Getting at the Mathematics: Sara’s Journal     

Bob?SpeiserEmail author  Chuck?Walter  Tiffini?Glaze 《Educational Studies in Mathematics》2005,58(2):189-207

In this paper, we discuss issues in planning and conducting research into mathematics learning. We emphasize two central themes: (a) the learners mathematics (especially the issues and ideas, in given problem situations, that learners choose to think about and to present) and (b) the kinds of knowledge that learners may be building (including their ideas about what mathematics is, and how people do, learn, use, communicate and understand it). While the first theme is at least partly mathematical, the second interweaves cognition and epistemology. Anchored in student data from an extended classroom teaching experiment in the mathematics of change, we focus on key choices needed to build narratives to help researchers capture, in detail, how students engage with mathematics in extended problem explorations.  相似文献   

Young Students’Informal Statistical Knowledge     

Ian J. Putt  Graham A. Jones  Carol A. Thornton  Cynthia W. Langrall  Edward S. Mooney  Bob Perry 《Teaching Statistics》1999,21(3):74-78

This article reports some results of an informal study of very young children's reactions to some visual displays of data.  相似文献   

Using Space Imagery in the Science Classroom: Efforts of the CASDE Project     

Grandgenett  Neal  Clark  Paul  Topp  Neal  Pawloski  Bob  Kassebaum  Roger  Ostler  Elliott  Schnase  Bill 《Journal of Science Education and Technology》2000,9(2):115-120

This article describes the ongoing curriculum development efforts of the Consortium for the Application of Space Data in Education (CASDE), which is an evolving consortium of educators, engineers, scientists, and other professionals dedicated to providing the educational community with vast amounts of NASA imagery, tools, and interdisciplinary learning activities, distributed freely over the Internet. The article particularly details the curricular approach taken by CASDE, which involves the concept of curriculum building blocks that contain tools, data, tutorials, curriculum standards, assessments, and a sample lesson or instructional activity. The article also describes the student interactive DataSlate software, developed by engineers at the Jet Propulsion Laboratory, to help teachers use space imagery conveniently with students in the science classroom. In addition, the article discusses the consortium's approach to providing ongoing training to teachers, and also describes the efforts of the consortium to evaluate some of the educational activities undertaken by participating teachers. Finally, a web-based link to all of the consortium's resources and curriculum activities is provided to the reader for their possible use and reference.  相似文献   

Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics     

Kay Owens  Bob Perry  John Conroy  Noel Geoghegan  Peter Howe 《Educational Studies in Mathematics》1998,35(2):105-127

This paper reports on important learning processes emerging during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. A cyclical teaching model encouraged much discussion about the mathematical problems presented to paired groups. Whole-class student-led sharing sessions allowed students to continue their interactive constitution of meaning and solutions.Comparisons of pre- and post-course scores on attitude and belief questionnaires indicated significant increases in positive attitudes and beliefs about mathematics and about themselves doing mathematics.The overall positive changes in scores on questionnaires are explained in terms of recurrent patterns in thinking inferred from data obtained by observation, interview, and reflective comments. Changes are explained in terms of the interactive effects of affective and heuristic processing during problem solving. Affective processes precipitated students' responsiveness, modifying the immediate learning context which, in turn, influenced the students' thinking, creating a snowballing effect on learning and affect. Changes were clearly facilitated by the interaction between students and by their shared understandings.  相似文献   

Exploring Visual Displays involving Beanie Baby Data     

Bob Perry  Graham A. Jones  Carol A. Thornton  Cynthia W. Langrall  Ian J. Putt  Cris Kraft 《Teaching Statistics》1999,21(1):11-13

This article describes the learning experiences of young children meeting stem-and-leaf plots for the first time.  相似文献   

Hearing Homer’s Scream Across Three Thousand Years     

Bob Lister 《Children‘s Literature in Education》2005,36(4):395-411

This article examines the challenges that faced two storytellers when developing an oral retelling of Homer’s Iliad for use with children aged 9–11. Drawing on evidence from two schools in a deprived area of London the discussion explores the extent to which the storytellers have been successful in creating a version of the story that is both faithful to the original in content and language, and accessible to the widest possible audience. Bob Lister is a lecturer in Education and Classics at the University of Cambridge, England. As Director of the Cambridge School Classics Project from 1996 to 2003, he was responsible for the development of a range of schoolbased resources on the ancient world, including War with Troy: The Story of Achilles. He has read Homer's Iliad and Odyssey with learners of all ages.  相似文献   

Patterns and predictors of academic dishonesty in Romanian university students     

Bob Ives  Madalina Alama  Liviu Cosmin Mosora  Mihaela Mosora  Lucia Grosu-Radulescu  Aurel Ion Clinciu  Ana-Maria Cazan  Gabriel Badescu  Claudiu Tufis  Mihaela Diaconu  Amalia Dutu 《Higher Education》2017,74(5):815-831

Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance. How acceptable students believed the behaviors were and how often students witnessed other students engage in these behaviors were consistent predictors of the frequency of the behaviors, with small to medium effect sizes. Demographic predictors of these behaviors, including gender, academic specialty, year in school, institution, grade average, and scholarship status, predicted very little variance in the behaviors. Implications and limitations of the study, as well as limitations of research in the field, are discussed.  相似文献   

Dr Carolyn Baker, 26 May 1946–12 July 2003     

Bob Lingard  Martin Mills  Victoria Carrington 《Discourse: Studies in the Cultural Politics of Education》2004,25(2)

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B. Lucas and G. Claxton, New Kinds of Smart: How the Science of Learnable Intelligence is Changing EducationOpen University Press, Maidenhead (2010)pp. x111+215, ISBN 100-33-523618-9 (pbk) £16.99..     

Bob Burden 《Thinking Skills and Creativity》2011,6(3):191-192

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Seryozha’s Education     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2015,22(4):378-381

This is discussion of one of Leo Tolstoy’s fictional dramatisations of aggressive but dull-witted pedagogy. In Anna Karenina, two adults badger a lively, deep-souled, active-minded boy, Anna’s son Seryozha, to learn his rote-lessons.  相似文献