共查询到15条相似文献，搜索用时 152 毫秒
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Teo Paoletti Irma E. Stevens Natalie L. F. Hobson Kevin C. Moore Kevin R. LaForest 《Educational Studies in Mathematics》2018,97(1):93-109
Researchers have argued teachers and students are not developing connected meanings for function inverse, thus calling for a closer examination of teachers’ and students’ inverse function meanings. Responding to this call, we characterize 25 pre-service teachers’ inverse function meanings as inferred from our analysis of clinical interviews. After summarizing relevant research, we describe the methodology and theoretical framework we used to interpret the pre-service teachers’ activities. We then present data highlighting the techniques the pre-service teachers used when responding to tasks that involved analytical and graphical representations of functions and inverse functions in both decontextualized and contextualized situations and discuss our inferences of their meanings based on their activities. We conclude with implications for the teaching and learning of inverse function and areas for future research. 相似文献
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Understanding signed quantities and its arithmetic is one of the challenging topics of middle school mathematics. The specialized content knowledge (SCK) for teaching integers includes understanding of a variety of representations that may be used while teaching. In this study, we argue that meanings of integers and integer operations form the foundation for the construction of SCK about representations used to teach integers. We report that teachers’ concerns about teaching the topic of integers implicate issues of meaning, although this may not always be explicitly acknowledged by teachers. We develop a framework of integer meanings synthesizing previous research, and describe how the framework allowed teachers to investigate a wide range of representations including contexts and thereby construct SCK in a professional development setting. Teachers constructed SCK by connecting various meanings of integers with one another and with representations including contexts. Teachers made two important shifts, from exclusively using the state meaning of integers to including the application of change meaning to representations and from exclusive use of formal models to including contexts to teach integer addition and subtraction. An implication of the study is that frameworks of meaning for key mathematical topics could be an important component of pre- and in-service teacher education. 相似文献
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David B. Pushkin 《科学教学研究杂志》1997,34(6):661-668
The valuable insights of Slisko and Dykstra (Journal of Research in Science Teaching, 34, 655–660, 1997) enhance discussions concerning the use of scientific terminology in classrooms and conceptions studies. Their insights encouraged self-reflection on prior definitions in this journal (Pushkin, Journal of Research in Science Teaching, 33, 223–224, 1996). Definitions intended to address specific terms with more clarity and precision, in retrospect, illustrate the potential difficulties specific terms create for educators and learner alike. Refined definitions will reflect a broader context. The term pseudoconception (Pushkin, 1996) is addressed in more detail. Conceptions studies may focus on learners' incorrect understandings; pseudoconceptions focus on correct understandings. Pseudoconceptions reflect the context of understanding; sensitivity is needed to the broadness or narrowness of that context. We sometimes perceive that education theory, physics, and chemistry are incompatible. All equally unique and important, none is completely independent from the others. Providing meaningful learning opportunities, science educators should see relevance in each; definitions of scientific terminology can reflect this. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 661–668, 1997. 相似文献
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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.
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| Luis RadfordEmail: |
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While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them. 相似文献
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Dave Kelman 《International Journal of Inclusive Education》2017,21(11):1156-1166
ABSTRACTAn examination of the community youth theatre practice of two groups of culturally and linguistically diverse emerging artists from refugee backgrounds reveals the importance of ‘messages’ in their work and the strong connection to social context. This connection is illustrated by comparing the emerging artists’ perception of the meaning of their art-making (in terms of cultural representation and identity politics) to community audiences’ response to performances. This complex social dynamic is contrasted with the growing practice of using of standardised categories and metrics in an attempt to quantify the value of such arts practice. This approach is problematic because it imposes cultural values on communities and can distort the meaning of community arts performances reducing their social value. The concept of intrinsic value is analysed in relation to the current theoretical discourse on this subject and the criteria used for measuring it are scrutinised and critiqued. The article argues for the importance of allowing community audiences to respond to performances in their own terms because this is integral to the process of how meaning is generated through performance. 相似文献
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《校园英语(教研版)》2015,(5):214-215
<正>The word I choose for this assignment is Friend.Three prototypical features:A.a person you know well B.a person who is not hostile C.a person who know for a long time Scenarios:1.When Ben is going through his friends’Facebook pages,he always finds a guy called John and John’s comments are funny and smart.Therefore,Ben sends a friend invitation to John,and John accepts it immediately.Is John Ben’s friend? 相似文献
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Maria-Carmen Pantea 《British Journal of Sociology of Education》2015,36(6):896-914
This qualitative paper explores Roma students’ perceptions on the policy of assigning ‘special places’ for Roma in Romania’s universities. Findings suggest that Roma see themselves as occupying a precarious social space, concerned not as much to hide perceived merit violation but to handle (alleged) inadequacies given by their stigmatized ethnicity. 相似文献
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Heidi B. Carlone Julie Haun-Frank Sue C. Kimmel 《Cultural Studies of Science Education》2010,5(4):941-965
Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’
difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence
that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories,
commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education
reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived
science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties
of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy
and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’,
‘working the system’ to teach in ways that were consistent with reform-based science. 相似文献
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School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary debates surrounding school funding. Taking the Australian Review of Funding for Schooling (the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically. 相似文献
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Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter – it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers’ changed approaches convey qualitatively different clusters of ‘meta-messages’ to students. The first study from authors in 2008 developed an analytical tool consisting of five important educational aspects and the second, also published in Environmental Education Research used the aspects to study teachers’ socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers’ communicated socialization content in three selective traditions are apprehended by their students. 相似文献
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Neriko Musha Doerr Kiri Lee 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):561-573
Based on fieldwork at a weekend Japanese language school in the USA in 2007–2009, this article illustrates the ways in which different regimes of government arise from an activity depending on meanings individuals invest in it. We examine how two students in the same classroom experienced two different regimes of government: one of a low-track class for ‘native speakers’ and the other of a heritage language class for bilingual speakers. Building on Mitchell Dean's reworking of Foucault, we suggest a new approach to ethnographically studying governmentality which focuses on invested meanings. 相似文献
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This study investigated perceptions that children aged 6–10 years (n?=?83) have of what it means to be physically active. Ideographic research was conducted utilising drawings and interviews to understand values that are placed on participating in physical activity (PA). The article questions the idea that whilst it may be commonly accepted by academics that there is a need to be active for health, little research has considered what this may actually mean for the child. Drawing on Bourdieu, the article utilises key concepts within the analysis of ‘capital' to frame an understanding of how children experience PA. Findings suggest that central to children's experiences is the place of social interaction and reciprocation. The article investigated the production and transference of forms of capital: physical, cultural and social. The potential for such concepts to be exploited by schools is discussed with reference to physical education and opportunities offered during free play. 相似文献