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1.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
2.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
| Gale SeilerEmail: |
3.
The general background of this study is an interest in how digital tools contribute to structuring learning activities. The
specific interest is to explore how such tools co-determine students’ reasoning when solving word problems in mathematics,
and what kind of learning that follows. Theoretically the research takes its point of departure in a sociocultural perspective
on the role of cultural tools in thinking, and in a complementary interest in the role of the communicative framing of cognitive
activities. Data have been collected through video documentation of classroom activities in secondary schools where multimedia
tools are integrated into mathematics teaching. The focus of the analysis is on cases where the students encounter some kind
of difficulty. The results show how the tool to a significant degree co-determines the meaning making practices of students.
Thus, it is not a passive element in the situation; rather it invites certain types of activities, for instance iterative
computations that do not necessarily rely on an analysis of the problems to be solved. For long periods of time the students’
activities are framed within the context of the tool, and they do not engage in discussing mathematics at all when solving
the problems. It is argued that both from a practical and theoretical point of view it is important to scrutinize what competences
students develop when using tools of this kind.
相似文献
| Annika Lantz-AnderssonEmail: |
4.
In this paper we tackle the issue of an eventual stability of teachers’ activity in the classroom. First we explain what kind
of stability is searched and how we look for the chosen characteristics: we analyse the mathematical activity the teacher
organises for students during classroom sessions and the way he manages the relationship between students and mathematical
tasks. We analyse three one-hour sessions for different groups of 11 year old students on the same content and with the same
teacher, and two other sessions for 14 year old and 15 year old students, on analogous contents, with the same teacher (another
one). Actually it appears in these two examples that the main stabilities are tied with the precise management of the tasks,
at a scale of some minutes, and with some subtle characteristic touches of the teacher’s discourse. We present then a discussion
and suggest some inferences of these results.
相似文献
| J. RogalskiEmail: |
5.
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree
to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding
and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies
relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour
of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that
the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences
in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future
research.
相似文献
| Matthew InglisEmail: |
6.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
7.
Richard Lesh James A. Middleton Elizabeth Caylor Shweta Gupta 《Educational Studies in Mathematics》2008,68(2):113-130
In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its
implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science
of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science
of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their
current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise
models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development
of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown
as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more
applicable mathematical understanding.
相似文献
| James A. MiddletonEmail: |
8.
To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.
相似文献
| Debra K. MeyerEmail: |
9.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
| Eric L. DeyEmail: |
10.
Youjun Wang 《Science & Education》2009,18(5):631-640
In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving,
hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development
of ancient Chinese mathematics, we find that the history of mathematics in ancient China is an abundant resource for materials
to demonstrate mathematics by hands-on manipulation. In this article I shall present two cases that embody this idea of a
hands-on approach in ancient Chinese mathematics, at the same time offering an opportunity to show how to utilize materials
from the history of Chinese math in modern mathematical education.
相似文献
| Youjun WangEmail: |
11.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
12.
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with
an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action
metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student
groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme
developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive
activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability.
Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what
appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important
to consider the outcome of metacognition, not just the amount.
相似文献
| Rebecca Lippmann KungEmail: |
13.
Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning
The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling
for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral
reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning
development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with
those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature
for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors,
race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis,
measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample.
This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less
biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are
discussed.
相似文献
| Matthew J. Mayhew (Corresponding author)Email: |
14.
Recognizing meaning in students’ mathematical ideas is challenging, especially when such ideas are different from standard
mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary
and secondary teachers to a student’s non-traditional strategy for dividing fractions. Six categories of reasoning were constructed,
making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching
response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but
also similarities between the prospective elementary and secondary teachers’ reasoning and responses. We also found that those
who unpacked the mathematical underpinning of the student’s non-traditional strategy tended to use what we call “teacher-focused”
responses, whereas those doing less analysis work tended to construct “student-focused” responses. These results and their
implications are discussed in relation to the influential factors the participants themselves identified to explain their
approach to the given teaching-scenario task.
相似文献
| Sandra CrespoEmail: |
15.
Trena M. Paulus 《Instructional Science》2009,37(3):227-245
16.
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引：3，自引：2，他引：1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
相似文献
| Douglas B. ClarkEmail: |
17.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
| Susan J. LeaEmail: |
18.
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
相似文献
| Heinz SteinbringEmail: |
19.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
| Wolff-Michael RothEmail: |
20.
Melissa Gresalfi Taylor Martin Victoria Hand James Greeno 《Educational Studies in Mathematics》2009,70(1):49-70
This paper investigates the construction of systems of competence in two middle school mathematics classrooms. Drawing on
analyses of discourse from videotaped classroom sessions, this paper documents the ways that agency and accountability were distributed in the classrooms through interactions between the teachers and students as they worked on mathematical
content. In doing so, we problematize the assumption that competencies are simply attributes of individuals that can be externally
defined. Instead, we propose a concept of individual competence as an attribute of a person's participation in an activity
system such as a classroom. In this perspective, what counts as “competent” gets constructed in particular classrooms, and
can therefore look very different from setting to setting. The implications of the ways that competence can be defined are
discussed in terms of future research and equitable learning outcomes.
相似文献
| Melissa GresalfiEmail: |