1,720,966 research outputs found
Educators’ perspective on teachers’ beliefs as key-factors for the implementation of mathematics learning activities designed from an enactive-embodied approach
No full textIf we are interested in the implementation of research findings, as teaching practices, within school settings, it becomes crucial to outline what beliefs should guide teachers in implementing these findings from the researchers’ viewpoint. These beliefs essentially define the underlying philosophy behind these practices and offer valuable insights into how educators can facilitate teachers in bringing the research findings in schools. In our exploratory study, researchers from Italy and Australia hypothesized, specifically, potential beliefs of primary and secondary school mathematics teachers that can be related to the introduction and successful integration of mathematics learning activities designed from an enactive-embodied perspective. This constitutes a key preliminary step for exploring teacher beliefs by directly involving them in a survey
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No full textImplementation of active, bodily experience mathematics learning activities: Differences among primary and secondary school teachers
No full textIn the research, we look at the implementation of mathematics learning activities consistent with an
enactive-embodied perspective in Italian schools. Teachers are both users and responsible for the
dissemination of educational innovations, thus their involvement is critical for the study. With an
exploratory teacher survey, consisting of a self-completed online questionnaire and follow-up
interviews, we investigated possible differences between Italian primary and secondary school
mathematics teachers, concerning their beliefs and practices. The availability of adequate spaces
and resources isthe main factor hindering the implementation. Time pressure to cover the curriculum
is of particular concern for secondary school teachers, who, otherwise, believe less in the
effectiveness of these activities. Nonetheless, the lack of confidence and guidance is the second hostile
factor, and the teaching training undergone before entering the profession seems to be significant
Storytelling as a Skeleton to Design a Learning Unit: A Model for Teaching and Learning Optics
No full textInstructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving meaning to its various elements. We refer to an interpretation of storytelling for educational purposes as a role-playing game, drawing inspiration from the Digital Interactive Storytelling in Mathematics framework. Designing a learning unit based on storytelling means integrating every moment of the teaching–learning process within the narrative: the teacher and students are all part of the same story, which motivates every activity carried out in the unit and contextualizes the tasks performed. Moreover, the assessment is also integrated into the narrative flow. In this study, we designed an exemplary Storytelling Learning Unit (SLU) model for the study of light, promoting modelling and argumentation skills in mathematics and physics. This unit, intended for ninth-grade students in an Italian scientific high school, was co-designed by the teacher of the class in which it will be implemented. This work particularly focuses on the design process. From reflection on the specific unit developed, general design principles for creating a SLU were hypothesized
Adapting the DIST-M Model for Designing Experimental Activities—A Theoretical Discussion from an Interdisciplinary Perspective
No full textThis study focuses on interdisciplinary approaches within mathematics and physics education. Secondary schools, particularly those specialized in scientific curricula, have opportunities to explore common topics between mathematics and physics; however, creating a coherent interdisciplinary educational experience is challenging. Adopting an interdisciplinary perspective when designing learning sequences becomes imperative. The proposed approach harnesses the power of storytelling to engage students, emphasizing the interconnectedness of subjects and humanizing the evolution of scientific ideas. This study investigates the adaptation of the Digital Interactive Storytelling in Mathematics (DIST-M) model for interdisciplinary storytelling learning sequences. It aims to explore how this model, initially developed for mathematics activities in a virtual environment, can be enriched with elements from inquiry-based learning models to integrate the experimental aspects of physics. The research presents a theoretical discussion grounded in the design of a learning sequence centered around the study of light, taking place in a non-virtual environment and approached from an interdisciplinary standpoint. It introduces hypotheses for adapting the DIST-M model to accommodate interdisciplinary storytelling sequences. One involves the incorporation of an additional phase within the DIST-M cycle, dedicated to consolidating, transferring to other contexts, and addressing variations in the concepts explored, proved, and refined in earlier phases
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Formazione in servizio, modelli di valutazione d’impatto e Ricerca-Formazione: riflessioni a partire da una scoping review
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