排序方式： 共有6条查询结果，搜索用时 109 毫秒
1
1.
Dreher Anika Kuntze Sebastian Lerman Stephen 《International Journal of Science and Mathematics Education》2015,14(2):363-382
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.
相似文献2.
3.
Anika Dreher Sebastian Kuntze Stephen Lerman 《International Journal of Science and Mathematics Education》2016,14(2):363-382
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development. 相似文献
4.
Against a background of deteriorating national and international economic conditions, increasing importance is being attached by political administrations to the innovative capacities of small and medium-sized firms with respect to the employment situation and to international competitiveness. Consequently, government support of research, development and innovation in these companies has taken a marked upward turn since the late seventies, both in the Federal Republic of Germany and in other industrialized Western countries.The actual impacts of some of these programmes are at present under study by the Fraunhofer-Institut für Systemtechnik und Innovationsforschung (ISI). This paper is an outline of the results of a study of the largest current programme funding R&D and innovation in small and medium-sized firms by offering grants towards the costs of R&D personnel. The impact analysis is being conducted in two rounds: the first round of studies, which is the subject of this report, took place in 1980/1981 and was designed to examine the discernible short-term effects and characteristics of the programme. The second round is planned for 1983/1984 as a summary of the impacts of the programme over the first five years of its term of effect.The subjects of investigation are the quantitative and qualitative changes in R&D activities caused by the programme in the firms under study and the contribution the programme can make to strengthen innovative and competitive capabilities. The conditions underlying the programme are reviewed critically, especially in order to see whether the barriers to innovation and the weak spots assumed did in fact exist in the firms examined. The administrative management, “free rider”-effects, and factors restricting impacts are investigated along with such questions as whether firms located in peripheral regions were reached by the programme to the same extent as firms in conurbation areas. Furthermore, the reasons for non-participation of firms are analyzed.The example of the federal programme funding R&D personnel thus is used in this impact analysis in an attempt to provide empirical data on the significance, the range, and the limits of such a government instrument promoting R&D and innovation in small and medium-sized firms. 相似文献
5.
Abstract The lunge is regularly used in badminton and is recognized for the high physical demands it places on the lower limbs. Despite its common occurrence, little information is available on the biomechanics of lunging in the singles game. A video-based pilot study confirmed the relatively high frequency of lunging, ～15% of all movements, in competitive singles games. The biomechanics and performance characteristics of three badminton-specific lunge tasks (kick, step-in, and hop lunge) were investigated in the laboratory with nine experienced male badminton players. Ground reaction forces and kinematic data were collected and lower limb joint kinetics calculated using an inverse dynamics approach. The step-in lunge was characterized by significantly lower mean horizontal reaction force at drive-off and lower mean peak hip joint power than the kick lunge. The hop lunge resulted in significantly larger mean reaction forces during loading and drive-off phases, as well as significantly larger mean peak ankle joint moments and knee and ankle joint powers than the kick or step-in lunges. These findings indicate that, within the setting of this investigation, the step-in lunge may be beneficial for reducing the muscular demands of lunge recovery and that the hop lunge allows for higher positive power output, thereby presenting an efficient lunging method. 相似文献
6.
Sebastian Kuntze 《Educational Studies in Mathematics》2012,79(2):273-292
Although teachers’ professional knowledge and instructional beliefs are known to have a variety of subcomponents, research
on the structure and interrelations of these subcomponents is relatively scarce. This article presents some findings of a
preliminary, quantitative empirical study examining the relationships between mathematics teachers’ views concerning specific
classroom situations, their content domain-specific pedagogical content beliefs and their more global instruction-related
beliefs. The findings suggest that global beliefs—in terms of cognitive constructivist or direct transmission views of teaching
and learning, on the one hand, and beliefs about the stability of individual mathematical abilities, on the other—can impact
teachers’ content domain-specific beliefs and their views related to videotaped classroom situations from introductory lessons
on geometrical proof. 相似文献
1