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Tine Wedege 《Educational Studies in Mathematics》1999,39(1-3):205-227
As one of the so-called basic skills, 'mathematics' or 'numeracy' is at the top of the list of subjects in adult education
programmes. Together with political investment in general and further education, practitioners and theoreticians focus on
'knowing and learning in different contexts'. Jean Lave's theory about 'situated learning' may be regarded as a confrontation
with the idea of learning as acquisition of propositional knowledge. One characteristic of adult education in mathematics
is that the participants bring with them adult life experience from their everyday and work. Another characteristic is their
perspective in educating themselves. There is an apparent contradiction between many adults being blocked in relation to mathematics
in formal settings and being competent in their everyday life. It is possible to make sense of this contradiction by analytically
expanding the context for knowing and learning mathematics from the participants' experiences and perspectives to also include
the adults' dispositions, cf. Pierre Bourdieu's concept of 'habitus' as a guiding principle for practice. By interpreting
the account of her life by a 75 year old woman concerning her attitudes to mathematics, the author illustrates and discusses
the two analytical concepts ('situated learning' and 'habitus') and their suitability for analysing adults knowing or not-knowing
mathematics in different situation contexts.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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E ngland is in the west of the world.M any things in England are different fromthose in the east. In England, children startschool at five years old. This is called a pri-m ary school. There are usually 25children ina class with one teacher to teach them .W hen the children are 11 years old,theygo to secondary school. They stay at thisschool till they are 16 or 18 years old. Thechildren have different teachers for differentsubjects. M ost children usually stay at schoolfor lunch. Som e chil… 相似文献
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ThoughWorldWarIIwasover，Europewasstillinruins（废墟中）fromthewar．TolimitEngland＇sresponsibility（责任）tofeedalltheath鄄letes，itwasagreedthattheparticipants（参加者）wouldbringtheirownfood．SurplusfoodwasgiventoBritishhospitals．NonewbuildingswerebuiltfortheGames．TheWembleyStadiumhadnotbeendamagedbythewarandcouldbeusedfortheGames．NoOlympicVillagewaserected；themaleathleteswerehousedatanarmycampinUxbridgeandthewomenhousedatSouthlandsCollegeindormitories．GermanyandJapan，theaggre… 相似文献
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Meg Maguire 《教育政策杂志》2014,29(6):774-784
This paper is an attempt to think aloud about the current policy proposals in circulation in England that address pre-service teacher education. Rather than dealing with details of policy and points of specificity in practice, the focus of this paper is with how propositions are justified and the overall ways in which meanings are being managed; a fundamental aspect of policy analysis. 相似文献
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Victoria Crisp Ezekiel Sweiry 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):139-154
Background When an exam question is read, a mental representation of the task is formed in each student's mind. This processing can be affected by features such as visual resources (e.g. pictures, diagrams, photographs, tables), which can come to dominate the mental representation due to their salience. Purpose The aim of this research was to investigate the effects of visual resources in exam questions and, in particular, to investigate how and when students use images and whether subtle changes to these salient physical features can affect whether a question is understood and answered in the way intended by the question-setters. Sample The participants were 525 16-year-old students, with a range of ability, in four secondaryschools. Design and methods Experimental test papers were constructed including six questions based on past examination questions and involving graphical elements. For five of the six questions, two versions were designed in order to investigate the effects of changes to visual resources on processing and responses. A sample of the students were interviewed afterwards. Results Where two versions of a question were trialled in parallel, the differences in the visual resources significantly affected marks for one question and had smaller effects on marks and the nature of answers with some of the others. There were mixed views from students over whether a visual resource that is not strictly necessary should be used. Some considered it reassuring, whilst others deemed it unnecessary. Evidence in the literature suggests that caution may be needed since there is a risk that some students may pay too much attention to the image. Findings from one question (question 6) indicated that visuals can increase the likelihood of students making unhelpful interpretations of a question. Students were seen to have sensible expectations regarding when to use information from a visual resource and what is important in an illustration. In addition, more use tended to be made of a technical diagram (in question 12) in comparison to pictures or sketches, and it was found that if an image provides a clue to an answer, this may be used in preference to information in the text. Evidence regarding the use that students made of a table (question 1) indicated that the data in the table cells were given more attention than some of the preceding text and text in a header. This might apply similarly to other resources like graphs and charts. Conclusions It is important to ensure that the inclusion of a visual resource is carefully considered and appropriately designed. If a visual resource is not strictly needed in a question, the writer will need to balance the advantages and disadvantages. Authors should also consider whether and how students are likely to use or be affected by the particular visual resource chosen. The findings and suggested implications of this study are most applicable to high-stakes testing but may also be useful to those preparing school textbooks and to teachers in their preparation of classroom materials. 相似文献
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Stephanie Marshall 《牛津教育评论》2013,39(2):219-234
Abstract In the following article, the author attempts to provide a skeleton overview of the movement for pre‐vocational education, stressing that present concern regarding such issues as the purpose of education and the extent to which a utilitarian approach is acceptable, school‐to‐work transition, and emphasis on particular work‐related skills have, in fact, formed a recurring debate dating back at least a century. Anxiety regarding Britain's hegemony over Europe, particularly Germany, has always featured in the debate, as has the issue of education versus training. Key educational legislation provides four key stages in the development of the debate, culminating in close examination of the implications of the Education Reform Act of 1988 for the Technical and Vocational Education Initiative (TVEI). 相似文献
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《山西教育(综合版)》2005,(6)
A dragonfly(蜻蜓)has a life span(跨度)of 24 hours.蜻蜓的生命跨度是24小时。A duck's quack doesn't echo(回声),and no one knows why.鸭子的嘎嘎声没有回声,没人知道是为什么。A goldfish has a memory span of three seconds.金鱼的记忆跨度是3秒钟。A shark(鲨鱼)is the only fish that can blink(眨眼)with both eyes.鲨鱼是可以用两只眼睛同时眨眼的唯一的一种鱼。Do you know… 相似文献
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星彩 《英语大王(小学)》2012,(3)
路霸双层巴士可以算是英国的一个标志哦。早在1956年,这款红色的双层巴士就开始服务于伦敦的交通了。现在在伦敦市中心还保留有两条由双层巴士运行的观光路线,它们是9路和15路。 相似文献
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星彩 《英语大王(小学)》2012,(4)
白金汉宫是一座英国的皇宫,一共有四层。在白金汉宫里除了有会客厅、典礼厅、音乐厅、宴会厅、画廊等。共775间厅室外,还有一个面积很大的花园。因为它最初是为白金汉公爵而建造的,所以得名白金汉宫。不过现在白金汉宫的拥有者已经不是白金汉公爵了,而是英国政府。 相似文献
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汪伦 《中学课程辅导(初一版)》2003,(8):46-46
初学英语者大都知道England是“英国”，English是“英语”，但究其根底，这里面还有很大的学问呢!首先说England吧!它的原意是“英格兰”。现在的英国主要由英格兰(England)、苏格兰(Scotland)、威尔士(Wales)和北爱尔兰(NorthernIreland)四部分组成，其中英格兰面积最大、工业发展最早，人口最稠密，而且是英国的政治、经济和文化的中心，所以人们习惯上用England来泛指英国或英国的全部领土。又因England,Scotland和Wales紧密接壤，成一大岛，故被合称为“大不列颠”(Britain或GreatBritain)，因而Britain也是英国的国名之一。同… 相似文献
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请先看下面一道动词误用解析题: 你认识张先生有多久了? 误:How long have you recognized Mr Zhang? 正:How long have you known Mr Zhang? 析:recognize作“认识”解时,是非延续性动词,不能与表示一段时间的状语连用;know作“认识”解时,是延续性动词,可以与表示一段时间的状语连用。 相似文献
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西餐总是令我们向往,因为很多人认为它和中餐有很大的区别.其实,西餐和中餐有很多相同之处.现在,让我们以英国人的一日三餐为例,来看看西餐到底是怎样的: 相似文献
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西餐总是令我们向往,因为很多人认为它和中餐有很大的区别。其实,西餐和中餐有很多相同之处。现在,让我们以英国人的一日三餐为例,来看看西餐到底是怎样的: 相似文献
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同学们知道England一词的涵义吗?不错!它意为“英格兰”,是英国的一个名字。其实,英国名字之多,世界少有,除England之外,又叫大不列颠(Great Britain,简称为Britain)、联合王国(the United Kingdom缩写为UK)、大不列颠与北爱尔兰联合王国(the UnitedKingdom of Great Britain and NorthernIreland)、不列颠群岛(the British Isles包括大不列颠、爱尔兰和它们周围的一些小岛)。怎么样,英国的名字还真够多吧? 相似文献
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This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET. 相似文献