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This paper problematises confidence as a frequently used explanation for performance in the mathematics classroom. I report on an interview-based study of how some English Advanced level (16+) students who have chosen to study mathematics, and their teachers, speak about confidence with respect to the learning of mathematics. I outline what constitutes confident learners for these teachers and, differently, for their students and what the students feel teachers could do to improve the students confident state. I discuss the implications of this for the education of prospective teachers of mathematics. 相似文献
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Leone Burton 《Gender and education》1999,11(4):413-426
This article reports on some results from an interview-based study with 70 practising research mathematicians, 35 women and 35 men, at universities in England, Scotland, Ireland and Northern Ireland. The aim of the study was to explore epistemologies of these mathematicians and any impact of them on how they conducted their professional lives. In this article, three conjectures are examined. The first was that career experiences would differ between females and males, as they indeed did. The second was that women would be differently distributed to men within the disciplinary areas, which was not the case. The third was that gender would have no effect on how these mathematicians understood and practised their discipline, which was the case. In the concluding section of the article, the findings are related to the learning of mathematics, particularly in schools, where the expressed heterogeneity of these mathematicians is replaced with an insistent drive towards homogeneity, and that homogeneity reflects a discipline which has been dominated by male styles, choices and expectations. 相似文献
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Leone Burton 《Educational Studies in Mathematics》1995,28(3):275-291
There is, now, an extensive critical literature on gender and the nature of science three aspects of which, philosophy, pedagogy and epistemology, seem to be pertinent to a discussion of gender and mathematics. Although untangling the inter-relationships between these three is no simple matter, they make effective starting points in order to ask similar questions of mathematics to those asked by our colleagues in science. In the process of asking such questions, a major difference between the empirical approach of the sciences, and the analytic nature of mathematics, is exposed and leads towards the definition of a new epistemological position in mathematics.This is a version of a paper first given at the ICME7 theme group of the International Organisation on Women and Mathematics Education, Quebec, 1992. Its present content owes much to discussion with and comments from members of that network. In addition, I would particularly like to thank Mary Barnes, Leonie Daws, Stephen Lerman and the anonymous reviewers for challenging and provoking re-working of the ideas. 相似文献
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Leone Burton 《Educational Studies in Mathematics》1980,11(1):43-58
It is the purpose of this article to report upon the early stages of a research project in Mathematical Education, currently in progress at the Polytechnic of the South Bank, London. The project, supported by funds from the Social Science Research Council, is entitled, The Skills and Procedures of Mathematical Problem Solving in pupils of 9–13 years (S.P.M.P.S.) The article explores the background to the need for such a project, both from a mathematical and from a pedagogic point of view. 相似文献
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A historical case study concerning the serious doubts that arose in early 1930s about the validity of the law of energy conservation in nuclear disintegrations, and the hypothesis of neutrino, will be closely analyzed with the goal of promoting understanding of the nature of science. This work is based upon primary archival and printed sources, with a particular focus on the proceedings of the first International Conference of Nuclear Physics which was held in Rome on October 1931. 相似文献
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Matteo Leone 《Science & Education》2014,23(4):923-953
The present paper advocates the use of History of Science into the teaching of science in primary education through a case study in the field of electricity. In this study, which provides both historical and experimental evidence, a number of conceptual difficulties faced by early nineteenth century physicists are shown to be a useful tool to detect 5th grade pupils’ conceptions about the simple electric circuits. This result was obtained through the administration of schematics showing circuital situation inspired to early 1800s experiments on the effects of electric current on water electrolysis and on the behaviour of magnetic compasses. It is also shown that the detecting of pupils’ alternative ideas about electric current in a circuit is highly dependent on the survey methodology (open ended questions and drawings, multiple-choice item, connecting card work, and history of science tasks were considered in this study) and that the so-called “unipolar model” of electric circuit is more pervasive than previously acknowledged. Finally, a highly significant hybrid model of electric current is identified. 相似文献