Pattern discernment and pseudo-conceptual development in early childhood mathematics education     

Camilla Björklund  Niklas Pramling 《International Journal of Early Years Education》2014,22(1):89-104

In this empirical study, we investigate an early childhood education activity in mathematics on the concept of ‘pattern’. The children participating in the study attend an intermediate form of schooling in Sweden called ‘the preschool class for six-year-olds’, intended to facilitate their transition from preschool to school. Following a prolonged activity over 45 minutes, we analyse for what the children are supported in discerning and what they give as evidence of having discerned in and about patterns. The theoretical point of departure is variation theory, conceptualising learning as increased discernment. The results show that in terms of the important Vygotskian distinction between ‘pseudo concepts’ and ‘concepts (proper)’, the children's discernment and what they are supported in discerning are of the former kind. Pseudo concepts are discussed as integral to the institutional form of the preschool class and premised to be important to the child's further conceptual development.  相似文献   

Teachers' beliefs and integration of information and communications technology in Italian schools     

Camilla Gobbo  Marta Girardi 《Technology, Pedagogy and Education》2013,22(1-2):63-85

Abstract

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation  相似文献   

The Disappearance of the Perfect 10: Evaluating Rule Changes in Women's Artistic Gymnastics     

Roslyn Kerr  Camilla Obel 《国际体育史杂志》2013,30(2):318-331

The 2004 Olympic Games saw a range of judging scandals in the sport of artistic gymnastics that prompted the International Gymnastics Federation to make changes to the sport's judging system. Therefore, following these games, the International Gymnastics Federation reworked the gymnastics scoring system, where the most prominent change was the removal of the ‘perfect 10’ as the highest score possible, to be replaced by an open-ended scoring system. The goal of this paper is to examine the effectiveness of the open-ended system that was introduced in 2006 through examining some of the sport's key values – an approach loosely aligned with broad internalism. It is suggested that the dual purposes of analysing what is achieved and the manner of achieving it are key values of the sport and are differentiated through the way judging utilises two categories known, in gymnastics, as ‘difficulty’ and ‘artistry’. This paper argues that the method of judging ‘difficulty’ is an improvement on previous judging methods. Our analysis of the definition and judging of ‘artistry’ in artistic gymnastics, however, reveals a less certain result.  相似文献   

Sibling negotiations and the construction of literacy events in an urban area of Tanzania     

Sofia Johnson Frankenberg  Rolf Holmqvist  Birgitta Rubenson  Camilla Rindstedt 《International Journal of Educational Development》2012

This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies.  相似文献   

The ambiguous influence of high-stakes testing on science teaching in Sweden     

Anders Jonsson  Lotta Leden 《International Journal of Science Education》2013,35(14):1926-1943

ABSTRACT

Tests convey messages about what to teach and how to assess. Both of these dimensions may either broaden or become more uniform and narrow as a consequence of high-stakes testing. This study aimed to investigate how Swedish science teachers were influenced by national, high-stakes testing in science, specifically focusing on instances where teachers’ pedagogical practices were broadened and/or narrowed. The research design is qualitative thematic analysis of focus group data, from group discussions with Swedish science teachers. The total sample consists of six teachers, who participated in 12 focus group discussion during three consecutive years. Findings suggest that the national tests influence teachers' pedagogical practice by being used as a substitute for the national curriculum. Since the teachers do not want their students to fail the tests, they implement new content that is introduced by the tests and thereby broaden their existing practice. However, when this new content is not seen as a legitimate part of teachers' established teaching traditions, the interpretation and implementation of this content may replicate the operationalisations made by the test developers, even though these operationalisations are restricted by demands for standardisation and reliable scoring. Consequently, the tests simultaneously broaden and narrow teachers’ pedagogical practices.  相似文献   

Participation in science and technology: young people’s achievement‐related choices in late‐modern societies     

Maria Vetleseter Bøe  Ellen Karoline Henriksen  Terry Lyons  Camilla Schreiner 《Studies in Science Education》2013,49(1):37-72

Young people’s participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under‐represented in many STEM fields. This article views international research about young people’s relationships to, and participation in, STEM subjects and careers through the lens of an expectancy‐value model of achievement‐related choices. In addition it draws on sociological theories of late‐modernity and identity, which situate decision‐making in a cultural context. The article examines how these frameworks are useful in explaining the decisions of young people – and young women in particular – about participating in STEM and proposes possible strategies for removing barriers to participation.  相似文献   

版权销售是否为单行线?--在英国市场推广翻译小说所面临的挑战     

Camilla Ferrier 《出版参考》2004,(28):30

编者按:Camilla Ferrier来自于Marsh Agency,这是一家位于伦敦的文字作品代理商,专门负责向欧洲、远东和南美市场销售英国、加拿大及美国作家作品的翻译权.作为版权经理,她的主要工作是确保单行线渠道的畅通--即版权出口的顺畅.以下她从代理公司的角度出发,介绍英国对国外作品英文版的进口状况,以及英国出版的翻译小说数量如此之少的社会和文化原因.  相似文献   

Learning about “Half”: Critical Aspects and Pedagogical Strategies in Designed Preschool Activities     

Camilla Björklund 《Scandinavian Journal of Educational Research》2018,62(2):245-263

This is an empirical inquiry concerning children’s concept development and early mathematics teaching. The intention is to broaden the understanding of preschool children’s perceptions of the concept “half” (as 1 of 2 equal parts of a whole), in designed mathematics teaching settings. Three teachers working with 4–5-year-old children participate in an in-service program, involving continuous and cooperative reflection and theoretically designed teaching activities. Observations of pedagogical strategies and children’s responses reveal that: children show qualitatively different ways of experiencing the same concept; the ways of experiencing are critical for how the intended learning object is perceived; and the dimensions of the learning object are related to each other, suggesting a hierarchical organization of how to perceive aspects of “half.”  相似文献   

Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen     

Sarah Gentrup  Camilla Rjosk  Petra Stanat  Georg Lorenz 《Zeitschrift für Erziehungswissenschaft》2018,21(4):867-891

Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities.  相似文献   

What is to be learnt? Critical aspects of elementary arithmetic skills     

Björklund  Camilla  Marton  Ference  Kullberg  Angelika 《Educational Studies in Mathematics》2021,107(2):261-284

Educational Studies in Mathematics - In this paper, we present a way of describing variation in young children’s learning of elementary arithmetic within the number range 1–10. Our aim...  相似文献