Uncontrollable Mental Imagery: Graphical Connections Between A Function And Its Derivative   总被引：2，自引：0，他引：2  

Leslie Aspinwall  Kenneth L. Shaw  Norma C. Presmeg 《Educational Studies in Mathematics》1997,33(3):301-317

The view that imagery might be a disadvantage on certain tasks might surprise some mathematics educators who contend that a learner's conceptual understanding is increased whenever visual imagery is used. One of the limitations of imagery found in the literature comes to bear on a unique aspect of mathematics teaching and learning. This is the notion of an uncontrollable image, which may persist, thereby preventing the opening up of more fruitful avenues of thought, a difficulty which is particularly acute if the image is vivid. Although one calculus student's images supported high levels of mathematical functioning, occasionally his vivid images became uncontrollable, and the power of these images did more to obscure than to explain. This type of imagery can be a major hindrance in constructing meaning for mathematical concepts — contrary to the panacea view of imagery which is sometimes expressed.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Editorial     

Michael  Peters James  Marshall 《Educational Philosophy and Theory》2002,34(2):133-133

  相似文献   

Forms of Knowledge in Art Education and the Corollary of Authenticity in the Teaching and Assessment of Such Forms of Knowledge   总被引：1，自引：0，他引：1  

Leslie Cunliffe 《The International Journal of Art & Design Education》2005,24(2):199-208

This article explores why art education after modernism needs to engage with and assess two forms of knowledge. It distinguishes procedural knowledge or ‘knowing how’ from declarative knowledge or ‘knowing that’, and argues that current classroom practice and more general thinking in art education in the UK confuses evidence of procedural knowledge with evidence for declarative knowledge. A corollary is that assessment evidence for ‘knowing how’, which is shown or demonstrated, is confused with assessment evidence for ‘knowing that’, which requires spoken or written forms of reporting. This conceptual confusion is currently embedded in the national, flagship examination known as the General Certificate of Secondary Education, taken by students at the age of 16, resulting in that examination requiring evidence of understanding the meaning of art in its socio‐historical context while at the same time denying the necessity of written or spoken work to reveal such knowledge. The article advocates a Wittgensteinian, socio‐cultural solution to the confusions of current practice.  相似文献   

On reforming practice in mathematics education     

Leslie P. Steffe  Heide G. Wiegel 《Educational Studies in Mathematics》1992,23(5):445-465

Based on principles of constructivism, an analysis is made of how practice in mathematical education might be reformed towards a professional practice. In addition to the widespread recommendations that mathematical teaching be based on interactive communication and that mathematical learning be active, we argue that conventional school mathematics be replaced by a constructivist school mathematics. A constructivist school mathematics is based on children's use of their schemes of action and operation in learning situations, and whatever accommodation the children make in these schemes as they use them. Through examples of our learning of the numerical schemes of five year old children we illustrate what we mean by a constructivist school mathematics. In our examples, we characterize the schemes of action and operation that we attribute to children as our interpretations of the children's activities. For this reason, we define a constructivist school mathematics to be the results of the observer's experiential abstractions in the context of interacting with children mathematically. A professional teacher is cast as one with the intellectual autonomy and power to produce a constructivist school mathematics, including the involved situations of learning and interactive mathematical communication.  相似文献   

Practicing Citizenship: Women’s Rhetoric at the 1893 Chicago World’s Fair     

Leslie J. Harris 《Quarterly Journal of Speech》2020,106(3):355-358

  相似文献   

Computer Literacy as Ideology     

Ivor F. Goodson  J. Marshall Mangan 《British Journal of Sociology of Education》1996,17(1):65-79

Some of the most prominent policies in schools throughout the industrialized world today relate to the rapid introduction of computers. The most common rationale for introducing educational microcomputing is the concept of ‘computer literacy’. It is a concept, however, which is so poorly defined and delineated, and so unclear as to purpose and procedure, that it may best be investigated as a form of ideology. The justificatory arguments for computers in classrooms are primarily vocational or practical. They are based on assumptions that computers will be pervasive in the workplace of the future, or that they are soon going to be ‘everywhere’. The more purely pedagogical arguments are secondary: that learning about computers is a worthwhile experience in and of itself, and that computers can be useful productivity tools for other academic work. Drawing upon empirical evidence from an evaluation of computer use in two Canadian high schools, this paper shows how a critical treatment of computer literacy as ideology raises important issues about the computerization of education. It suggests that educators should question whether they have simply taken the ideology of computer literacy at face value, and whether this almost universal policy has received the critical attention it deserves.  相似文献   

Conversations with Preschoolers: The Feeling State Content of Children's Narratives     

Norah C. Feeny  Rebecca A. Eder  Leslie Rescorla 《Early education and development》1996,7(1):79-97

This study examined the feeling state content of 3- and 4-year-olds' narratives. Four times throughout the school year, each child was paired with a familiar adult and provided an opportunity to talk with the adult about his/her day. Children's narratives were then coded for their feeling state content. Results revealed that children talk a great deal about affiliation, that sex differences emerge only in the context of interactive talk between adults and children, and that older children talk more about emotions than younger children when speaking spontaneously, but that these differences disappear when adults are able to provide “scaffolding” to the younger, less experienced, children.  相似文献   

Pygmalion and the student: age and classroom differences in children's awareness of teacher expectations   总被引：3，自引：0，他引：3  

R S Weinstein  H H Marshall  L Sharp  M Botkin 《Child development》1987,58(4):1079-1093

  相似文献   

Developmental dyslexia,neurolinguistic theory and deviations in brain morphology     

George W. Hynd  Richard M. Marshall  Margaret Semrud-Clikeman 《Reading and writing》1991,3(3-4):345-362

Although some form of central nervous system involvement is presumed, evidence establishing a relationship between dyslexia and neurological dysfunction has been correlational. Recently, neuroimaging and postmortem studies have begun to provide direct evidence implicating neuropathological structures in dyslexia. This article reviews computed tomography (CT) and magnetic resonance imaging (MRI) studies examining deviations in brain morphology which appear to be associated with neurolinguistic functioning. Methodological and technical issues are discussed. Based on their own and others research, the authors conclude that dyslexics show variations in specific brain regions, namely, reversed or symmetrical plana temporale (LR), smaller insular length bilaterally, and symmetrical frontal regions. Moreover, recent studies by the senior author and colleagues suggest that specific reading tasks are associated with specific variations in brain morphology. Symmetrical frontal widths was related to poorer passage comprehension, and reversed frontal area symmetry was related to poor word attack skills. Though many conceptual and technical issues remain unresolved, neuroimaging procedures appear to provide direct evidence supporting the importance of deviations in normal patterns of brain morphology in dyslexia.  相似文献   

The Influence of Age,Sex, Social Class and Religion on Television Viewing Time and Programme Preferences Among 11‐15 Year Olds     

Leslie J. Francis  Harry M. Gibson 《Learning, Media and Technology》1993,19(1):25-35

  相似文献