Mathematics and mathematics education: Content and people, relation and difference     

Willi Dörfler 《Educational Studies in Mathematics》2003,54(2-3):147-170

A broad view of mathematics education takes it as the study of how people learn and do mathematics. Starting with this view, the actual and potential relationships of mathematics education as are search discipline to mathematics as a field of knowledge and activity and to the mathematicians carrying out that activity are analyzed. This leads to the picture of a gulf between the two scientific communities which are based in different cultures of thinking and research. A (meta-)study of mathematics and all its facets termed here mathematicology is proposed. It could serve as common ground for cooperative studies by mathematicians and mathematics educators. Thereby the gulf will not necessarily become narrower but abridge over the differences and mutual misunderstandings could be built.  相似文献   

“Project Screen” — A Follow‐up Study of a Pre‐school Screening Battery     

Thomas R.V. Davies 《International Journal of Disability, Development & Education》1980,27(3):151-157

This study examines a pre‐school screening survey battery with an aim to validate it in terms of predicting school performance. Subjects participating in the screening were tested at the end of their first year at school. Analysis of the data, using a canonical correlation procedure, suggested elimination of a number of test items ‐‐ age, sex, age of walking, socio‐economic rating, Draw‐a‐Man Test, balance and posture, body image, perceptual motor match, height and weight. Measures of general ability, visual discrimination, visual reception, general development, receptive language, language concepts and positional concepts were the best predictors of school performance.  相似文献   

Equality and excellence. Hegemonic discourses of economisation within the German education system     

Tobias Peter  Ulrich Bröckling 《International Studies in Sociology of Education》2017,26(3):231-247

Looking to conflicting constitutions of education systems through the terms equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German education system. While early childhood and primary education discourses are dominated by a terminology of equality, tertiary education institutions such as universities are described using a terminology of excellence that has become a reference point for political interventions and institutional reform processes. Drawing from hegemony theory, governmentality studies and systems theory, this paper analyses the rules of justification referred to by such hegemonic discourses. It presents a policy discourse analysis of strategic, conceptional and institutional texts produced between 2003 and 2010. Through this analysis, the paper suggests that ‘mobilising’ and ‘optimising’ represent the common principles of equality and excellence as economic rationalities.  相似文献   

The hyphen as a syllabification cue in reading bisyllabic and multisyllabic words among Finnish 1st and 2nd graders     

Tuomo Häikiö  Raymond Bertram  Jukka Hyönä 《Reading and writing》2016,29(1):159-182

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Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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Wandel in der Fremdsprachenpolitik der DDR     

Günter Böhme 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(1):168-172

Ohne Zusammenfassung  相似文献   

Psychometric reevaluation of the Women in Science Scale (WiSS)     

Steven V. Owen  Mary Anne Toepperwein  Linda A. Pruski  Cheryl L. Blalock  Yan Liu  Carolyn E. Marshall  Michael J. Lichtenstein 《科学教学研究杂志》2007,44(10):1461-1478

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Computers,culture, and educational futures: A critical appraisal     

Edmund V. Sullivan 《Interchange》1983,14(3):17-26

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Combining issues of “girl-suited” science teaching,STS and constructivism in a physics textbook     

Professor Dr. Reinders Duit  Professor Dr. Peter Häussler  Dr. Roland Lauterbach  Professor Dr. Helmut Mikelskis  Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113

This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism. Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the market will be discussed. Specializations: constructivist approaches in science education research and practice. Specializations: gender issues in science instruction. Specializations: primary education, integrated science. Specializations: STS, phenomenological oriented physics instruction. Specializations: peace education within science education.  相似文献   

The New Legislation on Education and a National Policy for Improving the Quality of the Education of Engineers in Russia     

OLEG V. ALEKSEYEV 《European Journal of Engineering Education》1994,19(3):313-319

Russian higher engineering education is undergoing radical reform caused by the new political and economic situation in Russia. The aim of the reform is to develop a flexible system of engineering education under market economy conditions, considering customer interests and international tendencies in engineering education. The major concepts and principles of a complex system for assessing and monitoring the quality of engineering education are outlined.  相似文献