1,720,967 research outputs found
Anti-racist and decolonial practice in teacher education
Get PDFPostgraduate Certificate of Education (PGCE) mathematics students work in groups to create lesson plans and resources about the historical and cross-cultural roots of mathematics, with written reflections on celebrating diversity. Last years’ lesson activities included: ‘The Game AYO’, ‘Yoruba Number System’, ‘Towers of Hanoi’, ‘Crop Circles’ and ‘Tangrams, Sudoku and Kenken’. The students reflected on the implications on their classroom teaching with pupils, relating to unconscious bias and decolonisation of the national curriculum. At the summer British Society for Research into Learning Mathematics (BSRLM) workshop 2021, ideas were shared from university colleagues and students at York St. John University and for classroom teaching. BSRLM colleagues contributed to the Padlet for initial teacher education. Collaborative curriculum development practice takes place with student teachers, involving lesson planning of activities for classroom practice in placement schools. Reflections about critical mathematics education is outlined with feedback from pupils. Learning about contributions to mathematics from people from around the world can help pupil engagement and interest, whilst addressing diversity, inclusion and social justice issues.
Keywords: anti-racism; decolonial practice, critical mathematics education, social justic
Teaching mathematics for social justice:Reflecting on practice
No full textIn this section, I use extracts from a reflective discussion I held with practising teachers to explore how some of the theoretical ideas from Part 1 of this book can be translated into classroom practice. The online discussion was with Shaila Gosrani and Lauren Hennessy, two participants in an ‘innovations work group’ organised through (and funded by) one of the regional Maths Hubs in England. The work group ran from September 2019 to July 2020 and was focused on ‘teaching mathematics for social justice’ and ‘participatory action research’ (see Chapter 2). At the time, Shaila was in her 8th year of teaching and Lauren was in her 3rd year of teaching, in secondary schools in the Bristol area in England. Coincidentally, both were also studying on the same Masters’ Level university course in mathematics education. The reflective discussion was part of an evaluation of the work group carried out with ethical approval from University College London Institute of Education. We are grateful to Shaila and Lauren for giving consent for their data to be used in this section of the book
Diversity, inclusion, anti-racism, decolonial practice and women in STEM – an opportunity to share good practice
Get PDF
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
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
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe 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
- …
