1,720,963 research outputs found
Introducing young children to complex systems through modeling
No full textIn recent years, educators have been calling for an increased focus on complex systems across the school years. One approach to achieving this is through modelling, where\ud
children think mathematically about relevant relationships, patterns, and regularities in dealing with authentic problems. This paper reports on the different mathematical models created by three classes of fourth-grade children (9-year-olds) in working a problem that addressed the complex system of team sports. Consideration is given to the problem\ud
elements and interactions the children explored, together with the ways in which they operated on and transformed the given data
A justification for Mathematical Modelling Experiences in the Preparatory Classroom
No full textTraditionally, mathematics has received little attention in prior-to-school settings, however, extensive research in the last 30 years has recognised that mathematical learning is critical to success and achievement in both school and life pursuits. Research has also documented children’s capabilities for complex mathematical thinking and reasoning, and recently curriculum has been developed that addresses young children’s competencies and potentials. This paper reviews current literature to provide a justification for the inclusion of mathematical modelling activities in preparatory settings. Mathematical modelling activities move beyond traditional problem solving to encourage children to develop and explore significant, real world mathematical ideas
Moving into third space: High school students' funds of knowledge in the mathematics classroom
No full textStudents enter Australian high schools with a wide variety of knowledge, backgroundexperiences, attitudes to school and discourses, their “funds of knowledge”. Much of thiscomes from their “first space” — what they bring from the home and community. Some ofit comes from their “second space” — what they bring from prior school experiences andwhat they experience in the current school environment. This second space is profoundlyshaped by the experience of formal, textbook-oriented approaches to high schoolmathematics. This theoretical paper looks at the experience of students entering their firstyear of high school mathematics in terms of first and second space, and casts forward to thecreation of a “third space” — one which values and builds on students’ funds ofknowledge
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
What to leave out when preservice mathematics education goes from four years to one: a poststructural account
No full textWith one-year teacher education programs for elementary and middle-school teachers becoming popular, teacher educators are put on the spot as to how novice teachers should be prepared for teaching mathematics. In this paper I delineate, and hold up to academic debate, epistemological and ontological assumptions that inform my teaching in a newly introduced Graduate Diploma of Education program. From a poststructuralist perspective the question becomes not one of what to leave out, but of how to vary instructional practices to produce competent, inquiry-oriented teachers of mathematics in less time
To heal and enthuse: Developmental bibliotherapy and pre-service primary teachers' reflections on learning and teaching mathematics
No full textThis paper advocates bibliotherapy as a powerful reflective tool in pre-service education. Itcan provide a new approach to understanding and improving the affective responses of preserviceprimary teachers. In the study pre-service teachers analysing readings about schoolstudents’ learning, reflected on and reconstructed their understanding of their own schoolexperiences. The technique of bibliotherapy applied to readings about issues such asmathematics anxiety challenged their assessment of their capacity to learn and teachmathematics. This was a healing process that generated enthusiasm for teachingmathematics
Spatial Reasoning Influences Students’ Performance on Mathematics Tasks
No full textAlthough psychological literature has demonstrated that spatial reasoning and mathematics performance are correlated, there is scant research on these relationships in the middle years. The current study examined the commonalities and differences in students’ performance on instruments that measured three spatial reasoning constructs and two mathematics content areas. There were no gender differences in terms of performance on the three constructs that measured students’ spatial visualisation, mental rotation and spatial orientation. There were strong positive relationships between the students’ spatial reasoning and mathematics performance (r=0.66), with over 44% of shared variance between the two dimensions. Our study highlights the importance of spatial reasoning in the mathematics curriculum and the necessary promotion of this dimension as a general numeracy capability
Variations on the Author
Get PDF“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
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