answers varies with their conceptions of geometric work. Implications are drawn regarding the teaching of
geometry and the training of teachers. 相似文献
12.
Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse 总被引：1，自引：0，他引：1
This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic
classroom Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also
demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway
reveals that a discrepancy between teachers’ implicit assumptions of what is “common knowledge” and minority pupils’ lack
of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings,
are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames
applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding
occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation,
afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should
not be looked upon as “transmission errors”, that are something to be avoided in classroom dialogue, but might be viewed as
generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio
recordings, field notes and interviews. 相似文献
13.
Cristina Frade Oto Borges 《International Journal of Science and Mathematics Education》2006,4(2):293-317
This paper reports on study that investigated the tacit-explicit dimension of the learning of mathematics. The study was carried out in a secondary school and consisted of an episode analysis related to a class discussion about the difference between plane figures and spatial figures. The data analysis was based on integration between some aspects of Polanyi’s theory on tacit knowledge and Ernest’s model of mathematical knowledge, with reference to its mainly explicit and mainly tacit components. This integration has involved not only the types of knowledge – mainly explicit or mainly tacit – the students used in a psychological way to perform a mathematical task involving conversation, but also and particularly how much the projection of those types of knowledge on the task were manifest tacitly or formalized by the students. Among the results of the research, a strong finding was that the lack of correspondence between the students’ utterances and their original understandings is directly related to the manner in which the tacit co-operates with the explicit in the process of articulation.This paper is a development of three short papers presented at ICME-10, Copenhagen, Denmark, 4–11 July 2004, and PME-28, Bergen, Norway, 14–18 July 2004. 相似文献
14.
Ingeborg Krange 《Cultural Studies of Science Education》2007,2(1):171-203
Recent research has to a limited extent explored the characteristics of students’ conceptual practices as sociocultural phenomena
in general and in science education in particular. I approach this issue by studying a group of students while solving a particular
scientific problem from A to Z, and as part of this analyse how different cultural means (the knowledge domain and the tools
in use) structure the students’ interactions and how their interpersonal relations change over this period of time. The aim
is to illustrate how these cultural means intersect in productive and less productive ways during the students’ conceptual
practices. The study has its point of departure in a design experiment where a group of four students, together with their
teacher, solve different problems related to the biological phenomenon of sequencing a DNA molecule (the insulin gene). Video-recordings
of the students’ interactions constitute the basis for this analysis. The cultural means strongly structure the students’
conceptual practices during their problem solving processes. Whereas the knowledge domain structured the whole process, the
significant roles of the website and the computer-based 3D model of the insulin gene were especially apparent during the second
part of the trajectory. The intersection of these cultural means appear productive in terms of disciplinary knowledge when
the students’ became aware of how to handle this relationship. The interpersonal relations between the students and their
teacher altered slightly in the beginning and became increasingly more fixed during the students’ progression. 相似文献
15.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
16.
Luis R. Pino-Fan Vicenç Font Wilson Gordillo Víctor Larios Adriana Breda 《International Journal of Science and Mathematics Education》2018,16(6):1091-1113
In this article, we present the results of the administration of a questionnaire designed to evaluate the understanding that civil engineering students have of the antiderivative. The questionnaire was simultaneously administered to samples of Mexican and Colombian students. For the analysis of the answers, we used some theoretical and methodological notions provided by the theoretical model known as Onto-Semiotic Approach (OSA) to mathematical cognition and instruction. The results revealed the meanings of the antiderivative that are more predominantly used by civil engineering students. Also, the comparison between the mathematical activity of Mexican and Colombian students provides information that allows concluding that the meanings mobilized could be shared among their communities and are not particular of their classroom or university. 相似文献
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19.
The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child’s
home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents
of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their children concurrently with the
use of the English language version of the books in the classroom. A single subject design with multiple baselines across
subjects and settings was applied. Observed variables included changes in the frequency of utterances, the Mean Length of
Utterance-word, and the frequency of spontaneous or child-initiated utterances in various settings within the Head Start classroom.
The results indicated that there might be a relation between the shared reading experience in the home language and the child’s
second language acquisition. Additionally, there appeared to be a relation between the behaviors and the settings. Finally,
implications of this study were discussed. 相似文献
20.
Philemon Chigeza 《Cultural Studies of Science Education》2011,6(2):401-412
This paper responds to Schademan’s “What does playing cards have to do with science? A resource—rich view of African American
young men”, and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority
and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building
perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous
students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies
that affirm minority and marginalised students’ lived languages, experiences and knowledge in their learning. 相似文献