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Mathematical biography and key rhetoric 总被引：1，自引：0，他引：1
Raimo Kaasila 《Educational Studies in Mathematics》2007,66(3):373-384
The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct
a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course
in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year
methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s
mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric
that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence. 相似文献
2.
Ari Wahlstedt Samuli Pekkola Marketta Niemelä 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1020-1030
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place. 相似文献
3.
Pia Niemelä Ville Isomöttönen Lasse Lipponen 《Education and Information Technologies》2016,21(1):105-122
Education is increasingly enhanced by technology, and at the same time, the rapid pace of technology innovation and growing demand of consumers introduces challenges for providers of technological learning solutions. This paper investigates Finnish small and medium size companies who either develop or deliver technological solutions for education. Twelve companies were interviewed in order to capture the entrepreneurial narratives of successful design of learning solutions. Data was analyzed based on a conceptual framework. The framework draws on the situation awareness concept, meaning that we seek to answer the question how the participant enterprises examine relevant elements in their environment with regard to their development process. The results show that all the mature companies included in the study have well balanced situation awareness, but amongst the incubating and accelerating enterprises, balanced profiles are rare. 相似文献
4.
The aim of this article is to extend the scope of the models of teacher change to an interactionist view which co-ordinates sociocultural and constructivist perspectives. Accordingly our focus will be on the cultural and situational factors and processes of social interaction, as well as on the development on an individual level. First we study how roles, statuses, expectations as well as social and socio-mathematical norms were formed in the group of four student teachers, when they were co-planning, teaching and assessing mathematics lessons during their teaching practice. Finally, we attempt to construct a collaborative, interactionist model of teacher change integrating sociocultural and constructivist perspectives. 相似文献
5.
Rosemary Webb Graham Vulliamy Seppo Hämäläinen Anneli Sarja Eija Kimonen Raimo Nevalainen 《Scandinavian Journal of Educational Research》2013,57(2):169-188
The article presents some findings from the York‐Jyväskylä Teacher Professionalism project. The project was a follow‐up study to earlier case‐study research in six schools in Finland and six schools in England on the impact of educational reforms on teachers' work. Data were collected by re‐interviewing a sample of teachers from the original schools six years later. The views of English and Finnish teachers concerning the ways in which changes in practice, pay and working conditions affected their perception of teaching as a profession are contrasted. The crucial factors discouraging teachers from remaining in teaching were work intensification, low pay, deteriorating pupil behaviour and a decline in public respect. Positive influences on teacher retention were commitment to children, professional freedom and supportive colleagues. Suggestions are offered as to how policy makers should act to preserve the commitment of primary teachers and to promote their retention. 相似文献
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In this paper, we focus on Finnish pre-service elementary teachers’ (N?=?269) and upper secondary students’ (N?=?1,434) understanding of division. In the questionnaire, we used the following non-standard division problem: “We know that 498:6?=?83. How could you conclude from this relationship (without using long-division algorithm) what 491:6?=?? is?” This problem especially measures conceptual understanding, adaptive reasoning, and procedural fluency. Based on the results, we can conclude that division seems not to be fully understood: 45% of the pre-service teachers and 37% of upper secondary students were able to produce complete or mainly correct solutions. The reasoning strategies used by these two groups did not differ very much. We identified four main reasons for problems in understanding this task: (1) staying on the integer level, (2) an inability to handle the remainder, (3) difficulties in understanding the relationships between different operations, and (4) insufficient reasoning strategies. It seems that learners’ reasoning strategies in particular play a central role when teachers try to improve learners’ proficiency. 相似文献
8.
We investigated how cytokines are implicated with overtraining syndrome (OTS) in athletes during a prolonged period of recovery. Plasma IL-6, IL-10, TNF-α, IL-1β, adipokine leptin, and insulin like growth factor-1 (IGF-1) concentrations were measured in overtrained (OA: 5 men, 2 women) and healthy control athletes (CA: 5 men, 5 women) before and after exercise to volitional exhaustion. Measurements were conducted at baseline and after 6 and 12 months. Inflammatory cytokines did not differ between groups at rest. However, resting leptin concentration was lower in OA than CA at every measurement (P < 0.050) but was not affected by acute exercise. Although IL-6 and TNF-α concentrations increased with exercise in both groups (P < 0.050), pro-inflammatory IL-1β concentration increased only in OA (P < 0.050) and anti-inflammatory IL-10 was greater in CA (P < 0.001). In OA, exercise-related IL-6 and TNF-α induction was enhanced during the follow-up (P < 0.050). IGF-1 decreased with exercise in OA (P < 0.050); however, no differences in resting IGF-1 were observed. In conclusion, low leptin level at rest and a pro-inflammatory cytokine response to acute exercise may reflect a chronic maladaptation state in overtrained athletes. In contrast, the accentuation of IL-6 and TNF-α responses to acute exercise seemed to associate with the progression of recovery from overtraining. 相似文献
9.
Sonja Lutovac Raimo Kaasila Jyrki Komulainen Merja Maikkola 《European Journal of Psychology of Education - EJPE》2017,32(2):235-250
Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers’ emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers’ work. This narrative study explores seven lecturers’ responses to student feedback. The lecturers had prior to the study participated in pedagogical training aimed at developing a deep understanding of learning and teaching in higher education. Interviews with the lecturers were conducted and the data was analysed using a categorical approach to narrative analysis. Building on positive psychology, particularly broaden-and-build theory, we consider lecturers’ emotional responses as spirals, and thus had identified upward and downward emotional spirals regarding student feedback. Our findings suggest that pedagogical training may act as an intervention, as it appeared to be meaningful in providing guidance for coping with student feedback. We finally argue that lecturers need to find ways to cope with student feedback as this is essential for their teaching. 相似文献
10.
Plant Peter Christiansen one Lønne Lovén Anders Vilhjálmsdóttir Gudbjörg Vuorinen Raimo 《International Journal for Educational and Vocational Guidance》2003,3(2):101-122
The Nordic countries have followed slightly different, yet complementary paths in terms of research in guidance. The balance
between studies in guidance based on sociology, psychology, and even ethnology varies according to the research focus and
tradition in each of the Nordic countries. This article covers main Nordic guidance research issues with characteristic examples
from the various countries under the headings of Structures, Contents, and Values.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献