Mathematische Literalität unter einer sprachlich-kulturellen Perspektive     

Gabriele?KaiserEmail author  Inga?Schwarz 《Zeitschrift für Erziehungswissenschaft》2003,6(3):357-377

Im Beitrag werden zun?chst die verschiedenen in der mathematikdidaktischen Diskussion zu mathematical literacy vertretenen Positionen referiert sowie die Umsetzung von mathematical literacy als erkenntnisleitende Bildungskonzeption in der internationalen PISA-Studie sowie die Orientierung der deutschen Erg?nzungsstudie an dem Konzept einer mathematischen Grundbildung reflektiert. In einem zweiten Teil wird der Frage nachgegangen, welche Anforderungen an eine Konzeption mathematischer Literalit?t zu stellen sind, die den Bedingungen einer mehrsprachigen Schülerschaft gerecht wird. An einem Beispiel aus der eigenen empirischen Forschung wird dabei die Notwendigkeit der Berücksichtigung sprachlicher Prozesse beim Mathematiklernen aufgezeigt. Anschlie?end werden auf dieser Basis überlegungen zu einer eigenen Auffassung mathematischer Literalit?t als Bildungsziel mathematischer Erziehung formuliert.  相似文献   

Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education     

Kenneth Cruickshank  Ros Westbrook 《Asia-Pacific Journal of Teacher Education》2013,41(1):55-68

International practicum is disappearing from teacher education programs with the increasing pressures for ‘local experience’. International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as ‘cultural tourism’ and also the presumption of conflict between preparing teachers for both global and local contexts.  相似文献   

Richard Kaplan (ed.). Building and Managing E-Book Collections: A How-To-Do-It Manual For Librarians. London: Facet Publishing, 2012. 197 pp. £49.99/$75. ISBN (paperback) 9781856048378     

Siân Cox 《期刊图书馆员》2013,64(2):221-222

  相似文献   

Detecting Bouts of Physical Activity in a Field Setting     

Louise C. Mâsse  Janet E. Fulton  Kathleen L. Watson  Kristiann C. Heesch  Harold W. Kohl III  Steven N. Blair 《Research quarterly for exercise and sport》2013,84(3):212-219

Abstract

The purposes of this study were to assess the TRITRAC® and CSA® for: (a) interaccelerometer agreement; (b) agreement in detecting patterns of moderate-intensity physical activity; and (c) agreement in detecting walking patterns recorded in a diary. Thirty-one women wore both the TRITRAC® and CSA® accelerometers for three consecutive days. Interaccelerometer agreement (measured with generalizability coefficients) ranged from .88 to .99. In total, 71.3% of the accelerometers' patterns agreed in length, with CSA® patterns being on average significantly longer. Interaccelerometer agreement in detecting patterns of brisk walking, as recorded in a diary, was comparable (69.4%). Interaccelerometer discrepancies may be related in part to the threshold employed by each instrument for classifying moderate intensity patterns.  相似文献   

Access and use of technologies in the home in the UK: implications for the curriculum     

Molly Warrington  Michael Younger  Ros McLellan 《Curriculum Journal》2013,24(2):139-156

There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio-economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio-cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts.  相似文献   

Feedback during active learning: elementary school teachers’ beliefs and perceived problems     

Linda van den Bergh  Anje Ros  Douwe Beijaard 《Educational studies》2013,39(4):418-430

Giving feedback during active learning is an important, though difficult, task for teachers. In the present study, the problems elementary school teachers perceive and the beliefs they hold regarding this task were investigated. It appeared that teachers believe conditional teacher skills, especially time management, hinder them most from giving good feedback. The most widely held belief was that “feedback should be positive”. Teachers also believed that it is important to adopt a facilitative way of giving feedback, but they found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. It was discussed whether teachers’ feedback behaviour was in line with these perceived problems and beliefs. The results give directions for the professional development of teachers to improve their feedback during active learning.  相似文献   

The children's centre teacher role: developing practice in the private,voluntary and independent sector     

Ros Garrick  Anne Morgan 《Early Years: An International Journal of Research and Development》2009,29(1):69-81

This study assessed the impact of the role of the teacher in two children's centres in England and identified some of the supporting and limiting factors that influenced outcomes. The teachers worked across several settings in the private, voluntary and independent (PVI) sector, with the aim of enhancing early years practice and practitioner confidence. A conceptual framework was devised to model the impact of the teacher role based on Leithwood and Levin (2005 Leithwood K, Levin B. 2005. Assessing school leader and leadership programme effects on pupil learning. DfES Research Report 662. http://www.dfes.gov.uk/research/data/uploadfiles/RR662.pdf (accessed December 2006) [Google Scholar]). Teachers were found to bring vital professional knowledge and experience to the role and delivered their methods through a range of leadership styles as identified in the literature. Teachers were successful in developing practice and staff confidence in settings; this also impacted positively on outcomes for children. However, success was dependent on a number of moderating factors, including sector‐related factors such as the qualifications of staff. Implications for policy and practice are discussed.  相似文献   

The Roles of Substantive and Procedural Understanding in Open-Ended Science Investigations: Using Fuzzy Set Qualitative Comparative Analysis to Compare Two Different Tasks     

Judith Glaesser  Richard Gott  Ros Roberts  Barry Cooper 《Research in Science Education》2009,39(4):595-624

We examine the respective roles of substantive understanding (i.e., understanding of factual knowledge, concepts, laws and theories) and procedural understanding (an understanding of ideas about evidence; concepts such as reliability and validity, measurement and calibration, data collection, measurement error, the ability to interpret evidence and the like) required to carry out an open-ended science investigation. Our chosen method of analysis is Charles Ragin’s Fuzzy Set Qualitative Comparative Analysis which we introduce in the paper. Comparing the performance of undergraduate students on two investigation tasks which differ with regard to the amount of substantive content, we demonstrate that both substantive understanding and an understanding of ideas about evidence are jointly involved in carrying out such tasks competently. It might be expected that substantive knowledge is less important when carrying out an investigation with little substantive demand. However, we find that the contribution of substantive understanding and an understanding of ideas about evidence is remarkably similar for both tasks. We discuss possible reasons for our findings.

Barry CooperEmail:

  相似文献   

The emergent perspective in rich learning environments: Some roles of tools and activities in the construction of sociomathematical norms     

Rina Hershkowitz  Baruch Schwarz 《Educational Studies in Mathematics》1999,39(1-3):149-166

The emergent perspective (Yackel and Cobb, 1996) is a powerful theory for describing cognitive development within classrooms. Yackel and Cobb have shown that the formation of social and sociomathematical norms, and opportunities for learning are intertwined. The present study is an attempt to extend the range of application of the emergent perspective to middle high school classrooms. The learning environments we consider are rich in the sense that (i) the tasks in which students are engaged are open-ended problem-situations (ii) the activities around the tasks are multiphased, consisting of small group collaboration on problem solving, reporting and reflection in a classroom forum with the teacher (iii) the tools used are multi-representational software. We identify here some practices rooted in such rich environments from which several sociomathematical norms stemmed. The present study shows that socio-mathematical norms do not rise from verbal interactions only, but also from computer manipulations as communicative non-verbal actions. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Extending Performance Technology: What to fix when everything's broken     

Mark G. Brown  Joseph E. Schwarz 《Performance Improvement》1988,27(4):6-12

  相似文献