BOOK REVIEWS     

Megan Watkins  Anna Traianou  Maddalena Taras  Ray Huntley  Chris Abbott 《British Educational Research Journal》2009,35(3):487-495

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‘I’m not a “maths‐person”!’ Reconstituting mathematical subjectivities in aesthetic teaching practices     

Anna Palmer 《Gender and education》2009,21(4):387-404

In this study I have investigated how alternative ways of teaching mathematics influence and affect Early Childhood Education (ECE) students’ attitudes towards maths and how they understand their own subjectivities as more or less mathematical during a 10‐week alternative maths course. The investigated course adopts a feminist post‐structural approach based on critical pedagogy and deconstructive theory and includes an interdisciplinary approach to investigative mathematics. The data used include the memory/narrative writings and process‐writings of 75 female teacher‐education students, collected from three different cohorts, in which the students describe their learning processes throughout the maths course. The study shows that, in the main, the students became much more positively inclined to the subject of mathematics after the maths course and agreed that this course had changed their understanding of their own mathematical subjectivity, albeit in different and varying ways.  相似文献   

Educational software for improving learning aspects of Newton’s Third Law for student teachers     

Anna Spyrtou  Evripidis Hatzikraniotis  Petros Kariotoglou 《Education and Information Technologies》2009,14(2):163-187

In this paper, we present the design, development, implementation and evaluation of educational software “Newton-3”, aiming at the learning of Newton’s Third Law by student-teachers who are not Physics majors. We describe the theoretical issues of our teaching approach and the various software tasks that we designed in order to promote students’ understanding. Specifically, the software is designed for the teaching of gravitational and electrostatic interactions between two distant bodies at rest. It is a web-based application and runs on a simple web browser with Macromedia Flash plug-in installed. The development of software and its integration into teaching–learning sequence is based on three main characteristics: the range of contexts in which the concept of force interaction applies, in the specification of the concept, and in an appropriate teaching learning environment (IDRF). We trialled the software on two groups of 8 primary school and 8 pre-school student-teachers, for 3 teaching periods, in the School of Education of our University. The research results indicate that the implementation was effective as the majority of the teacher-students improved their own knowledge concerning the existence and representation of gravitational and electrostatic interactions. An interesting result reveals that student-teachers have difficulty in perceiving the equality of magnitudes of action and reaction forces. This problem seems to be overcome after the teaching of the Inverse square law.  相似文献   

Symmetrical generalization decrements: Configural stimulus processing in human contingency learning     

Anna Thorwart  Harald Lachnit 《Learning & behavior》2009,37(1):107-115

Models of associative learning differ in their predictions concerning the symmetry of generalization decrements. Whereas Pearce’s (1994) configural model predicts the same response decrement after adding elements to and after removing elements from a previously trained stimulus, elemental models, such as the replaced elements model and Harris’s (2006) model, anticipate more of a decrement for removing than for adding elements. In three contingency learning experiments, we manipulated the motion and the spatial arrangement of colored dots in order to induce configural or elemental processing by perceptual grouping. The results reliably showed symmetrical decrements for the added and removed groups. The manipulations of the stimuli had no effect on stimulus processing. This is in line with Pearce’s configural model, but it is at variance with the elemental models and previous studies.  相似文献   

地球系统科学的内涵与全球变化的研究     

刘安娜 《商丘师范学院学报》2009,25(12):108-110

集中讨论了在新的世纪地球系统科学的内涵和全球变化的主要研究内容.  相似文献   

An integrated and automated segmentation approach to deteriorated regions recognition on 3D reality-based models of cultural heritage artifacts     

Anna Maria Manferdini  Valentina Baroncini  Cristiana Corsi 《Journal of Cultural Heritage》2012,13(4):371-378

In the field of Cultural Heritage, image analysis represents an indispensable practice for restorers to collect information about the state of preservation of monuments and artifacts and plan restoration interventions. In addition, during the last two decades, the wide spread of remote sensing technologies and the possibility to build 3D reality-based models of artifacts allow the extension of image analysis to 3D environments. In this context, the purpose of this contribution is to show the results of investigations held in order to provide a methodology for the automatic detection of deteriorated areas within architectures and artifacts using colour images as a field of examination. Using both 2D and 3D segmentation approaches, our methodology aims at speeding and efficiently performing the automatic detection of deteriorated zones within Cultural Heritage and therefore segment 3D digital models acquired using different survey technologies. Within our investigations, we selected case studies concerning recurrent deteriorations, such as, for example, detachments, cracks and chromatic alterations; we run them both to manual and to automatic recognition and selection tests, in order to compare the results obtained using these approaches and evaluate the reliability of the automatic one. Results comparison included computational and user time, quantification of the deteriorated area error between manual and automatically detected zones. Additional parameters characterizing the specific type of deteriorations were also computed for each case study. Comparison between the automatic and the manual procedure showed that the automatic detection is faster and reliable in all our selected case studies, with evident improvements in the efficient evaluation of the entity and extension of deteriorated areas on 3D geometry.  相似文献   

The development and validation of a learning progression for argumentation in science     

Jonathan F. Osborne  J. Bryan Henderson  Anna MacPherson  Evan Szu  Andrew Wild  Shi‐Ying Yao 《科学教学研究杂志》2016,53(6):821-846

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When mathematics and statistics collide in assessment tasks     

Anna Bargagliotti  Randall Groth 《Teaching Statistics》2016,38(2):50-55

Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate.  相似文献   

Pomp and Circumstance     

Anna Louise Barney 《The Educational forum》2013,77(4)

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The role of intuition in the process of objectification of mathematical phenomena from a Husserlian perspective: a case study     

Andonis Zagorianakos  Anna Shvarts 《Educational Studies in Mathematics》2015,88(1):137-157

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