Changing classroom culture,curricula, and instruction for proof and proving: how amenable to scaling up,practicable for curricular integration,and capable of producing long-lasting effects are current interventions?     

Elena Nardi  Eric Knuth 《Educational Studies in Mathematics》2017,96(2):267-274

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are.  相似文献   

The Phoenix Rising: Emergent models of instructional design     

Sonja Irlbeck  Elena Kays  Deborah Jones  Rod Sims 《Distance Education》2006,27(2):171-185

The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three‐phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with “instructional design.”  相似文献   

Out-of-class communication: are students and faculty interested and engaged? (A study at a Russian university)     

Kuryan  Maria  Voronina  Elena 《Educational Research for Policy and Practice》2021,20(2):223-246

The study looks into the problem of student–faculty communication. It addresses the issue of claimed scarcity of such interaction that exists despite the recognized benefits it can bring to students and instructors. It is suggested that examination and comparison of the participants’ interest and actual engagement in out-of-class communication (OCC) may shed light on this. Two populations from a university in Russia: 148 students and 35 instructors, were analyzed to measure their overall interest and engagement in OCC. The paper also addressed the question whether the studied populations are interested and engage in the same types of OCC. The results demonstrate that the reported overall interest in OCC was higher than the actual engagement in it among both groups of the respondents. Besides, students and faculty chose different types of OCC as most interest evincing and most frequently practiced. The research outcomes may help the parties concerned (scholars, teaching staff, educational managers and students) enhance understanding of the nature of OCC and its specifics and consider ways of harmonizing it in the best interests of all stakeholders.

  相似文献   

Enhancing the Cognitive and Motor Abilities of very Young Children: A Pilot Study of the Efficacy of the PlayWisely Approach     

Craig Leth‐Steensen  Elena Gallitto  Mohsen Haghbin  Patricia A. Hannan 《Mind, Brain, and Education》2021,15(1):103-110

  相似文献   

The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects     

Diego-Mantecón  José Manuel  Haro  Elena  Blanco  Teresa F.  Romo-Vázquez  Avenilde 《Educational Studies in Mathematics》2021,107(2):339-357

Educational Studies in Mathematics - The competency-based approach conceives mathematics as a necessary tool for dealing with daily-life tasks. Many studies have focused on examining the low math...  相似文献   

The Perplexed World of Russian Private Schools: Findings from field research     

Elena Lisovskaya  Vyacheslav Karpov 《比较教育学》2001,37(1):43-64

Based on field research conducted in 1997-98 in St Petersburg, Russia, this paper explores the contemporary status and viability of the postcommunist elementary and secondary private schools. Findings from in-depth qualitative interviews, observations and analysis of documents suggest that the Russian private schools find themselves in a perplexed and precarious situation. Although formally legalised, they operate amidst the anomic situation of legal contradictions. Financially unstable, they engage in a dual economy with heavy reliance on informal networks, sometimes criminal in nature. It is predicted that the current socioeconomic crisis will diminish the number and diversity of private schools. It is argued that private schools' survival depends on the stabilisation of the Russian economy, and political and legal protection of minority rights.  相似文献   

German children's comprehension of word order and case marking in causative sentences   总被引：1，自引：0，他引：1  

Dittmar M  Abbot-Smith K  Lieven E  Tomasello M 《Child development》2008,79(4):1152-1167

Two comprehension experiments were conducted to investigate whether German children are able to use the grammatical cues of word order and word endings (case markers) to identify agents and patients in a causative sentence and whether they weigh these two cues differently across development. Two-year-olds correctly understood only sentences with both cues supporting each other—the prototypical form. Five-year-olds were able to use word order by itself but not case markers. Only 7-year-olds behaved like adults by relying on case markers over word order when the two cues conflicted. These findings suggest that prototypical instances of linguistic constructions with redundant grammatical marking play a special role in early acquisition, and only later do children isolate and weigh individual grammatical cues appropriately.  相似文献   

Development and validation of the DIGIGLO,a tool for assessing the digital competence of educators     

Rafael Alarcón  Elena del Pilar Jiménez  María Isabel de Vicente-Yagüe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2407-2421

  相似文献   

The Potential of Conjoint Analysis for Communication Research     

Elena Pelzer 《Communication Research Reports》2019,36(2):136-147

Surveys on choices oftentimes rely on Likert-type scales. However, they prevent researchers from identifying the relative importance of different stimulus features for the choice decision. Here, it is shown that conjoint analysis offers a variety of advantages emerging from its use of questions that force the subject to trade off conflicting attribute levels. This study discusses some problems of Likert-type scale measures and shows when conjoint analysis may solve some of these problems. Differences between measurements are illustrated in a uses and gratifications study, assessing convergent validity on Likert-type scale measures with traditional conjoint analysis and choice-based conjoint analysis. Results show that subjects prefer “cognitive needs” by Likert-type scale measures against “tension release needs” by both conjoint analyses. The different outcome is independent from linguistic variation and from dual-process models of information processing. Implications for communication research are discussed.  相似文献   

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers’ Science Attitudes,Science Content Knowledge,and Anxiety About Teaching Science     

Elena Novak  Sonya Wisdom 《Journal of Science Education and Technology》2018,27(5):412-432

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.  相似文献