A mathematical experience involving defining processes: in-action definitions and zero-definitions     

Cécile Ouvrier-Buffet 《Educational Studies in Mathematics》2011,76(2):165-182

In this paper, a focus is made on defining processes at stake in an unfamiliar situation coming from discrete mathematics which brings surprising mathematical results. The epistemological framework of Lakatos is questioned and used for the design and the analysis of the situation. The cognitive background of Vergnaud’s approach enriches the study of freshmen’s processes at university. The mathematical analysis and the results specifically underscore the in-action definitions and the zero-definitions and highlight the need of similar mathematical experiences in education, particularly focused on defining processes and the exploration of a research problem.  相似文献   

How do teachers in Ireland and England conceptualise dyslexia?     

Sheena Bell  Thérèse McPhillips  Mary Doveston 《Journal of Research in Reading》2011,34(2):171-192

This paper presents the findings of a comparative study using data from questionnaire surveys carried out in England (n=57) and Ireland (n=72). The researchers examine how teachers and teaching assistants who are currently teaching pupils with dyslexia in primary schools describe dyslexia and what may have influenced their conceptualisation. The paper examines teachers' responses both in terms of how they view their pupils presenting difficulties in the classroom, and how far they link these to underlying differences in cognitive processing. The researchers suggest ways in which this might influence their teaching in terms of methodology. Findings have been mapped to the Morton and Frith causal modelling framework. The implications of these findings for the training and support of teachers are discussed in the light of recent national initiatives to improve the teaching of dyslexic pupils in both countries.  相似文献   

Are implicit learning abilities sensitive to the type of material to be processed? Study on typical readers and children with dyslexia     

Aurélie Simoës Perlant  Pierre Largy 《Journal of Research in Reading》2011,34(3):298-314

This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8‐ vs 10‐year‐olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked.  相似文献   

Virtualization and new geographies of knowledge in higher education: possibilities for the transformation of knowledge,pedagogic relations and learner identities     

Carol A. Taylor  Máiréad Dunne 《British Journal of Sociology of Education》2011,32(4):623-641

This article considers some of the ways in which the transformative power of Web 2.0 digital technology is reconfiguring learning, knowledge and academic identities in the contemporary university. Through a focus on five specific examples, we consider the impact of virtualization processes on spatiality, materiality and embodiment, and pedagogic relations. We argue for the benefits of taking a microsociological approach in order to reflect on the potential of virtualization to bring about new geographies of knowledge production and as a means to identify the ways in which potential transformations are uneven, problematic and contested.  相似文献   

Fostering active processing of instructional explanations of learners with high and low prior knowledge     

Santiago R. Acuña  Héctor García Rodicio  Emilio Sánchez 《European Journal of Psychology of Education - EJPE》2011,26(4):435-452

Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them with indications of the limitations in learners' understanding that they are intended to revise, which makes learners deeply process the explanations. We explored whether this is so for both learners with low and those with high prior domain knowledge. In one experiment, 77 participants with low and high prior knowledge learned about plate tectonics from a multimedia presentation. In addition to the presentation, half the participants received instructional explanations combined with indications, whereas the rest received instructional explanations with no indications. After using the materials, the participants solved retention and transfer tests. Results showed that low prior knowledge learners learned more from explanations including indications of their misunderstandings, whereas high prior knowledge learners profited from instructional explanations either with or without the indications. We discussed theoretical and practical implications.  相似文献   

Engineers’ spatial orientation ability development at the European Space for Higher Education     

C. Carbonell Carrera  J. L. Saorín Pérez  J. de la Torre Cantero  A. M. Marrero González 《European Journal of Engineering Education》2011,36(5):505-512

The aim of this research was to determine whether the new geographic information technologies, included as teaching objectives in the new European Space for Higher Education Engineering degrees, develop spatial abilities. Bearing this in mind, a first year seminar using the INSPIRE Geoportal (Infrastructure for Spatial Information in Europe) was designed, involving 46 engineering students from the University of La Laguna. The spatial orientation ability development was analysed through statistical inference methods, using the Perspective Taking/Spatial Orientation Test.  相似文献   

Choosing whether to resist or reinforce the new managerialism: the impact of performance‐based research funding on academic identity     

Hine Jane Waitere  Jeannie Wright  Marianne Tremaine  Seth Brown  Cat Jeffrey Pausé 《高等教育研究与发展》2011,30(2):205-217

This article uses four academics’ gendered and cultural responses to life in a university in Aotearoa New Zealand under the new managerialist regime. Performance Based Research Funding (PBRF) requires academics to submit evidence‐based portfolios every six years to categorise and rank them, with government funding assigned accordingly. When the authors met as members of a writing group, the talk often turned to negative aspects of PBRF. Using co‐operative enquiry, the four co‐researchers began writing observations of their individual experiences, differences and identities to help them reflect and understand the impact of the changed environment. The four phases of writing as enquiry were: deciding on a focus, writing observations, engaging with the written accounts and interpreting the outcome through metaphor. The article process facilitated a positive outcome by helping the authors regain a sense of collegiality and mutual support, along with a sense of preserving their academic identity by writing and publishing as a group.  相似文献   

Involved fatherhood? Exploring the educational work of middle‐class men     

Lucas Gottzén 《Gender and education》2011,23(5):619-634

The present paper explores middle‐class fathers’ educational work by studying how they and their partners are involved in their children’s education at home, in school, and how they investigate school options and make decisions about educational issues. Drawing on data from an ethnographic study of 30 dual‐earner couples in the Greater Los Angeles area, this article analyses how fathers position themselves in relation to discourses on parental involvement in education. In order to demonstrate the variety of ways fathers are involved three case studies are presented. It is illustrated how the men, by drawing on a discourse on involved fatherhood, position themselves in line with an ideal of parental involvement in education. Fathers who are doing less educational work than their spouses offer accounts for not taking a greater educational responsibility by drawing on a breadwinner discourse or by depicting mothers as gatekeepers of father involvement.  相似文献   

The Ashgate research companion to queer theory,edited by Noreen Giffney and Michael O’Rourke     

Renée DePalma 《Gender and education》2011,23(2):220-222

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Beyond alphabetic processes: literacy and its acquisition in the alphasyllabic languages     

Sonali Nag  Markéta Caravolas  Margaret J. Snowling 《Reading and writing》2011,24(6):615-622

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