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11.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
相似文献
Luis RadfordEmail: |
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Uncontrollable Mental Imagery: Graphical Connections Between A Function And Its Derivative 总被引:2,自引:0,他引:2
Leslie Aspinwall Kenneth L. Shaw Norma C. Presmeg 《Educational Studies in Mathematics》1997,33(3):301-317
The view that imagery might be a disadvantage on certain tasks might surprise some mathematics educators who contend that a learner's conceptual understanding is increased whenever visual imagery is used. One of the limitations of imagery found in the literature comes to bear on a unique aspect of mathematics teaching and learning. This is the notion of an uncontrollable image, which may persist, thereby preventing the opening up of more fruitful avenues of thought, a difficulty which is particularly acute if the image is vivid. Although one calculus student's images supported high levels of mathematical functioning, occasionally his vivid images became uncontrollable, and the power of these images did more to obscure than to explain. This type of imagery can be a major hindrance in constructing meaning for mathematical concepts — contrary to the panacea view of imagery which is sometimes expressed.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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Julia A. Bryan Norma L. Day‐Vines Cheryl Holcomb‐McCoy Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279
National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined. 相似文献
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Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed. 相似文献