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Luis Radford 《Educational Studies in Mathematics》2009,70(2):111-126
The goal of this article is to present a sketch of what, following the German social theorist Arnold Gehlen, may be termed
“sensuous cognition.” The starting point of this alternative approach to classical mental-oriented views of cognition is a
multimodal “material” conception of thinking. The very texture of thinking, it is suggested, cannot be reduced to that of
impalpable ideas; it is instead made up of speech, gestures, and our actual actions with cultural artifacts (signs, objects,
etc.). As illustrated through an example from a Grade 10 mathematics lesson, thinking does not occur solely in the head but also in and through a sophisticated semiotic coordination of speech, body, gestures, symbols and tools.
相似文献
Luis RadfordEmail: |
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Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
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Zbigniew SemadeniEmail: |
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Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
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Jennifer H. JamesEmail: |
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We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts,
etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development.
We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions,
and more generally at studying teachers’ professional change.
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Luc TroucheEmail: |
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Thomas Uebel 《Science & Education》2009,18(2):161-168
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and
either provides additional support or briefly explores some interpretative alternatives.
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
Thomas UebelEmail: |
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
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Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
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Calvin KalmanEmail: |
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Embodied design: constructing means for constructing meaning 总被引:1,自引:1,他引:0
Dor Abrahamson 《Educational Studies in Mathematics》2009,70(1):27-47
Design-based research studies are conducted as iterative implementation-analysis-modification cycles, in which emerging theoretical
models and pedagogically plausible activities are reciprocally tuned toward each other as a means of investigating conjectures
pertaining to mechanisms underlying content teaching and learning. Yet this approach, even when resulting in empirically effective
educational products, remains under-conceptualized as long as researchers cannot be explicit about their craft and specifically
how data analyses inform design decisions. Consequentially, design decisions may appear arbitrary, design methodology is insufficiently
documented for broad dissemination, and design practice is inadequately conversant with learning-sciences perspectives. One
reason for this apparent under-theorizing, I propose, is that designers do not have appropriate constructs to formulate and
reflect on their own intuitive responses to students’ observed interactions with the media under development. Recent socio-cultural
explication of epistemic artifacts as semiotic means for mathematical learners to objectify presymbolic notions (e.g., Radford,
Mathematical Thinking and Learning 5(1): 37–70, 2003) may offer design-based researchers intellectual perspectives and analytic tools for theorizing design improvements as responses
to participants’ compromised attempts to build and communicate meaning with available media. By explaining these media as
potential semiotic means for students to objectify their emerging understandings of mathematical ideas, designers, reciprocally,
create semiotic means to objectify their own intuitive design decisions, as they build and improve these media. Examining
three case studies of undergraduate students reasoning about a simple probability situation (binomial), I demonstrate how
the semiotic approach illuminates the process and content of student reasoning and, so doing, explicates and possibly enhances
design-based research methodology.
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Dor AbrahamsonEmail: |
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Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review,
we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend
this book for all those who are interested in Wolff-Michael Roth and the trajectory of his career, in particular those who
are just beginning their journey towards academic scholarship.
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Christina SiryEmail: |
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Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
相似文献
Pauline W. U. ChinnEmail: |
12.
Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
相似文献
Susan Louise StewartEmail: |
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Lewis Roberts 《Children‘s Literature in Education》2008,39(2):121-134
Sharon Creech’s Walk Two Moons is a defining example of contemporary realistic fiction for children. This article argues that
Walk Two Moons models storytelling as a tool which children need to understand their own relationship to reality and to literature.
Rather than employing a grim verisimilitude, as some critics have charged, Creech has created a novel of realistic character
development which also challenges any simplistic understanding of children’s realistic fiction through its complex and self-referential
narrative structure and use of literary language. The result is a narrative which, in the face of painful and tragic circumstances,
empowers readers toward a hopeful and optimistic view of life’s mysteries.
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Lewis RobertsEmail: |
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In this rejoinder to Ann Kindfield and Grady Venville’s comments on our article “Reconsidering conceptual change from a socio-cultural
perspective: Analyzing students’ meaning making in genetics in collaborative learning activities,” we elaborate on some of
the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and
a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or
explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in
interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying
students’ understanding of science concepts as opposed to studying the construction of meaning.
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Anniken FurbergEmail: |
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Phillip D. Tomporowski Catherine L. Davis Patricia H. Miller Jack A. Naglieri 《Educational Psychology Review》2008,20(2):111-131
Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed
and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent
research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals
that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates
children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions).
Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central
to cognitive development.
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Phillip D. TomporowskiEmail: |
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Susan Louise Stewart 《Children‘s Literature in Education》2009,40(3):180-196
When Ralph Ellison’s Invisible Man was published in 1952, he could not have known the impact his metaphor of invisibility would have on adolescent and YA literature.
However, upon closer inspection, the importance and prevalence of his metaphor becomes evident. Authors of adolescent and
YA literature routinely use the metaphor as an intertextual shortcut to discuss issues that shape adolescent subjectivity,
which is demonstrated through an examination of Sapphire’s Push, Virginia Hamilton’s The Planet of Junior Brown, and Robert Cormier’s Fade.
相似文献
Susan Louise StewartEmail: |
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The intensifying globalization has made street survival more brutal and miserable for homeless children, especially in Third World countries. Sanmao, the Vagrant is a wordless picture book which tells of the adventures of a boy named Sanmao in streets of Shanghai during WWII. The essay analyzes how the artist’s ingenious visual narrative authentically anticipates the omnipresent impact of globalization on innocent children. Sanmao’s survival totally relies on his resilience and proactivity. He falls prey to unbridled exploitation and coercive and abusive treatment. Originally a comic intended for adults, the book is the artist’s furious protest against the indifferent attitude of the adult world.
相似文献
Wenju ShenEmail: |
18.
Grady Venville 《Cultural Studies of Science Education》2009,4(2):323-334
In this article I initially borrow a metaphor from an art exhibition, Ocean to Outback, as a way to express my perspective on the contribution that Léonie Rennie has made to science education in Australia. I
then consider Léonie’s contributions as overlapping themes. In particular, Léonie’s well-known research on gender and issues
of equity in science education is explored as well as her highly regarded work on learning science in out-of-school settings.
Curriculum integration is a less well-known aspect of Léonie’s research that also is considered. Léonie’s important contributions
to research training and policy in science education are briefly described and commented on. Finally, I return to the metaphor
of Ocean to Outback that reflects the enormity of the contribution that Léonie has made but also gives insight into her personal journey and
qualities.
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Grady VenvilleEmail: |
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Recognizing meaning in students’ mathematical ideas is challenging, especially when such ideas are different from standard
mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary
and secondary teachers to a student’s non-traditional strategy for dividing fractions. Six categories of reasoning were constructed,
making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching
response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but
also similarities between the prospective elementary and secondary teachers’ reasoning and responses. We also found that those
who unpacked the mathematical underpinning of the student’s non-traditional strategy tended to use what we call “teacher-focused”
responses, whereas those doing less analysis work tended to construct “student-focused” responses. These results and their
implications are discussed in relation to the influential factors the participants themselves identified to explain their
approach to the given teaching-scenario task.
相似文献
Sandra CrespoEmail: |
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Melissa Gross 《Children‘s Literature in Education》2007,38(2):115-126
Alice Miller’s work provides a theoretical framework to assess the effects of child abuse and its relationship to the development
of creativity, hatred, and violence in the novel Ender’s Game. Analysis focuses on the extent to which children are manipulated in order to meet the needs of adults, the presence of behaviors
such as the repression of feelings and memories, the idealization of perpetrators, blind obedience to authority, and the expression
of repressed feelings in destructive acts, and identification of a helping witness as predictors for the actions and outcomes
in this story.
相似文献
Melissa GrossEmail: |