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41.
Yvette Solomon 《Educational Studies in Mathematics》2006,61(3):373-393
The ability to handle proof is the focus of a number of well-documented complaints regarding students' difficulties in encountering
degree-level mathematics. However, in addition to observing that proof is currently marginalised in the UK pre-university
mathematics curriculum with a consequent skills deficit for the new undergraduate mathematics student, we need to look more
closely at the nature of the gap between expert practice and the student experience in order to gain a full explanation. The
paper presents a discussion of first-year undergraduate students' personal epistemologies of mathematics and mathematics learning
with illustrative examples from 12 student interviews. Their perceptions of the mathematics community of practice and their
own position in it with respect to its values, assumptions and norms support the view that undergraduate interactions with
proof are more completely understood as a function of institutional practices which foreground particular epistemological
frameworks while obscuring others. It is argued that enabling students to access the academic proof procedure in the transition
from pre-university to undergraduate mathematics is a question of fostering an epistemic fluency which allows them to recognise
and engage in the process of creating and validating mathematical knowledge. 相似文献
42.
As we near a time when robots may serve a vital function by becoming caregivers, it is important to examine the ethical implications
of this development. By applying the capabilities approach as a guide to both the design and use of robot caregivers, we hope
that this will maximize opportunities to preserve or expand freedom for care recipients. We think the use of the capabilities
approach will be especially valuable for improving the ability of impaired persons to interface more effectively with their
physical and social environments. 相似文献
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44.
de Groot Esther Baggen Yvette Moolenaar Nienke Stevens Diede van Tartwijk Jan Damoiseaux Roger Kluijtmans Manon 《Minerva》2021,59(1):123-137
Minerva - Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between... 相似文献
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46.
Yvette Jeal 《New Review of Academic Librarianship》2013,19(3):278-295
The University of Manchester Library (UML) is embarking on an ambitious new strategy that aims to align the library more closely to the work of the University—to contribute to the University's strategic success. This article describes elements of the strategy development and content, focusing on methods used; how the service has worked collaboratively both internally and externally, and how senior managers have supported resource, skill, and knowledge challenges. The role of the middle manager is explored in detail in terms of its importance to successful strategy implementation, and parallels are drawn between UML's senior and operational requirements. 相似文献
47.
Yvette?SolomonEmail author Elisabeta?Eriksen Bj?rn?Smestad Camilla?Rodal Annette?Hessen?Bjerke 《Journal of Mathematics Teacher Education》2017,20(2):141-158
An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement. 相似文献
48.
Roeland van der Rijst Yvette Baggen Ellen Sjoer 《International Journal for Academic Development》2019,24(1):7-20
Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed. 相似文献
49.
Allan B. de Guzman Marnie Yvette G. Imperial Rianne Rae L. Javier Arisa M. Kawasaki 《Educational gerontology》2017,43(1):1-10
The impact of prison upon incarcerated individuals is considerably destructive and may lead to low mental health resiliency. Despite a large body of literature on resiliency, little is known about the process that the elderly go through in developing resiliency in the penal setting—hence, this grounded theory investigation. The overall intent of this investigation is to describe the process by which older male adults develop resiliency while in prison. The study used a grounded theory design. To gather the needed data, a two-part research instrument that included a robotfoto and a semistructured interview was employed. A total of 25 incarcerated Filipino elderly in New Bilibid Prison in Muntinlupa City, Philippines were purposively selected. Field text was subjected to thematic analysis following Corbin and Strauss coding procedure. Interestingly, this study yielded the Maze Theory of Resiliency, which describes the Filipino elderly’s road to achieving resiliency. Initially, they go through the sending up phase in which they feel condemnation and uncertainty. The sending off phase captures the moments in which prisoners show signs of optimism and readiness to experience life in their new environment. Lastly, the sending in phase, prisoners became accustomed to the dynamics of penal environment—thus, achieving their sense of resiliency. The emerged theory from this study could help nurses in the early recognition of psychological deterioration and in providing counseling services to the incarcerated elderly without any prejudice. And at the same time, the theory could help implement nursing interventions appropriate for each stage of resiliency. 相似文献
50.
AbstractIn this paper, we describe one secondary school’s radical attempt to rethink the shape and purpose of education for its pupils, and its subsequent return to more traditional methods in the face of pressures of performativity and accountability. Framing our analysis within activity theory and its emphasis on contradiction as a driver for change, we describe the school’s move towards a thematic curriculum and ‘personalised learning’ as a process of productive tensions which enabled the development of new approaches to education. While these innovations were considered to be of major benefit to both teachers and pupils, a fundamental contradiction between the focus on individual development underpinning the new approach and the demands of accountability in a persistent culture of performativity proved to be insurmountable. We argue that this particular contradiction highlights the dominance of measurability in judgements of school success and individual progress, with consequences for the pupils’ longer term education futures. 相似文献