1,721,137 research outputs found
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
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
Teachers' Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools
No full textThe most critical factor in the provision of quality learning is the teacher (Hayes, Mills, Christie, & Lingard, Teachers and schooling: Making a difference. Allen and Unwin, Crows Nest, 2006). In the remote Aboriginal schools of the Kimberley, many of the teachers are new or recent graduates. These teachers are generally vibrant and enthusiastic, but they often lack experience and are unfamiliar with the demands and issues of teaching in remote and Indigenous contexts. In our project we found that these teachers had beliefs about pedagogy and mathematics education that were commonly positive and desirable, but they did not regularly demonstrate these beliefs in their classroom practice. Rather than seeing this discrepancy as problematic, we viewed their beliefs as aspirational, and as such they provided the impetus for development and pedagogical reform. Indeed, the data suggest that as the project progressed, the teachers were more able to put into practice some of their espoused educational beliefs
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Leading from the Middle: A Praxis-Oriented Practice
No full textEducational leadership has long been a focus of research and scholarship that focuses on effective education and school improvement. This has usually centred on the important practices of principals; but here we focus on the leading of those who are closer to the classroom—middle leaders. Middle leaders are those who have an acknowledged leadership position, but are also involved in teaching in the classroom. In this landscape, a prime role of middle leading is site-based staff and curriculum development. In this chapter, we discuss the features, characteristics and issues associated with leading from the middle, and we show how this is a mediated practice that is critical to educational development in school sites. It is mediated since the work of the middle leader is enabled and constrained by the cultural-discursive , material -economic and social-political arrangements exuding from policy and school personnel that are brought to bear on their practices. To navigate these arrangements, we will argue that the complex relational nature of this role demands practical wisdom, and the enactment of praxis.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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