Secondary teachers’ knowledge of elementary number theory proofs: the case of general-cover proofs     

Michal Tabach  Esther Levenson  Ruthi Barkai  Pessia Tsamir  Dina Tirosh  Tommy Dreyfus 《Journal of Mathematics Teacher Education》2011,14(6):465-481

In light of recent reform recommendations, teachers are expected to turn proofs and proving into an ongoing component of their classroom practice. Two questions emerging from this requirement are: Is the mathematical knowledge of high school teachers sufficient to prove various kinds of statements? Does teachers’ knowledge allow them to determine the validity of an argument made by their students? The results of this study, in which 50 secondary school teachers participated, point to a positive answer to the first question in the framework of elementary number theory (ENT). However, the picture is more complex with respect to the second one. Results indicated that some teachers may over-value the generality of symbolic mode of representation and under-value the generality of verbal ones. Possibly, the verbal representation of an argument is less transparent and more difficult to understand.  相似文献   

Classroom engagement towards using definitions for developing mathematical objects: the case of function     

Michal Tabach  Talli Nachlieli 《Educational Studies in Mathematics》2015,90(2):163-187

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Schools as agents of social exclusion and inclusion     

Michal Razer  Boaz Warshofsky 《International Journal of Inclusive Education》2013,17(11):1152-1170

Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion.  相似文献   

History     

Robert Friedel  John D. Ryder  Donald G. Fink  A. Michal McMahon  Charles J. Bashe  Thomas C. Leonard 《Communication Booknotes Quarterly》2013,44(4-5):39-40

EDISON'S ELECTRIC LIGHT: BIOGRAPHY OF AN INVENTION by Robert Friedel, et al. (New Brunswick, NJ: Rutgers University Press, 1986—$27.95 until July 1st, then $35)

ENGINEERS & ELECTRONS: A CENTURY OF ELECTRICAL PROGRESS by John D. Ryder and Donald G. Fink (IEEE Press, 345 East 47th St., New York 10017—price not given)

THE MAKING OF A PROFESSION: A CENTURY OF ELECTRICAL ENGINEERING IN AMERICA by A. Michal McMahon (New York: IEEE Press, see address to left, 1984—price not given)

IBM'S EARLY COMPUTERS by Charles J. Bashe, et al (Cambridge, MA: MIT Press, 1986—$27.50)

THE POWER OF THE PRESS: THE BIRTH OF AMERICAN POLITICAL REPORTING by Thomas C. Leonard (New York: Oxford, 1986—$22.50)  相似文献   

The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills     

Michal Zion  Tova Michalsky  Zemira R. Mevarech 《International Journal of Science Education》2013,35(8):957-983

The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive‐guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive‐guided inquiry embedded within face‐to‐face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain‐specific inquiry skills in microbiology. Participants were 407 10th‐grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science.  相似文献   

MENTORING IN GERONTOLOGY EDUCATION: NEW GRADUATE STUDENT PERSPECTIVES     

A. Leigh Peyton  Michal Morton  Molly M. Perkins  Linda M. Dougherty 《Educational gerontology》2013,39(5):347-359

Involvement in a mentor-student relationship is an invaluable experience for new graduate students. These students frequently have opportunities and experiences provided to them by their mentor that may be otherwise unattainable. Mentoring can help new graduate students develop academically, personally, and professionally. This article describes mentoring in gerontology education from the perspectives and personal experiences of new graduate students in sociology and gerontology. Discussed in this article are types and phases of mentoring, the need for a mentor in gerontology education, selection a mentor, and issues related to mentoring and career advancement.  相似文献   

Three-phase slug flow in microchips can provide beneficial reaction conditions for enzyme liquid-liquid reactions     

Ji?í ?ech  Michal P?ibyl  Dalimil ?nita 《Biomicrofluidics》2013,7(5)

Here, we introduce a solution to low stability of a two-phase slug flow with a chemical reaction occurring at the phase interface in a microfluidic reactor where substantial merging of individual reacting slugs results in the loss of uniformity of the flow. We create a three-phase slug flow by introducing a third fluid phase into the originally two-phase liquid-liquid slug flow, which generates small two-phase liquid slugs separated by gas phase. Introduction of the third phase into our system efficiently prevents merging of slugs and provides beneficial reaction conditions, such as uniform flow pattern along the whole reaction capillary, interfacial area with good reproducibility, and intensive water-oil interface renewal. We tested the three-phase flow on an enzyme hydrolysis of soybean oil and compared the reaction conversion with those from unstable two-phase slug flows. We experimentally confirmed that the three-phase slug flow arrangement provides conversions and pressure drops comparable or even better with two-phase liquid-liquid arrangements.  相似文献   

A note on a method for summarizing unclassified FTE positions and unclassified dollars     

Jerry Hutchison  A. E. Johnson Jr.  June Michal 《Research in higher education》1982,17(1):33-37

A methodology is presented in this paper for summarizing university tenure commitments in terms of faculty positions and unclassified dollars by department or school.  相似文献   

Toward Bridging the Mechanistic Gap Between Genes and Traits by Emphasizing the Role of Proteins in a Computational Environment     

Michal Haskel-Ittah  Anat Yarden 《Science & Education》2017,26(10):1143-1160

Previous studies have shown that students often ignore molecular mechanisms when describing genetic phenomena. Specifically, students tend to directly link genes to their encoded traits, ignoring the role of proteins as mediators in this process. We tested the ability of 10th grade students to connect genes to traits through proteins, using concept maps and reasoning questions. The context of this study was a computational learning environment developed specifically to foster this ability. This environment presents proteins as the mechanism-mediating genetic phenomena. We found that students’ ability to connect genes, proteins, and traits, or to reason using this connection, was initially poor. However, significant improvement was obtained when using the learning environment. Our results suggest that visual representations of proteins’ functions in the context of a specific trait contributed to this improvement. One significant aspect of these results is the indication that 10th graders are capable of accurately describing genetic phenomena and their underlying mechanisms, a task that has been shown to raise difficulties, even in higher grades of high school.  相似文献   

Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers     

Roza Leikin  Rina Zazkis  Michal Meller 《Journal of Mathematics Teacher Education》2018,21(5):451-473

We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses they teach can serve teachers in their work with school students, and on the changes they would implement if their courses were designed specifically for prospective teachers. We constructed profiles of the four mathematicians based on their responses to a clinical interview. We employed the construct of mathematics teacher-educators’ triad in the reflective analysis of our findings and extended the construct based on the results of this study. In conclusion, we commented on potential ways to draw stronger connections between university mathematics and the mathematics taught in schools.  相似文献