Four Student Teachers' Pedagogical Reasoning on Functions     

Victoria Sánchez  Salvador Llinares 《Journal of Mathematics Teacher Education》2003,6(1):5-25

This study attempts to identify theinfluence of student teachers' subject matterknowledge for teaching on the process ofpedagogical reasoning. This influence isstudied through the way in which the concept offunction is presented to pupils in teachingthrough the textbook problems. Our findingsshow that the four student teachers in ourstudy differed in their subject-matterknowledge for teaching both in the differentaspects of concepts they emphasised and in theuse of a representation repertoire to structurelearning activities. All of this conditionedthe use of graphical and algebraic modes intheir planning of subject matter to bepresented to pupils. We explored also theinfluence of images of mathematics,teaching and learning on student teachers'organisation of the subject matter forteaching, but found this only slight. Finally,regarding the relationship between subjectmatter knowledge and pedagogical contentknowledge in student-teachers' ways of knowingthe subject matter, we offer some implicationsof these findings for mathematics teachereducation programmes.  相似文献   

The firstborn's adjustment to the birth of a sibling: a longitudinal assessment   总被引：1，自引：0，他引：1  

R B Stewart  L A Mobley  S S Van Tuyl  M A Salvador 《Child development》1987,58(2):341-355

41 middle-class families were interviewed at 1 month prepartum and 1, 4, 8, and 12 months after the birth of a second child to assess the reaction and adjustment of firstborn children to this event. Family members were also observed in a semistructured play session in order to obtain information concerning changes in familial interaction patterns. A log linear analysis was conducted to fit a hierarchical model to a 2 (child gender) X 2 (infant gender) X 4 (time of measurement relative to birth of infant) X 2 (presence or absence of problematic regressive behavior) X 14 (type of problematic behavior reported) matrix. A model with 2 statistically significant effects was found to fit the observed frequency matrix quite well, goodness-of-fit (GF) chi 2(312, N = 2,296) = 97.47, p less than .99. This model suggests (1) that the type of response displayed by the firstborns varied as a function of time since the birth; that their initial responses were either imitations of the infant or confrontations with the mother or infant, whereas responses at 4 months postpartum were characterized by numerous anxiety behaviors but fewer imitations or confrontations, and later responses were primarily confrontations with the increasingly intrusive and independent infant; and (2) that a greater frequency of problematic behavior was reported by the mothers of same-sex sibling dyads, especially at the 1- and 8-month postpartum assessments. Observational data indicated that mothers dramatically decreased their interactions with the firstborn children over time but that fathers tended to remain relatively stable in their frequencies of interaction.  相似文献   

Promoting a participatory convergence in a Spanish context: an inter-university action research project using visual narrative     

Elia Fernández-Díaz  Carlos Rodríguez-Hoyos  Adelina Calvo Salvador  Gloria Braga Blanco  Lorea Fernández-Olaskoaga  Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378

ABSTRACT

This article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1^st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework.  相似文献   

Intentions of College Students to Serve as Informal Caregivers for Their Older Relatives: Theory of Planned Behavior Approach     

Gungeet Joshi  Salvador Gezan  Tony Delisle  Christine Stopka  Morgan Pigg  Mark Tillman 《Educational gerontology》2015,41(5):384-396

  相似文献   

Prospective primary mathematics teachers’ learning from on-line discussions in a virtual video-based environment     

Salvador Llinares  Julia Valls 《Journal of Mathematics Teacher Education》2010,13(2):177-196

The aim of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analysed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated for 4 weeks in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching. Three aspects were considered relevant to explain the prospective teachers’ learning: the way in which the theoretical information was used to frame and to interpret the events from mathematics teaching; the characteristics of engagement with others participating in the on-line discussions and the role played by prospective teachers’ beliefs. Possible reasons for the importance of these features include the specific questions posed in on-line discussions and the use of video-clips of mathematics teaching. These findings are considered useful in designing virtual learning environments and the kinds of tasks through which the understanding of mathematics teaching and learning-to-notice skills can be developed.  相似文献   

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   

Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities     

Ortiz R  Jiménez JE  García Miranda E  Guzmán Rosquete R  Hernández-Valle I  Rodrigo M  Estévez A  Díaz A  Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.  相似文献   

Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?     

Jiménez JE  del Rosario Ortiz M  Rodrigo M  Hernández-Valle I  Ramírez G  Estévez A  O'Shanahan I  de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47

This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.  相似文献   

Mathematics teacher’s knowledge,knowledge-based reasoning,and contexts     

Salvador Llinares 《Journal of Mathematics Teacher Education》2018,21(1):1-3

  相似文献   

Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering     

Sarah K. Howard  Maryam Khosronejad  Rafael A. Calvo 《European Journal of Engineering Education》2017,42(6):875-889

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students’ preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics’ perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics’ understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.  相似文献