In this paper we describe an ontological and semiotic model for mathematical knowledge, using elementary combinatorics as
an example. We then apply this model to analyze the solving process of some combinatorial problems by students with high mathematical
training, and show its utility in providing a semiotic explanation for the difficulty of combinatorial reasoning. We finally
analyze the implications of the theoretical model and type of analysis presented for mathematics education research and practice. 相似文献
AbstractThe Umbrella Movement in Hong Kong is a 79 days political protest and occupy campaigns in major areas in the city. This chronology lists the key events prior to and during the movement. 相似文献
Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
This paper examines women's voice and silence in the academy. It begins with a discussion of the theoretical underpinnings of feminine voice and silence, and then analyses the gendered production of girls'/women's voices throughout their schooling careers from the primary to university classroom. This is followed by a discussion of the contradictory politics of voice when differences clash among women (students) of colour. I argue here that ‘granting’ spaces for women's speech may be pedagogically desirable but has potentially silencing effects. In closing, I consider some pedagogical strategies that can potentially enable women to better partake in the management of their own academic, social, and political interests. 相似文献
This research explores the problems that women professors encounter when combining the pursuit of tenure with having and raising children. In‐depth interviews were conducted with 19 women academics at one Canadian university. These women believe that engaging in childbearing/childrearing practices prior to obtaining tenure is detrimental to their career progression. 相似文献
Teaching assessment at higher education level is required in order to improve the quality of teaching in universities. As both teaching staff and students are equally involved in the teaching/learning process, the views of both must be taken into account when determining the quality of teaching. Basically, a self‐evaluation process has two aspects. On the one hand, there is the source of information, the teacher in this particular case. He or she has the opportunity to reflect upon the actual teaching situation by evoking his or her own point of view in regard to his or her vision of reality even if it might be judged as a complementary view as opposed to other views. On the other hand, the objective of the process might be one either of providing a means of checking (process evaluation) or of improving (result evaluation). A detailed analysis of the two characteristics will enable us to appreciate properly their inter‐connectedness. This analysis, as well as the prior experience of the authors in the domain of teaching assessment within their university, enables them to present a model of self‐evaluation applicable to the context in which they are working. 相似文献
This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised
as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied
to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the
interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness
and self-concept for the subjects, training in strategies for searching for information, and training in decision-making. 相似文献
This qualitative study investigated the survival and coping strategies employed by 17 faculty of color teaching in counseling
programs across the United States. Results indicated that for participants, the meaning of survival extends beyond the ability
to meet expectations for tenure and promotion and achieve professional longevity. Survival entails engaging in a variety of
actions that allow them to withstand and rise above the damaging effects of microaggressions. Framed as conscious strategies,
individual actions become collective acts of resistance against racism and other forms of discrimination. Implications for
multicultural faculty development are discussed. 相似文献
Despite the increasing pressure both at the political level and in the media to place competitive video games (so-called esports) under the umbrella of club and federation sport, the German Olympic Sports Confederation (DOSB) and its member associations have all reason to reject any such incorporation: competitive computer games can be neither identified nor defined by their motor activity; they run counter to the health and educational benefits of sport, thus jeopardising sport’s social legitimacy; and they exhibit no organisational structures that meet the requirements of club and federation sport. The article reflects the current stance of sports federations in dealing with esport and recommends that federation sport adopts a clear strategy of demarcation. 相似文献
