Secondary School Students’ Construction and Use of Mathematical Models in Solving Word Problems     

Salvador Llinares  Ana Isabel Roig 《International Journal of Science and Mathematics Education》2008,6(3):505-532

This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15–16 years old). Four levels of the development of constructing and using mathematical models were identified using a constant-comparative methodology to analyse the student’s problem-solving processes. Identifying the general in the particular and using the particular to endow the general with meaning were the key elements employed by students in the processes of construction and use of models in the different situations. In addition, attention was paid to the difficulties that students had in using their mathematical knowledge to solve these situations. Finally, implications are provided for drawing upon student’s use of mathematical models as conceptual tools to support the development of mathematical competence from socio-cultural perspectives of learning.  相似文献   

Accelerated degrees in education: a new profile,alternative access to teaching or part of a re-tooling process?     

Ana Cabral  Andrew Lambirth 《Journal of Further & Higher Education》2018,42(6):742-755

In the UK, the provision of accelerated undergraduate programmes is responding to the needs of an increasingly diverse and career-focused student body and a flexible, ever-changing labour market. These fast track degrees are particularly new in education where recent developments in school autonomy and teacher training have had consequences on the design and delivery of programmes, definition of professional profiles and implications for the future of education as a subject of study in universities. This article portrays a small-scale research study about the views of students undertaking a new two-year accelerated degree in one English university using surveys at the beginning and end of the first academic year. The great majority were not planning to attend the programme but have chosen it for its career options and for being a quicker and cheaper route to access a degree – with teaching as the career goal. After one year, students reported gains in knowledge and skills, recommended the programme and kept their intention to pursue a career in teaching. Overall, we address a gap in the literature and start the discussion about the (dis)association between the students’ career routes and goals, the provision of these programmes and the teacher training offers.  相似文献   

Katarina Tomaševski (1953–2006)     

Ana Torres 《Prospects》2008,38(1):137-148

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The development of analogical reading in Spanish     

Núria Sebastian-Gallés  Ana Parreño Vacchiano 《Reading and writing》1995,7(1):23-38

The use and development of analogical processes in learning to read in Spanish are presented. In the first experiment, the results show that children of 6 years old show analogical effects in reading pseudowords and that the magnitude of this effect is the same as with 10 years old children. However, it is found that children of 10 years old make many lexicalizations when reading pseudowords (about 50% of the items). In experiment 2 this finding is further analyzed. The results show that 9 years old children make more lexicalizations than adult control subjects do. It is suggested that the development of analogical procedures is a fast process (6 years old children already have done it), but that the precise control of lexical information over perceptual one is a later process.  相似文献   

An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic     

Gabriella Oliveira  Jorge Grenha Teixeira  Ana Torres  Carla Morais 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1357-1376

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The Use of Different Translation Devices to Analyze Knowledge-Building in a University Chemistry Classroom     

Barreto  Lucas Passos  Rodrigues  Adriana Araújo Dutra  de Oliveira  Giordanna Camilla Bié  de Almeida  Laila Thayanne Gomes  Felix  Matheus Augusto Campelo  Silva  Penha de Souza  Quadros  Ana Luiza  Macedo  Andrea Mara  Mortimer  Eduardo Fleury 《Research in Science Education》2021,51(1):135-152

Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well...  相似文献   

Simulation and augmentation: Issues of wearable computers     

Ana Viseu 《Ethics and Information Technology》2003,5(1):17-26

As the physical and digital worlds interact,some fields of technoscience have started toshift from an approach emphasizing simulation –in which the physical is replicated in thedigital – to one focusing on augmentation, inwhich the digital is utilized to enhance thephysical. A good place to study theimplications this shift has on the individualis the field of personal wearable technologies.Here, the body is not simply extended byinformation and communication technologies(ICTs), but also becomes their intimate host.This represents a new step in theconceptualization of the synergy betweenindividual (body) and technology (environment),and also affects the ways in which the role andcharacter of each actor are defined. This paperexplores some of the theoreticalre-orientations underpinning the development ofwearable computers and how these shape therelationship between body and environment.  相似文献   

Prospective Primary Teachers’ Prior Experiences,Conceptions, and Pedagogical Valuations of Experimental Activities in Science Education     

Antonio García-Carmona  Ana M. Criado  Marta Cruz-Guzmán 《International Journal of Science and Mathematics Education》2018,16(2):237-253

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Introduction to the open file     

Christine?PanchaudEmail author  Ana?Benavente 《Prospects》2008,38(2):153-159

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Learning with immigrant children,families and communities: the imperative of early childhood teacher education     

Ana Christina da Silva Iddings  Iliana Reyes 《Early Years: An International Journal of Research and Development》2017,37(1):34-46

Abstract

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all children, and especially for young immigrant children encountering situations of oppression within the national and local educational contexts in Arizona. In this teacher education program, families, community members, researchers, pre-service teachers and teachers worked together to develop new modes of curricular activity, new spaces, new relationships, and new forms of movement among participants, as well as new circulations of literacy artefacts.  相似文献