3,577 research outputs found
Theoretical frameworks for the learning of geometrical reasoning
No full textWith the growth in interest in geometrical ideas it is important to be clear about the nature of geometrical reasoning and how it develops. This paper provides an overview of three theoretical frameworks for the learning of geometrical reasoning: the van Hiele model of thinking in geometry, Fischbein’s theory of figural concepts, and Duval’s cognitive model of geometrical reasoning. Each of these frameworks provides theoretical resources to support research into the development of geometrical reasoning in students and related aspects of visualisation and construction. This overview concludes that much research about the deep process of the development and the learning of visualisation and reasoning is still needed
Michael Rodriguez interviews historian and author Keith Widder
No full textHistorian and author Keith Widder talks about his move to Michigan from Wisconsin, his career as Curator of History for the Mackinac Island State Park Commission, his research interests, his book "Michigan Agricultural College", and his current projects. Widder is interviewed by Michigan State University Librarian Michael Rodriguez for the MSU Libraries' Michigan Writers Series. Held in the MSU Main Library
Interview with Keith R. A. DeCandido
No full textTWC interviews Keith R. A. DeCandido, author of Supernatural tie-in novels Nevermore, Bone Key, and Heart of the Dragon
The shaping of student knowledge: learning with dynamic geometry software
No full textThe focus of this paper is a software genre usually referred to as ‘dynamic geometry’ because of the ability of the user to dynamically manipulate geometrical figures created with the software tool. Using data from a longitudinal study of 12-13 students’ use of dynamic geometry software, the focus of the analysis is on the interpretations the students make of geometrical objects and relationships when using this form of software. The analysis suggests that the students’ mathematical reasoning is shaped by their interactions with the software in that their ability to explain geometrical facts and relationships evolves from imprecise, ‘everyday’ expressions, through reasoning that is overtly mediated by the software environment, to mathematical explanations of the geometric situation that transcend the particular tool being used. Such findings suggest that curriculum initiatives that encourage the use of dynamic geometry software are appropriate but that the incorporation of such software into classroom practices is unlikely to be straightforward
Reviews
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Anne E. Mullin. Teaching Writing Creatively. (David Starkey, Ed., 1998).
Keith Rhodes. Zen in the Art of Rhetoric: An Inquiry into Coherence. (Mark Lawrence McPhail, 1996).
Ellen Davis. Women in Praise of the Sacred: 43 Centuries of Spiritual Poetry by Women. (Jane Hirshfield, Ed., 1994).
Jean R. Trounstine. Educational Drama and Language Arts: What Research Shows. (Betty Jane Wagner, 1998)
Author Keith Widder reads from his book "Michigan Agricultural College : the evolution of a land-grant philosophy, 1855-1925" at the Michigan Writers Series
No full textAuthor and historian Keith Widder reads from his book "Michigan Agricultural College : the evolution of a land-grant philosophy, 1855-1925," and explains how he developed the idea of writing about the history of an agricultural college. Widder answers questions from the audience. The event is convened by Peter Berg, head of the Michigan State University Libraries' Special Collections. Part of the MSU Libraries' Michigan Writers Series. Held in the MSU Main Library
Lack of semantic parafoveal preview benefit in reading revisited
No full textIn contrast to earlier research, evidence for semantic preview benefit in reading has been reported by Hohenstein and Kliegl (Experimental Psychology: Learning, Memory, and Cognition, 40, 166–190, 2013) in an alphabetic writing system; they also implied that prior demonstrations of lack of a semantic preview benefit needed to be reexamined. In the present article, we report a rather direct replication of an experiment reported by Rayner, Balota, and Pollatsek (Canadian Journal of Psychology, 40, 473–483, 1986). Using the gaze-contingent boundary paradigm, subjects read sentences that contained a target word (razor), but different preview words were initially presented in the sentence. The preview was identical to the target word (i.e., razor), semantically related to the target word (i.e., blade), semantically unrelated to the target word (i.e., sweet), or a visually similar nonword (i.e., razar). When the reader’s eyes crossed an invisible boundary location just to the left of the target word location, the preview changed to the target word. Like Rayner et al. (Canadian Journal of Psychology, 40, 473–483, 1986), we found that fixations on the target word were significantly shorter in the identical condition than in the unrelated condition, which did not differ from the semantically related condition; when an orthographically similar preview had been initially present in the sentence, fixations were shorter than when a semantically unrelated preview had been present. Thus, the present experiment replicates the earlier data reported by Rayner et al. (Canadian Journal of Psychology, 40, 473–483, 1986), indicating evidence for an orthographic preview benefit but a lack of semantic preview benefit in reading English
sj-docx-1-pbi-10.1177_10983007231224048 – Supplemental material for The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis
No full textSupplemental material, sj-docx-1-pbi-10.1177_10983007231224048 for The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis by John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen and William R. Jenson in Journal of Positive Behavior Interventions</p
Transformations in 20th Century Mennonite Peacemaking - Dale Brown Book Award Lecture
No full textKeith Graber Miller, the editor of the 2012 Brown Book Award winner, Prophetic Peacemaking: Selected Writings of J. R. Burkholder, discusses J. R. Burkholder’s influence as an ethicist, church leader, and social change agent, placing him within the context of twentieth-century shifts in Mennonite peacemaking. Burkholder then offered comments in response to Graber Miller’s lecture. Keith Graber Miller is a professor of Bible, religion, and philosophy at Goshen College. He is the author or editor of five books and the contributor of chapters in more than a dozen books
The pragmatic constructions of Deleuze, Guattari and Miles Davis
Get PDFThe aim of the following investigation is two-fold. Firstly, the project takes as its focus the growing corpus of secondary literature written on the work of the French philosophers and theorists Gilles Deleuze and Felix Guattari, whose work has generated a great deal of
interest in recent years and a proportionate amount of controversy. Much of this controversy can be attributed to simplifications and misunderstandings on the part of
commentators who have in some instances neglected to approach Deleuze and Guattari with sufficent rigour and care, resulting in the perpetuation of so many misunderstandings regarding their work.
Secondly, the project will seek to redress some of these misunderstandings by recourse to a pragmatic embodiment of Deleuze and Guattari's concepts and ideas through a case-study based on the life and work of the African-American jazz musician Miles Davis. In attempting to provide a new and challenging case as the basis for this investigation, the overriding aim is to assess the pragmatic remit of Deleuze and Guattari's thought, in terms of aesthetics, ethics and politics, whilst remaining sensitive to the potential limitations and dangers of their project
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