共查询到20条相似文献，搜索用时 46 毫秒
1.
O. Mcnamara 《Science & Education》1995,4(3):253-266
This paper examines the basic notions of Ferdinand de Saussure (1857–1913) who was a preeminent figure in the development of linguistics and the foundation of structuralism. It suggests that a key aspect of twentieth century thought has been the growing recognition that the study of language can offer a framework through which we can develop an understanding of our world. It thus proposes that language is fundamental to the process of learning mathematics on every level whether it be through classroom discussion, group exploration, teacher exposition or individual interaction with printed material. Ensuing from this the paper investigates possible mathematical perspectives upon Saussure's ideas and explores what contribution his work can offer to enhance and enrich the interpretive framework through which we observe mathematical activity in the classroom. It takes as an example a mathematical investigation carried out by a group of 12 year old girls and develops the analysis from a Saussurian stance. The paper concludes that language is the medium through which, and in which, mathematical ideas are formed and exchanged. 相似文献
2.
胡塞尔的数学学习经历是建立其现象学哲学思想的一个重要的基础,在其前期的《算术哲学》中他试图通过对数学基本概念的澄清来稳定数学的基础,在晚期的《论几何学的起源》中他认为几何学自身具备明见性的特点,应该回溯几何学的最源初的开端。胡塞尔关于数学起源的思想对今天的启示是数学的生活世界是可能的,现象学还原方法是数学史学研究的一个重要方法。 相似文献
3.
Chronis Kynigos 《Teachers and Teaching》2013,19(3):247-273
This paper describes research into the beliefs and practices established over time by teachers, who had been engaged in an innovative ‘mathematical investigations’ school program, based on the use of exploratory software. The theoretical framework perceives the teacher as an active mediator of innovation, constructing and reorganizing a personal pedagogy. Interview and detailed observational classroom data were collected and analyzed, synthesizing qualitative and quantitative interpretations of teachers' comments in the classroom. The results show that teachers refer to a variety of aspects of the learning situations in which they intervene rather than just the mathematical concepts and ideas. They adopt multiple roles in the classroom and are influenced by the values of the educational system. The ways in which these issues influence teaching and learning of the mathematical concepts at hand is considered. The nature of teacher beliefs and the ways in which they may influence their practice is questioned. 相似文献
4.
Tony Brown 《Educational Studies in Mathematics》1994,27(1):79-100
The radical constructivist assertion that the student constructs his or her own knowledge as opposed to receiving it ready made echoes the classical debate as to whether the human subject constitutes the world or is constituted by it. This paper shows how the philosophical traditions of post-structuralism and hermeneutic phenomenology offer approaches to effacing this dichotomy and how this forces a re-assertion of the teacher's role in the student's constructing of mathematical knowledge. It is also shown how hermeneutic phenomenology provides an opportunity to ground constructivist mathematical thinking in the material qualities of the world. 相似文献
5.
Maria Kallery Dimitris Psillos Vassilis Tselfes 《International Journal of Science Education》2013,35(9):1187-1204
This paper presents an epistemological analysis of typical didactical activities noted in early‐years science lessons, which was carried out in an attempt to diagnose the extent to which the teaching practices adopted by early‐years educators are successful in supporting young children’s understanding in science. The analysis of didactical activities used a framework that allowed us to discover whether they promoted desired connections between theoretical ideas, evidence and the material world. Theoretical ideas, evidence and the material world are entities internal to scientific inquiry and, in educational contexts, connections between them are considered essential in assisting the development of young children’s scientific thinking. The results indicated that in the early‐years science classroom scientific activity was mainly confined to the representational level. Intervention practices into the material world were limited, and were based on collected evidence. No interventions based on ideas were identified in the science lessons. Missing links between evidence and theory and between ideas and the material world suggest that the didactical activities analysed did not promote scientific understanding. 相似文献
6.
In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics.
In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research
on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate
the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests
that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms
where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional
approaches that support the learning of mathematics through the process of guided reinvention. 相似文献
7.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
8.
王雅琼 《兰州石化职业技术学院学报》2011,11(4):42-45
19世纪末20世纪初,伴随着胡塞尔的现象学哲学以一种突破性的新型描述方法走进了西方哲学视野,现象学心理学作为一门新的心理学学科也成为了西方心理学人文取向的一支。胡塞尔现象学心理学从根本上说是一门本质现象学,即是先天纯粹的心理学,从区域性本体论以及一般性本体论入手,阐述了现象学哲学的内容,从现象学哲学所引导出来看待世界的... 相似文献
9.
10.
Adalira Sáenz-Ludlow 《Educational Studies in Mathematics》2006,61(1-2):183-218
Classroom communication has been recognized as a process in which ideas become objects of reflection, discussion, and amendments
affording the construction of private mathematical meanings that in the process become public and exposed to justification
and validation. This paper describes an explanatory model named “interpreting games”, based on the semiotics of Charles Sanders
Peirce, that accounts for the interdependence between thought and communication and the interpretation of signs in which teacher
and students engage in mathematics classrooms. Interpreting games account both for the process of transformation (in the mind
of the learner) of written marks into mathematical signs that stand for mathematical concepts and for the continuous and converging
private construction of mathematical concepts. Teacher–student and student–student collaborative interactions establish a
mathematical communication that shapes and is also shaped by the conceptual domains and the domains of intentions and interpretations
of the participants. A teaching episode with third graders is analyzed as an example of a classroom interpreting game. 相似文献
11.
教育现象学及其研究步骤 总被引：4，自引：1，他引：3
教育现象学是我国需要发展和丰富的研究方法之一。本文结合胡塞尔超验现象学精神,对教育现象学作了比较全面的概述和分析,内容包括教育现象学的内涵、主要思想、研究步骤、研究意义和评价等。文章能够对相关研究者提供启发和参考。 相似文献
12.
高秉江 《华中科技大学学报(社会科学版)》2002,16(5):20-25
胡塞尔的生活世界是相对于客观的科学世界和抽象的逻辑理念世界而言的主观世界和直观世界，而不是相对于先验意识而言的事实性世界。因此生活世界与先验现象学立场并不相冲突。生活世界的提出主要是胡塞尔试图修正欧洲近代哲学思维与直观的分离，恢复原发直观经验的丰富性对科学理念的奠基性作用。胡塞尔力图探讨的是原发性经验被体验的一般性先验结构，并以之作为个体生活世界相对性得以沟通和比较的先验基础。胡塞尔关注到了生活世界的历史性维度，但仍是内在时间维度的先验性上的关注。 相似文献
13.
张旭曙 《安徽师范大学学报(人文社会科学版)》2005,33(5):531-536
西方哲学美学的古代形式观念之总体特征是一元论,它与本体论问题密切相关,其结果可以表述为“美=形式=数”。它涵括了数理形式(毕达哥拉斯学派)、绝对形式(柏拉图)、形式质料说(亚里士多德)、内在理式(普洛丁)四个环节,最终在形而上学领域中消除了本质和现象、理性与感性、一般与个别之间的对立。古代形式观念是西方哲学美学一切形式观念的“精神原型”。 相似文献
14.
Lisa Schneier 《Interchange》2018,49(1):5-24
Originally written 30 years ago, this paper is an analysis of the central challenge of schooling—that of engaging fully the powers of students’ minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students’ “inner attention” becomes the focus of an investigation of students’ current ideas in a variety of subject matters. This investigation reveals areas in which their ideas diverge from the established curriculum. It uses the methodology of Critical Exploration, which was developed by Eleanor Duckworth as a teaching and research methodology that both reveals learners’ ideas and encourages their active creation of meaning. This methodology provides students with rich and complex curriculum materials for their own manipulation; it also provides them the freedom to express, however tentatively, their ideas, to take them seriously, and to follow them through. As a result of these studies of learning, I put forward the view that a significant part of the responsibility for students’ alienation from classroom learning lies with a conception of knowledge, often reflected in curriculum, that is too rigid to take their ideas into account. I elaborate this view in an analysis of the aspects of particular subject matters that alienate students if the students are not given adequate ways of entering them. I make the case that these same complexities can be used as compelling invitations into deeper knowledge. 相似文献
15.
《牛津教育评论》2013,39(3-4):467-482
In this paper the authors argue that subject-related educational research can play an important role in trainee teachers' learning since it provides a disciplined perspective from which trainees can derive new ideas and understandings related to their own developing practice as well as a critical basis from which to formulate, examine and justify their views through reference to a wider, collective pool of experience. However, the authors strongly argue that research will only contribute usefully to trainees' learning provided certain fundamental principles governing the inclusion of research within the structure of the training course as a whole are applied. In the first section of the paper the authors define ten necessary principles which determine the conditions for successful use of research-based ideas in trainees' learning. Research-based ideas introduced on a training course, it is argued, must be seen by trainees, and subject mentors, to have a significant practical relevance with regard to classroom practice. The ideas and arguments must be carefully selected and strategically integrated within a course and must elicit informed critical evaluation. The second half of the paper consists of two illustrative examples of how these principles are applied in the integration of two research-based ideas ('inductive grammar teaching' and 'Interpretations of History') on the Modern Foreign Languages and History PGCE courses at the University of Cambridge School of Education. 相似文献
16.
This article is a review of applications of phenomenology, as a philosophy of knowledge and qualitative research approach, to the field of science education (SE). The purpose is to give an overview of work that has been done as well as to assess it and discuss its possibilities of future development. We ask: what attempts for connecting phenomenology and SE do we find in the research literature, and what possible effects could such connections have for teaching and learning? In approaching this field we distinguish between three sources of phenomenological SE: (1) Goethe’s phenomenology of nature; (2) philosophical phenomenology; and (3) anthropological phenomenology. Existing research based on phenomenological approaches is categorised as phenomenology of SE, phenomenology in SE, and phenomenology and SE integrated. Research examples from each category are critically evaluated and discussed. Finally we discuss the question of the relevance of phenomenology to science teaching. Our review indicates that phenomenology has considerable potential as a method for investigating science learning as a holistic process. It also seems that phenomenology and SE meet most fruitfully when phenomenology is done in the classroom, that is, when it is turned into actual efforts for promoting learning. 相似文献
17.
Catherine Pearn 《欧洲师范教育杂志》1999,22(2-3):277-294
In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention programme, which the author and classroom teachers have developed and applied. ‘Mathematics Intervention ‘ is an innovative programme developed by three classroom teachers to identify, then assist, children in year 1 ‘at risk’ of not coping with the current mathematics curriculum. The programme incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All three teachers participated in a professional development course, which developed skills that allow teachers to recognise which children have a problem, to identify the underlying problem and to provide appropriate activities to advance their mathematical development. The course highlights the benefits of clinical interviewing as an assessment tool and promotes various strategies that classroom teachers can use to assist the development of numerical concepts. ‘Mathematics Intervention’ is an example of a programme developed and implemented by classroom teachers using new learning processes designed to empower classroom teachers to meet the challenge of advancing all children's mathematical development. 相似文献
18.
数学课堂规范包括支配课堂的一般社会规范和围绕特定数学交互的数学规范.数学课堂规范的特征有:数学课堂规范是"预成性"和"生成性"统一的结果;学生数学观念影响数学课堂规范的发展;社会规范和数学课堂规范之间有差异;创生数学课堂规范就是创造一种信任和尊重的学习气氛.做数学的新规范和标准也需面对传统教学方式的桎梏,学生数学观的局限性,以及数学参与公正性等的挑战性和复杂性。 相似文献
19.
Judith A. Morrison 《Journal of Science Teacher Education》2013,24(3):573-588
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The origins of these conceptions were explored in order to establish how best to improve elementary teachers’ understanding and implementation of inquiry science teaching. Four focus group sessions were held as well as classroom observations. Data were also collected through surveys and interviews. The six exemplary teachers in this study held ideas about inquiry as “finding things out” and all described themselves as having been children who explored and experimented with the world around them. The teachers provided information about successful classroom environments and attitudes that they use to achieve strong inquiry science learning. The teachers had a number of recommendations for helping other teachers become inquiry science teachers and suggestions for professional development for teachers are made based on these recommendations. 相似文献
20.
Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning. 相似文献