Perspectives on Sámi Mathematics Education     

Anne Birgitte Fyhn  Ellen J. Sara Eira  Bharath Sriraman 《Interchange》2011,42(2):185-203

The Sámi are an indigenous people of the Arctic, and through a resolution of the United Nations, Norway is bound to take care of the Sámi culture and language. Since 1987 the Sámi have had their own curriculum, but they have no mathematics syllabus. In this paper we summarize the legal acts that take care of the Sámi culture within the Norwegian educational system, and then discuss three examples of Sámi mathematics, which can be part of a possible Sámi mathematics syllabus. First, a unit of measurement is presented, second, a unique way of treating the ratios 2:1 and 1:2 is described, and finally the use of some Sámi versus Norwegian geometry terms are exposed. The three examples are situated in relation to the Yup’ik Eskimo Mathematics in a Cultural Context (MCC), as described by Lipka, Webster, and Yanez (2005) and their contribution in this special issue of Interchange.  相似文献   

A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data     

Sara E. Brownell  Daria S. Hekmat-Scafe  Veena Singla  Patricia Chandler Seawell  Jamie F. Conklin Imam  Sarah L. Eddy  Tim Stearns  Martha S. Cyert 《CBE life sciences education》2015,14(2)

We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students’ conceptions and practice of scientific thinking.  相似文献   

Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes     

Benjamin Dyson  Kristin Vickers  John Turtle  Sara Cowan  Adrianna Tassone 《Higher Education》2015,69(2):303-313

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Foundations of dynamic learning analytics: Using university student data to increase retention          下载免费PDF全文

Sara de Freitas  David Gibson  Coert Du Plessis  Pat Halloran  Ed Williams  Matt Ambrose  Ian Dunwell  Sylvester Arnab 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1175-1188

With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.  相似文献   

Wentzel,Kathryn R & Brophy,Jere E (2014) Motivating students to learn Routledge (New York & London) isbn 978‐0‐415‐89352‐7 301 pp £39.99 http://www.routledge.com/books/details/9780415893527/          下载免费PDF全文

Dr Sara Hammer 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E5-E6

The authors of Motivating students to learn offer teachers evidence‐based classroom strategies to motivate their students. This fourth edition draws comprehensively on current psychological and educational research on student motivation and extrapolates this to implications for teaching practice in the classroom. This book's aim is primarily school teachers but it may also be of interest to people in further and higher education. If you think this book's content could be relevant, I suggest you borrow a copy to decide whether it's worth buying. Sara Hammer  相似文献   

Gift of Spring     

Sara Van Alstyne Allen 《The Educational forum》2013,77(4)

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Developing Mathematics Teachers as Researchers and Leaders     

Mildred Murray‐Ward  Linda Huetinck  Sara Munshin 《Teaching Education》2013,24(2):71-78

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From the Editor     

Sara W. Lundsteen 《Journal of Early Childhood Teacher Education》2013,34(2):2-3

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EXPRESSIONS OF GRATITUDE FOR RANDOLPH CRUMP MILLER     

Sara A. Little 《Religious education (Chicago, Ill.)》2013,108(4):292-295

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Identification of Early Risk Factors for Developmental Delay     

Christine E. F. Delgado  Sara J. Vagi  Keith G. Scott 《Exceptionality》2013,21(2):119-136

Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the greatest individual-level risk for DD, whereas prematurity (gestational age less than 37 weeks) and low maternal education posed the greatest population-level risk. For comparative purposes, individual-level risk for speech disability and other developmental disabilities was also determined. The individual-level risk associated with nearly all factors was significantly greater for DD than for speech disability or other developmental disabilities. The present study suggests that information available from birth certificate records can be used to target screening and early intervention services for children at high risk with the goal of reducing the incidence of DD and subsequent associated disabilities.  相似文献