10,576 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
Connecting Research with Communities through Performative Social Science
No full textA pioneer in Performative Social Science, Kip Jones makes a case for the potential of arts-based social science to reach audiences and engage communities. Jones contextualises both the use of the arts in Social Science, as well as the utility of Social Science in the Arts and Humanities. The discussion turns next to examples from his own work and what happens when Art talks to Social Science and Social Science responds to Art. The benefits of such interaction and interdisciplinarity are outlined in relation to a recently completed project using multi-methods, which resulted in the production of a professional short film. In conclusion, Performative Social Science is redefined in terms of synthesis that can break down old boundaries, open up channels of communication and empower communities through engagement
David Martyn Lloyd-Jones 1899-1981 and twentieth-century evangelicalism.
No full textThe purpose of this thesis was to demonstrate the significance of the life and ministry of David Martyn Lloyd-Jones in post-war British evangelicalism and to show that, so far as Protestant churches in England and Wales were concerned, no history of the period can afford to ignore him. It is our contention that despite differences of opinion and self- marginalization Lloyd-Jones was and has remained a major force in evangelical thinking. In order to understand how this developed the thesis has been structured along thematic lines highlighting events, persons and questions. The study begins by setting the stage with a biographical chapter and goes on to examine the kind of impact that Lloyd-Jones's preaching had on Christians of all denominations. He believed preaching to be the greatest need of the day and the position of this thesis is that preaching was Lloyd-Jones's greatest contribution to twentieth- century Christianity. As a preacher he attracted one of London's largest congregations and in chapter three we look at the history and nature of Westminster Chapel comparing it with neighbouring ministries, and establishing the kind of people who went to hear him. Chapters four and five ascertain the factors which shaped Lloyd-Jones's views on the church and show how his Reformed evangelicalism led in a separatist as opposed to an ecumenical direction and finally, to a position which was neither Congregational nor Presbyterian. Our further argument is that while he favoured unity among believers his separatist ecclesiology only exacerbated the situation and left evangelicals more divided than before. Chapters six to eight evaluate Lloyd-Jones's background, the nature of his leadership and the extent of his influence - factors which either shaped or were the outcome of his ministry - and looks at the issues which these questions raise
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
Course list R. William Jones
No full textThis is a list of courses that Springfield College (then known as International YMCA College) alumnus R. William Jones took. The list in undated. The handwriting on the list says "This is Mr. Jones’s personal statement. Mr. Moher to get records. J H McCurdy", which indicates that the author of the handwriting is Springfield College faculty member James McCurdy.Renato William Jones, also known as R. William, or simply William Jones, is a member of Class 1928 of Springfield College (then known as International YMCA College). Jones was a British basketball executive and popularizer of basketball in Europe and in Asia. He was born on October 5, 1905 in Rome, Italy. After graduating from Springfield College, he spent a year working as a playground director at a YMCA in Adana, Turkey. From 1929 to 1932, he returned to the International YMCA School of Physical Education in Geneva, where he worked as an assistant for Dr. Elmer Berry. From 1932 to 1957, he remained in Switzerland and continued working with the YMCA in a variety of capacities. From 1956 to 1968, he moved to Germany to work at the UNESCO Institute for Youth. Jones was one of the founding fathers of the Fédération Internationale de Basketball Amateur (FIBA) in 1932 and served as the first Secretary-General from 1932 until 1976. Later, he was made secretary general of the International Council of Sport and Physical Education in 1958. He was elected to the Naismith Memorial Basketball Hall of Fame in 1964 and the FIBA Hall of Fame in 2007. He was also made a patron of the Amateur Basketball Association of England in 1973. Jones was a long-time trustee of Springfield College, and in 1968 the school awarded him an Honorary Doctor of Humanics. He passed away on April 22, 1981
sj-docx-1-aut-10.1177_13623613231223036 – Supplemental material for A meta-ethnography of autistic people’s experiences of social camouflaging and its relationship with mental health
No full textSupplemental material, sj-docx-1-aut-10.1177_13623613231223036 for A meta-ethnography of autistic people’s experiences of social camouflaging and its relationship with mental health by Sarah L Field, Marc O Williams, Catherine R G Jones and John R E Fox in Autism</p
Aquatic adaptations in the four limbs of the snake-like reptile Tetrapodophis from the Lower Cretaceous of Brazil
No full textAbstract not availableMichael S.Y. Lee, Alessandro Palci, Marc E.H. Jones, Michael W. Caldwell, James D. Holmes, Robert R. Reis
The descendant colored Jones polynomials
No full textWe discuss two realizations of the colored Jones polynomials of a knot, one appearing in an unnoticed work of the second author in 1994 on quantum R-matrices at roots of unity obtained from solutions of the pentagon identity, and another formulated in terms of a sequence of elements of the Habiro ring appearing in recent work of D. Zagier and the first author on the Refined Quantum Modularity Conjecture.We discuss two realizations of the colored Jones polynomials of a knot, one from an unnoticed work of the second author in 1994 on quantum R-matrices at roots of unity obtained from solutions of the pentagon identity, and another one from recent work of D. Zagier and the first author regarding the Refined Quantum Modularity Conjecture, more precisely, the mysterious top row of a matrix of conjectured knot invariants
Visualisation, imagery, and the development of geometrical reasoning
No full textThis report focuses on some aspects of the nature and role of visualisation and imagery in the teaching and learning of mathematics, particularly as a component in the development of geometrical reasoning. Issues briefly addressed include the relationship between imagery and perception, imagery and memory, the nature of dynamic images, and the interaction between imagery and concept development. The report concludes with a series of questions that may provide a suitable programme for research and lays the foundation for further work of the BSRLM geometry working group
The place of experimental tasks in geometry teaching: learning from the textbook designs of the early 20th century
No full textThe dual nature of geometry, in that it is a theoretical domain and an area of practical experience, presents mathematics teachers with opportunities and dilemmas. Opportunities exist to link theory with the everyday knowledge of pupils but the dilemmas are that learners very often find the dual nature of geometry a chasm that is very difficult to bridge. With research continuing to focus on understanding the nature of this problem, with a view to developing better pedagogical techniques, this paper examines the place of experimental tasks in the process of learning geometry. In particular, the paper provides some results from an analysis of innovative geometry textbooks designed in the early part of the 20th Century, a time when significant efforts were being made to improve the teaching and learning of geometry. The analysis suggests that experimental tasks have a vital role to play and that a potent tool for informing the design of such tasks, so that they build effectively on pupils’ geometrical intuition, is the notion of the geometrical eye, a term coined by Charles Godfrey in 1910 as “the power of seeing geometrical properties detach themselves from a figure"
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