Articulating syntactic and numeric perspectives on equivalence: the case of rational expressions     

Armando Solares  Carolyn Kieran 《Educational Studies in Mathematics》2013,84(1):115-148

Our study concerns the conceptual mathematical knowledge that emerges during the resolution of tasks on the equivalence of polynomial and rational algebraic expressions, by using CAS and paper-and-pencil techniques. The theoretical framework we adopt is the Anthropological Theory of Didactics (Chevallard 19:221–266, 1999), in combination with semiotic aspects from the instrumental approach to tool use. The analysis we present is based on interviews carried out with a 10th grade student who participated in our research. Our findings highlight the mathematical knowledge (technological discourse) constructed in the process of confronting, differentiating, and articulating the several mathematical techniques and theoretical ideas (pertaining to the numeric perspective and the syntactic perspective on algebraic equivalence) related to the designed equivalence tasks.  相似文献   

Cognitive style of gifted and average readers     

Carolyn R. Fehrenbach 《Roeper Review》2013,35(4):290-292

Thirty gifted and 30 average readers were selected from a population of 300 eighth, tenth, and twelfth grade students in small towns or rural areas in Kansas. Students were classified as field independent or field dependent. It was found that gifted and average readers used the same reading strategies but there were significant differences in how frequently some strategies were used. There were also significant differences in how frequently some strategies were used by field independent and field dependent readers. Gifted readers scored significantly higher than average readers on the Hidden Figures Test. No significant differences in the frequency of reading strategy use were found between field independent gifted readers and field dependent gifted readers or between field independent and field dependent average readers.  相似文献   

Reducing Student Bias Against Older Adults Through the Use of Literature     

Carolyn J. Tice  Diane M. Harnek Hall  Shari E. Miller 《Educational gerontology》2013,39(8):718-730

Human services educators must address the issue of students’ bias toward older adults to encourage interest and meet the growing need for professionals in the field. The use of literature can challenge students’ preconceptions of older adults while innovative teaching methods can guide their development of more tolerant views and introduce them to a field that they may have previously given little consideration. Based on a model of cultural competence development, teaching strategies, learning objectives, literature, and an evaluation are suggested.  相似文献   

Building Relationships through Communities of Practice: Museums and Indigenous People     

Lynda Kelly  Carolyn Cook  Phil Gordon 《Curator: The Museum Journal》2006,49(2):217-234

Abstract This paper explores the theory of “communities of practice” and how the ideas contained in it could be applied to museums, by demonstrating how a key stakeholder group, Indigenous people, have been involved with and engaged in the work of the Australian Museum, Sydney, over the past 30 years. It is suggested that the processes museums have developed in building relationships with Indigenous people, particularly at the practitioner level, could form a template for how museums make themselves relevant to broader communities through active engagement with multiple communities of practice.  相似文献   

Integrating Visual and Verbal Literacies in the Early Childhood Classroom     

Carolyn Pope Edwards  Linda Mayo Willis 《Early Childhood Education Journal》2000,27(4):259-265

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Introduction to the Editor: On Becoming a First‐Time Editor     

N. Carolyn Owens 《Journal of College Counseling》2000,3(1):3-4

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Forgotten resources: Line managers as assets to training     

Paula Grace  Carolyn M. Straub 《Performance Improvement》1990,29(6):14-20

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Summer fun and frolic     

Carolyn Buhai Haas 《Early Childhood Education Journal》1985,12(4):40-42

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Calendar     

Judith L. Klavans  Carolyn Sheffield  Eileen Abels  Jimmy Lin  Rebecca Passonneau  et al. 《Archives and Museum Informatics》1994,8(3):237-237

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Children's understanding of the distinction between intentions and desires   总被引：1，自引：0，他引：1  

Schult CA 《Child development》2002,73(6):1727-1747

Much of the previous research on children's understanding of intentions confounded intentions with desires. Intentions and desires are different, in that a desire can be satisfied in a number of ways, but an intention must be satisfied by carrying out the intended action. Children 3 through 7 years of age and adults were presented with situations in which intentions were satisfied but desires were not, or vice versa, in a story-comprehension task (N = 71) and a target-hitting game (N = 45). Although 3- and 4-year-olds were unable to differentiate desires and intentions consistently, 5- and 7-year-olds often matched the adult pattern. Younger children's difficulties in understanding intentions are discussed in terms of their use of a desire-outcome matching strategy and the representational complexities of intentions.  相似文献