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1.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
2.
In this article, we study the conditions and constraints of the integration of the dynamic geometry software ‘Cabri’ in the
teaching of geometry in ordinary primary school classes (10 years old pupils). We focus our attention on the way the dialectic
between old and new is working during this integration, looking at the types of tasks and techniques proposed in class by
the teachers. The ‘good equilibrium’ between old and new ways of doing appears as one of the main conditions of integration
as it allows to reconcile innovating and usual activities in the everyday life of the class.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment
was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision
of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers.
Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing
a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of
child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example,
Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four
Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional
scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale
as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia.
The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found
to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement
model well.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Patricia S. Moyer 《Educational Studies in Mathematics》2001,47(2):175-197
Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions
about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study
examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore
how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors
indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent
mathematics concepts themselves. The teachers communicated that the manipulatives were fun, but not necessary, for teaching
and learning mathematics.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
5.
Rosalind Pritchard 《Tertiary Education and Management》1998,4(1):71-80
Summary The twentieth century has witnessed exponential growth in the provision of higher education and this growth accelerates the
dynamic of institutional change. The change structures discussed in the present paper can be summarized in a cyclical model
of development as presented in Figure 8. Long-term development along familiar, accustomed lines is no longer the universal
or ‘normal’ expectation — if indeed it ever was. Morphological change is probable, though the direction of that change may
take time to clarify. One thing seems clear: the political and economic pressures on universities are much more intense now
than they have ever been and these pressures can be expected to cause metamorphoses, mutations, births and deaths amongst
our ‘population’ of higher education institutions. 相似文献
6.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
| Zbigniew SemadeniEmail: |
7.
8.
Analysing the various misconceptions held by students with regard to the mathematical set concept, the authors hypothesized
that these misunderstandings may be explained by the initial ‘collection’ model. Even after learning the formal properties
of a set in the mathematical sense, the students are still influenced in their reactions by the collection representation,
which acts ‘from behind the scenes’ as a tacit model. If the mathematical concept is not continually reinforced through systematic
use, it is the initial figural interpretation which will replace, as an effect of time, the formal one. The findings confirmed
this hypothesis.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
11.
Melissa Rodd 《Educational Studies in Mathematics》2006,63(2):227-234
The theoretical frameworks presented in this Special Issue are appraised with respect to how they might enhance teachers’ or researchers’ work with ‘special needs’ students learning mathematics. The notion of ‘special needs’ is used in a broad sense, encompassing specific Special Educational Needs as well as students with low attainment. The analysis indicates that the different frameworks offer some distinctive methods for research or ideas for interventions, either individually or within multi-lens approaches. It also points to other perspectives, not represented here, that could be relevant for a growing understanding of issues of affect in mathematics education. 相似文献
12.
Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered
on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools
in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice
and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data
from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the
school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the
architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread
and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement
in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change. 相似文献
13.
Judit N. Moschkovich 《Educational Studies in Mathematics》1998,37(2):169-197
This article uses an evolutionary perspective of conceptual change to consider in detail a conception in the domain of linear
functions. The analysis focuses on the nature of students' use of the x-intercept in equations of the form y = mx + b by summarizing
the results of written assessments and presenting two case studies of students exploring and discussing linear equations and
their graphs. I argue that the uses of the x-intercept documented in this study are not a superficial error, a simple mismatch
with convention, or a misconception. Instead, this student conception is analyzed as an instance of a ‘transitional conception:’
a conception which is the result of sense-making, reflects the complexity of the domain, is productive in some contexts, and
has the potential for refinement. The participants in the study were nine pairs of ninth and tenth grade students from an
exemplary first-year algebra course. These students participated in videotaped discussion sessions with a peer of their choice
where they used graphing software to explore linear equations and their graphs. The discussion sessions involved problems
designed on the basis of student conceptions suggested in previous research (Moschkovich, 1989; Schoenfeld, Smith & Arcavi,
1993) and in classroom observations (Moschkovich, 1990). Protocol analysis of the videotaped discussion sessions was used
to explore the nature and transformation of students' conceptions in this domain. Several uses of the x-intercept were documented
in the written assessments and in the videotaped discussions. I summarize the results of the written assessments and present
an analysis of the discussions for two pairs of students to show that the use of the x-intercept can be framed as a ‘transitional
conception’
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
Frank Uhlig 《Educational Studies in Mathematics》2002,50(3):335-346
We describe how elementary Linear Algebra can be taught successfully while introducing students to the concept and practice
of ‘mathematical proof’.This is done badly with a sophisticated Definition–Lemma–Proof–Theorem–Proof–Corollary(DLPTPC) approach;
badly – since students in elementary Linear Algebra courses have very little experience with proofs and mathematical rigor.
Instead, the subjects and concepts of Linear Algebra can be introduced in an exploratory and fundamentally reasoned way. One
seemingly successful way to do this is to explore the concept of solvability of linear systems first via the row echelon form
(REF). Solvability questions lead to row and column criteria for a REF that can be used repeatedly to: compute subspaces,
settle linear (in)dependence, find inverses, perform basis change, compute determinants, analyze eigensystems etc. If these
subjects are explained heuristically from the first principles of linear transformations, linear equations, and the REF, students
experience the power of a concept–built approach and reap the benefit of deep math understanding. Moreover, early ‘salient
point’ proofs lead to an intuitive understanding of ‘math proof’. Once the basic concept of ‘proof’ is ingrained in students,
more abstract proofs, even DLPTPC style expositions, on normal matrices, the SVD etc. become accessible and understandable
to sophomore students. With the help of this gentle early approach, the concept and construct of a ‘math proof’ becomes firmly
embedded in the students' minds and helps with future math courses and general scientific reasoning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
15.
The short communication on ‘K-12 Calculator Usage and College Grades’ by Wilson and Naiman (2004) reports that ‘there is a
(negative) connection between’ college mathematics grades at Johns Hopkins University and heavy calculator usage in K-12'
(p. 121). This response argues that such a conclusion risks oversimplifying the situation examined; evidence from an earlier
version of the report suggests that the multi-course dataset is non-homogeneous, and that a correspondingly less generalised
conclusion would be more appropriate. This response also notes some other limitations of the mechanism of comparison employed. 相似文献
16.
Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
17.
In this paper, we examine the support given for the ‘theory of formal discipline’ by Inglis and Simpson (Educational Studies
Mathematics 67:187–204, 2008). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics
develops general thinking skills and, in particular, conditional reasoning skills. We further examine the idea that the differences
between the conditional reasoning behaviour of mathematics and arts undergraduates reported by Inglis and Simpson may be put
down to different levels of general intelligence in the two groups. The studies reported in this paper call into question
this suggestion, but they also cast doubt on a straightforward version of the theory of formal discipline itself (at least
with respect to university study). The paper concludes by suggesting that either a pre-university formal discipline effect
or a filtering effect on ‘thinking dispositions’ may give a better account for the findings. 相似文献
18.
This paper presents the key findings of a recent study into the relationship between first time principals' formative years
and their early experiences in the leadership role. The family, school and religion all had a significant influence in shaping
basic values and beliefs, and the beliefs and values in turn exercised considerable influence on how new principals carried
out their roles. It was evident that the socialization agencies of principals' respective families, workplaces and schools
all played a noticeable role in the conception of their ‘self’ and their ‘leadership character’.
The study also illustrates the impact of early experiences on the educators even before they took up positions of leadership,
and throws light on their aspirations to become leaders and the strategies they employed to work their way up the career ladder.
The paper explains how early life experiences, when combined with the historical, economic and cultural context in Singapore,
affected the thoughts, attitudes, and actions of the novice principals. Finally, the paper examines some of the things that
were perceived by the new principals as either supporting or hindering their practice, and at how they were affected.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
19.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献
20.
M. Otte 《Educational Studies in Mathematics》2003,53(3):203-228
Niels Bohr's term‘complementarity' has been used by several authors to capture the essential aspects of the cognitive and
epistemological development of scientific and mathematical concepts. In this paper we will conceive of complementarity in
terms of the dual notions of extension and intension of mathematical terms. A complementarist approach is induced by the impossibility
to define mathematical reality independently from cognitive activity itself. R. Thom, in his lecture to the Exeter International
Congress on Mathematics Education in 1972,stated ‘‘the real problem which confronts mathematics teaching is not that of rigor,but
the problem of the development of‘meaning’, of the ‘existence' of mathematical objects'. Student's insistence on absolute
‘meaning questions’, however,becomes highly counter-productive in some cases and leads to the drying up of all creativity.
Mathematics is, first of all,an activity, which, since Cantor and Hilbert, has increasingly liberated itself from metaphysical
and ontological agendas. Perhaps more than any other practice,mathematical practice requires acomplementarist approach, if
its dynamics and meaning are to be properly understood. The paper has four parts. In the first two parts we present some illustrations
of the cognitive implications of complementarity. In the third part, drawing on Boutroux' profound analysis, we try to provide
an historical explanation of complementarity in mathematics. In the final part we show how this phenomenon interferes with
the endeavor to explain the notion of number.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献