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Nerida F. Ellerton 《Educational Studies in Mathematics》1986,17(3):261-271
As part of a large scale mathematics study, students were asked to make up a mathematics problem that would be difficult for a friend to solve. They were also asked to solve the problem themselves. A sub-sample of 11- to 13-year-olds was interviewed while they worked through the items in the study.The problems made up by a group of eight more able and eight less able children from this sub-sample are reported here, together with the comments the children made during the interviews about their respective problems.The results highlight features of the problems made up by the two groups of children. In general, the more able children made up problems of greater computational difficulty, with more complex number systems and with more operations than their less able peers. In addition, there is evidence to suggest that the more able students planned their problems and were able to work out the answer, while their less able peers had difficulty with both the planning and the solution of their own problems.As the substance and style of the problem made up by each child uniquely reflects that child's mathematical experiences and ideas, the made up problem is a particularly useful tool for studying mathematically talented children for whom routine tasks are usually completed quickly and accurately. 相似文献
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Nerida F. Ellerton 《Educational Studies in Mathematics》2013,83(1):87-101
Although official curriculum documents make cursory mention of the need for problem posing in school mathematics, problem posing rarely becomes part of the implemented or assessed curriculum. This paper provides examples of how problem posing can be made an integral part of mathematics teacher education programs. It is argued that such programs are a good place to start the process of redesigning mathematics curricula so that school mathematics will pay more than lip service to problem posing. Data are presented and analyzed showing that teacher education students can recognize the need for problem posing both in their own programs and in school mathematics curricula. Examples of problems posed by teacher education students are presented and discussed. An active learning framework for interpreting the role of problem posing in mathematics classrooms is presented. 相似文献
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In this article the authors present a critical assessment of existing characterizations of resiliency and help-seeking behavior in light of their relevance to issues of minority youth socialization and schooling. In this effort, they reconceptualize the notion of resiliency within an analysis that highlights the more contextual aspects of how minority adolescent cope with structural forces that threaten healthy development. They show how key developmental transitions are thwarted by social forces that undermine the development of supportive relationships across multiple institutional sites (e.g., family, neighborhood, school). They also explain how resiliency is associated with egocentric networks that exhibit key structural characteristics. The authors conclude by discussing the implications of a critical network-analytic model of minority socialization in the development of future educational and youth mediations and reforms. 相似文献
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Florence Mihaela Singer Nerida Ellerton Jinfa Cai 《Educational Studies in Mathematics》2013,83(1):1-7
As an introduction to the special issue on problem posing, the paper presents a brief overview of the research done on this topic in mathematics education. Starting from this overview, the authors acknowledge important issues that need to be taken into account in the developing field of problem posing and identify new directions of research, some of which are addressed by the collection of the papers included in this volume. 相似文献
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This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews (n = 30) with Year 4 (8 to 9-year-old) boys at six schools, we consider their personal recounts of their enjoyment in reading, their preferred reading choices and narratives related to their experiences as readers at school. Analysis highlights boys' emerging reading interests, sophisticated and specific reading preferences, and changes in reading identities over time. Boys' preferences for particular fiction authors, novel series and genres dispute the common assumption in educational contexts that boys prefer to engage with non-fiction books. This finding is significant, as negative gendered stereotypes can impact on boys' reading self-concepts. It is also critical given Jerrim and Moss's recent research highlighting the importance of fiction in the development of reading skills. We consider implications for pedagogical practices that broaden reading experiences for the diversity of emerging masculine reading identities in nations such as Australia, where there is an absence of reading for pleasure in education policies. 相似文献
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Carli Spina 《Public Services Quarterly》2020,16(3):194-199
AbstractGraphic design is an important part of library marketing efforts that impact a wide range of projects, from the creation of outreach materials to the design of signage. Because it reaches so many areas of the library, it is important that graphic design work be done in a way to maximize accessibility and inclusion. By integrating accessibility considerations and best practices into design workflows, it is possible to create designs that are simultaneously accessible, inclusive, and visually engaging. 相似文献
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AbstractAcademic libraries are a vital space for collaboration, socialization, research, and quiet study. To support these needs, they must offer a variety of environments, noise levels, and furniture to support varying student needs. However, it can be difficult to understand these specific needs and properly balance the types of spaces and seating alternatives to optimally meet them. This article describes a space usage study undertaken to determine patron needs and preferences and the resulting visualization of the data using Tableau Public. The project provided important insights into patron space preferences and use, and the methodology can be replicated at other institutions. 相似文献