The completeness property of the set of real numbers in the transition from calculus to analysis     

Analía Bergé 《Educational Studies in Mathematics》2008,67(3):217-235

This paper focuses on teaching and learning the set of real numbers R and its completeness property at the university level. It studies, in particular, the opportunities for understanding this property that students are offered in four undergraduate correlative courses in Calculus and Analysis. The theoretical framework used in the study draws on concepts developed in the Anthropological Theory of Didactics, especially the notions of praxeology and mathematical organization. The paper shows different expectations concerning the same notion (R and its completeness) through different school levels, and intends to bring up some reflections about the transition from Calculus to Analysis.

Analía BergéEmail:

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Development of human resources in and for bilingual intercultural education in Latin America     

Luis Enríque López 《Prospects》1990,20(3):311-319

Worked as consultant for the Deutsche Gesellschaft für Technische Zusammenarbeit on the Bilingual Education Programme of Puno (Peru). Professor of Andean Linguistics at the Universidad Nacional del Altiplano. Co-author (with Ingrid Jung) of Las lenguas en la educación bilingüe: el caso de Puno,and compiler of Pesquisas en linguística andinaand Pueblos indios, estados y educación.  相似文献   

Natura et urbis in the socio-educational renovation of Barcelona City Council (1909–1933)     

Francisca Comas Rubí  Sara González Gómez 《History of education》2020,49(4):476-497

ABSTRACT

During the first third of the twentieth century, Barcelona turned into a metropolis with emerging industry. To confront the growing social problems, Barcelona City Council undertook a renovating educational programme focused on hygienic and natural principles as well as on new active teaching methodologies and progressive education. Thus, a completely parallel network of institutions was created alongside the public schools – school camps, day trips to the beach, open air schools, etc. – that aimed at improving the living situation of children, most specifically via the promotion of direct contact with nature. At that time, Barcelona City Council disseminated information widely regarding all these initiatives with the publication, between 1909 and 1933, of around 70 illustrated brochures. The main aim of this article is, using these publications, to present the discourses that were disseminated and built up around the idea of nature and to understand how this relates to the urban environment.  相似文献   

Risk factors and context of men who physically abuse in Bogotá, Colombia     

Klevens J  Bayón MC  Sierra M 《Child abuse & neglect》2000,24(3):323-332

OBJECTIVES: The aim of this study was to identify risk factors for physical abuse caused by male perpetrators, as well as to describe the context of abuse and the role of the female partner in these cases in Bogotá, Colombia. METHODS: Information from in-depth interviews of males reported to authorities for physical child abuse and their female partners (n = 45) was quantitatively and qualitatively analyzed and compared to to males and their female partners from the same neighborhood living with a child of the same gender and age (+/-3 years) as the abused child (n = 44). RESULTS: Situations of abuse occurred more often on a weekday, in the afternoon or early evening hours, with the mother present, exceptionally involved substance abuse, and tended to be repetitive. Male subjects' lower level of education, stepfather status, perceived stress, substance abuse and mental illness, lack of social support, history of childhood physical abuse, negative perceptions, attributions and unrealistic expectations of the child's behavior were associated with abuse. Cases' female partners were more likely to have a lower occupational level, a higher frequency of dependent personality, a history of childhood physical and sexual abuse and be herself physically and emotionally abused by her spouse. At least three scenarios for abuse emerged from the analyses: "explosive" men, "abusive disciplinarians," and "children out of parental control." CONCLUSIONS: Most of the findings are consistent with existing research despite the different social and cultural context. The different scenarios suggest the need to tailor preventive and rehabilitative interventions for abusers.  相似文献   

The emergence of gestures in the first year of life in the Infant School classroom     

Guevara  Irene  Moreno-Llanos  Iván  Rodríguez  Cintia 《European Journal of Psychology of Education - EJPE》2020,35(2):265-287

European Journal of Psychology of Education - The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of...  相似文献   

联大高职软件技术专业建设与教学体系改革     

袁家政  鲍有文  李京平 《职业技术教育》2002,23(25):26-30

本文从培养目标、培养规格、课程体系、教学内容、教学过程、教学环境、考核办法等方面探讨北京联合大学高职软件技术专业的专业建设,提出以实践环节教学为主体,与企事业单位联合办学,建立“学产研”人才培养途径与机制的教学体系的改革设想。  相似文献   

Multiperspectivistic management of discourse in oral argumentation in academic settings / Gestión multiperspectivista del discurso en la argumentación oral en contextos académicos     

Juan Rodríguez  Nieves Correa  Esperanza Ceballos 《Infancia y Aprendizaje》2016,39(3):436-465

The relationship between perspectivism and oral argumentation is explored by observing eight triads of high school and university students discussing an environmental dilemma, with the aim of convincing their peers. No differences are appreciated between high school and university students regarding the frequency and duration of perspectivistic levels of discourse. When analysing such levels in the whole sample, significant differences are revealed in favour of the me (defence and explanation of own perspective) and other as an obstacle (demolition of others’ positions) levels, compared to the other strategy (legitimate persuasion) and us (search for agreement) levels. Therefore, argumentative discourse is anchored in a reasoned defense of one’s own perspective as well as in the attack on others, displaying a limited perspectivistic development. In relation to the interaction sequences, symmetrical responses are observed towards the me and other as obstacle levels, both in high school and university students, and also towards us in university students. The potential of perspectivism to improve expert argumentation is discussed.  相似文献   

NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Collaborative professional development for distributed teacher leadership towards school change     

Auxiliadora Sales  Lidón Moliner  Andrea Francisco Amat 《School Leadership & Management》2017,37(3):254-266

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.  相似文献   

Struggling to Recognize their Existence: Examining Student–Adult Relationships in the Urban High School Context     

Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453

In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be realized.

Louie F. RodríguezEmail:

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