1,721,016 research outputs found
Developing good practices for teacher training focused on understanding classroom environment
No full text"Real world" problems
No full textWe consider it important that pre-service teachers master both mathematical problem solving and the choice and analysis of problems, together with the way of posing them in the classroom, so that pupils’ thinking processes may be better stimulated. The teacher must make several decisions about the organisation of their own teaching: these relate to the choice and systematisation of ‘good’ problems, the management of pupils’ personal solutions in the sharing phases (discussion), the possible ways for making these personal solutions evolve towards expert solutions, which are the main goal. In this context, a priori analysis becomes one of the professional tools helping teachers to formulate their choices and decisions (Charnay, 2003). The “Real world” problems proposal sits within a set of activities that stimulate work with problems starting from a suitable a priori analysis, in order to identify the mathematical concepts at stake and to determine whether, how and with what aims they can be used in teaching
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
Creating mathematical models with structure
No full textThis paper reports on a study that traced the development of year 4 students who were taught to structurally organise text through top-level structuring, as they engaged in two textually-based, mathematical-modelling problems. Top-level structuring is an organizational tool used to structure text for recall and comprehension. First, prior to top-level structure instruction, students investigated a modelling problem where they used data to determine and report on the best condition for growing beans. They were then taught the top-level structuring strategy. Finally, the students worked on a modelling problem where they analysed results to report on the best way to choose a winner of a paper-plane race Results showed evidence that after students were taught to structure the text, they applied the strategy when explaining and justifying their ideas and models
Primary students' reasoning about diagrams: The building blocks of matrix knowledge
No full textThis paper reports on the development of primary students’ ability to justify their reasoning for the selection of the matrix as an appropriate representation for specific mathematical scenarios. The results over a 3-year period revealed that less than 50% of students were able to justify their selections adequately and that this percentage dropped substantially with age. Additionally, although 20% of students’ provided more adequate explanations over time, 73% of students declined in their explanations or provided erratic or consistently inadequate explanations. These results suggest the need for explicit instruction in diagram use because there is scant evidence that a generic focus in the curriculum on representation, reasoning and communication is sufficient to support students to develop sound diagrammatic knowledge
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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