Play power     

Sharron Werlin Krull  Norma Don 《Early Childhood Education Journal》1989,16(4):40-41

These games are excerpted from Play Poweravailable from Play Power Publishing, P.O. Box 2186, Orinda, CA 94563.  相似文献   

On semiotics and subjectivity: a response to Tony Brown’s “signifying ‘students’, ‘teachers’, and ‘mathematics’: a reading of a special issue”     

Norma Presmeg  Luis Radford 《Educational Studies in Mathematics》2008,69(3):265-276

In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2), 2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics education.

Luis RadfordEmail:

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Leen Streefland's Legacy     

Norma Presmeg  Marja van den Heuvel-Panhuizen 《Educational Studies in Mathematics》2003,54(1):1-4

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A transcultural study of dyslexia: Analysis of reading disabilities in 425 Chinese children simultaneously learning to read and write in English and in Chinese     

Kline  Carl L.  Lee  Norma 《Annals of dyslexia》1969,19(1):67-81

Annals of Dyslexia -  相似文献   

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   

Counselor Education and Supervision: On‐Line Peer Review Editing,On‐Line Submissions,and Publishing Articles on the World Wide Web     

Marlowe H. Smaby  Cleborne D. Maddux  Denise S. Zirkle  Norma J. Henderson 《Counselor Education & Supervision》2001,40(3):163-169

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Professional Counseling Journals: Implementing On‐Line Editing and Peer Review     

Marlowe H. Smaby  Cleborne D. Maddux  Denise S. Zirkle  Norma J. Henderson 《Counselor Education & Supervision》2000,40(1):2-7

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Ethnomathematics in Teacher Education     

Norma C. Presmeg 《Journal of Mathematics Teacher Education》1998,1(3):317-339

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Elixir     

Norma Rosen 《Academic Questions》1998,12(1):63-78

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Using National Education Longitudinal Data Sets in School Counseling Research     

Julia A. Bryan  Norma L. Day‐Vines  Cheryl Holcomb‐McCoy  Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.  相似文献