81 research outputs found
Developing purposeful mathematical thinking: a curious tale of apple trees
No full textIn this paper I explore aspects of the ways in which school mathematics relates to the “real” world, and argue that this relationship is an uneasy one. Through exploring the causes of this unease, I aim to expose some problems in the ways in which context is used within mathematics education, and argue that the use of context does not ensure that the purposes of mathematics are made transparent. I present and discuss a framework for task design that adopts a different perspective on mathematical understanding, and on purposeful mathematical thinking
Helicobacter pylori in children with peptic ulcer and their families
No full textHelicobacter pylori in children with peptic ulcer and their familie
AMOXYCILLIN PLUS TINIDAZOLE FOR CAMPYLOBACTER PYLORI GASTRITIS IN CHILDREN: ASSESSMENT BY SERUM IgG ANTIBODY, PEPSINOGEN I, AND GASTRIN LEVELS
No full textAMOXYCILLIN PLUS TINIDAZOLE FOR CAMPYLOBACTER PYLORI GASTRITIS IN CHILDREN: ASSESSMENT BY SERUM IgG ANTIBODY, PEPSINOGEN I, AND GASTRIN LEVEL
Class and skill: changing divisions of knowledge and labour
No full text"Class and Skill" links the debates on social class and "classlessness" with concerns about changing levels of skill in the economy. The perennial English obsession with social class is approached from the idea of defining the notion of skill. The prospect of continuing economic crisis poses the problem of creating skills for the future, which the author aims to address practically, using quotations from his research. This study is suitable for teachers, lecturers in education and students of education, politics, sociology, economics and cultural studies
Young people leaving home
No full textThis is a study of young people in Britain who have left home before the age of 21, 80 young people from the four contrasting areas of Swindon, Liverpool, Sheffield and Kirkcaldy were interviewed in depth. The book is a contribution to this relatively neglected topic and looks at various critical and under-researched social issues: youth, homelessness, courtship, marriage and family formation and single parenthood. Drawing on his interviews, the author gives insights into the dynamics of family life, housing situations, attitudes and political issues and the contrasting self concepts of these young people
Beginning teachers’ mathematical knowledge: What is needed?
No full textOver the past decade there has been growing interest in describing and measuring the kinds of mathematical knowledge needed by teachers. Such efforts are in parallel with the development of national standards for teachers, indicating levels of expectation across the years of teachers’ careers. This presentation provides an opportunity for teacher educators and teachers to consider the nature of mathematical knowledge needed by beginning teachers at all levels of schooling. Discussion will be informed by data from an ALTC funded national project that aims to improve the quality of pre-service teachers’ outcomes in mathematics and by the AAMT Standards framework
Towards an articulation of expert classroom practice
No full textWe report on a small scale study with six experienced teachers of mathematics in which we have applied a general theoretical model of expert practice (developed by the second author) to explore the nature of the knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils. This model uses the notion of attention-dependent knowledge, which is derived through the use of specialised attentional skills. A methodology was developed which enabled us both to investigate the role of attention-dependent knowledge and to develop a basic vocabulary to articulate aspects of expert classroom practice
Higher than what?
No full textWith its world heritage site Greenwich can potentially create a university that combines the best of the old with something new. That this does not happen automatically shows that the French sociologist of education, Pierre Bourdieu, was wrong in his contention that higher education is all form and no substance. But what is the substance of ‘higher’ learning? Higher than what? Further than where? as Sir Toby Weaver, author of our 1965 Woolwich Polytechnic speech, asked.
Some would answer that higher education’s (HE) ‘higherness’ comes from specialisation but this is also the case in further education (FE). Others would assert academic freedom allows HE teachers to set their own courses linked to their research interests. However, although there is not (yet) a National Curriculum for HE, many programmes of study have long been agreed with professional bodies. And in an institution where the main activity of most staff is teaching or supporting teaching, research and scholarship exist, we admit, only in ‘pockets’. So this is not distinctive either.
Therefore, when we are pushed to characterise ‘higherness’, we fall back on what we often look for in student assignments: A critical analysis of the information required. This is seen as ‘deep’ rather than ‘surface’ knowledge. Yet these tacit notions are often confused so that we know them when we see them but find them hard to justify explicitly. This contribution to Greenwich’s new pedagogic journal seeks to do this as simply as possible in the interests of stimulating debate and innovation
The construction of cyborg bodies: fact, fantasy and the cyborg continuum
No full textThis thesis explores the construction of cyborg bodies and the connections between cyborgs in science fiction and in the real world. Using the concept of the cyborg continuum to represent a range of technologies which integrate the artificial and the organic, this thesis contributes to a grounded liberatory feminist cyborg discourse that empowers us in relation to our increasingly technologized bodies, and that also promotes responsible social change. This research focuses on the connections between people who have artificial joints, their quality of life and daily experiences (i.e. total hip or knee replacements), and the artificially-intelligent cyborgs of science fiction. Common issues arising in both fact and fiction include power, control, and identity. Science fiction can be valuable in extrapolating these issues for the benefit of those who integrate increasingly more artificial parts into their bodies and the bodies of others. While the research participants in this thesis had no such crisis of identity or question of their humanity as the fictitious cyborgs faced, there are different reasons for creating cyborgs. Artificial joints are used to alleviate pain and improve mobility, whereas artificially-intelligent cyborgs are constructed to serve their creators. The connection is in the degree to which people can control what happens to their bodies and the argument that identification as "human" may derive from the recognition and respect for the range of possibilities and lived experience of others, which in turn, promotes social change.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b119137
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