1,721,048 research outputs found
Mathematische Liefhebberye (1754-1769) and Wiskundig Tijdschrift (1904-1921): both journals for Dutch teachers of mathematics
No full textIn the northern Netherlands knowledge of arithmetic and practical mathematics became more and more important from the early 17th century. By the mid-18th century learning arithmetic had become more common and primary schoolteachers were expected to know mathematics. The rather strong interest in mathematics and the greater knowledge of teachers in the 18th century resulted in the publication of a monthly journal, Mathematische Liefhebberye (Mathematical Pastimes), between 1754 and 1769. Though the title suggests a periodical for mathematical recreation, the translation of the full title is: ‘Mathematical Pastimes, with news of the French and Dutch Schools’. ‘The content of this journal makes it clear that it was intended for teachers who taught mathematics, in primary schools or privately. One may conclude that already in the 18th century in the Netherlands there was a tendency to consider mathematics as an autonomous school discipline and also that there was the beginning of a spontaneous move towards professionalization of teachers. After 1769, no comparable journals for mathematics teachers were successfully published for a long time. After 1815 mathematics very gradually became a more important subject in Latin schools, which officially belonged to higher education. Mathematics became an important school subject in the new secondary schools, which were part of legislation on secondary education in 1863. It was taught by mathematics teachers who had to have a degree in mathematics or engineering. In 1904 the first national periodical for mathematics teachers in secondary education was published, Wiskundig Tijdschrift (Mathematical Magazine)
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
Inês Félix. School journeys: Ideas and Practices of New Education in Portugal (1890–1960)
No full textReview: Inês Félix. School journeys: Ideas and Practices of New Education in Portugal (1890–1960). Umeå University (PhD diss.) 2020, 293 pp.</p
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
Towards a New Understanding of Swedish School Reforms : A Sociological Analysis of Textbooks' Role in Reforms of School Mathematics, 1919–1970
No full textThis article sheds new light on the Swedish comprehensive school reform implemented in the 1960s (the Grundskolan reform) and the four decades preceding the reform. This reform was typical for the Nordic countries. The presented study concerns reforms in mathematics education and how change was initiated and driven before and during the comprehensive school reform. The analysis has a focus on the role of textbooks in educational governance. The analysis is based on Bourdieu’s field theory and concerns how a new way of preparing and driving reforms of school subjects restructured relationships between the state, textbook producers, and teachers. This article is mainly a synthesis of results from several previous studies on governance of Swedish mathematics education. The analysis reveals not only a new characteristic of the comprehensive school reform (swift and radical rather than slow and successive), but also a bottom-up movement in the school system, which has been commonly understood as top-down, very centralised, and slow moving. The results of the analysis help explain why the Swedish comprehensive school reform gained early acceptance and momentum. Another contribution of this article concerns historical textbook research, particularly regarding how fundamental changes in authorship of textbooks (from visible individual authors to anonymous collectives) can be related to educational governance and changes in power structures
Framing for Success : Governance of Swedish School Mathematics, 1980–1995
No full textThis article examines the design of the mathematics curriculum applied in Sweden between 1980 and 1995 and how this design affected student results between two international tests, SIMS1980 and TIMSS1995. During this period, the results in mathematics improved on a general level, but in some topics it did not. The results increased significantly in arithmetic, but very little in algebra. I in-vestigate in what respect the arithmetic and algebra curricula were designed differently. The analysed materials are syllabus, commentary material, tests, and textbooks. The analysis is based on Bernstein’s theory on classification a nd f raming. Th e ma in co nclusion is th at st rong fr aming in th e cu rriculum can be associated with better student results in TIMSS and evidence for a causal relation between these entities is presented. On the basis of my finding, I raise a critical question about the change in governing policy that took place in Sweden between 1975 and 2000
The OECD as a Booster of National School Governance : The case of New Math in Sweden, 1950-1975
No full textNew Math was an international reform movement aimed at thorough changes in school mathematics with respect to both content and teaching methods. This movement started to gain influence in the 1950s, and in the 1960s several countries prepared and implemented their own New Math reforms. This movement not only attracted prominent mathematicians and psychologists but also garnered support from the Organization of Economic Co-operation and Development (OECD). The New Math reforms are examples of how OECD supported thorough and broad changes in national systems of education. In most countries, however, the influence of New Math on syllabi began to fade by the 1970s. In this paper, I discuss how the New Math in Sweden reform boosted national governance and changed power relations between the teachers, textbook producers, and the national school administration. I also suggest that OECD continued to support this power structure through the testing enterprises associated with PISA
When research met policy : A history of innovation and a complicated relationship in three Swedish development projects in mathematics education, 1960–2018
No full textThis paper concerns the relationship between research and governance policy in three Swedish major development projects in mathematics education: the New Math project (1960–1975), the PUMP project (1970–1980), and the Boost for Mathematics project in (2012–2016). All three projects were driven or financed by the Swedish central school authorities. Using a historical comparative method, this study deepens the understanding of how research co-exists with governance policy when preparing innovations in mathematics education. The main historical sources are official reports and governmental decisions concerning the three projects. The analysis is focused on the nature of the innovations of each project and the role of researchers in the process of creating the innovations. The analysis highlights the theories and the methods involved in those processes. The three projects are also positioned in a context of school governance policy. In Sweden, the prevailing school governing policy changed from a highly centralised governance in the 1960s to a highly decentralised governance in the 2010s. The paper concludes by discussing to what degree the researchers adhered to principles of research or school governance; in particular, the Boost for Mathematics project is considered in this regard. The relevance of the paper in relation to the emerging field of implementation research in mathematics education concerns how historical studies can give new insights about contemporary development projects in mathematics education
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