tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT During recent years media discussion over the gravity of climate change has increased rapidly. One of the most used bywords has been ‘carbon footprint’, a concept with a moral appeal to global responsibility and a sense of global environmental togetherness. However, ‘carbon footprint responsibility’ cannot be separated from nationalistically loaded affects and their representations but instead it has effected new articulations that support state-centric ideologies, offering a fresh starting point for re-conceptualizing the theories of nationalism. This article analyses how the Finnish media constructs a contradictory discourse in which the moral debate over carbon footprint responsibility merges with nationalistically loaded argumentation. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores how recently arrived students are positioned and position themselves in the Language Introduction Programme in upper secondary school in Sweden using a combination of position theory with nexus analysis. The material used consists of official national documents and local school documents, observations, interviews and photographs. Circulating discourses are analysed through discourses in place, historical bodies and interaction order. The analysis revealed ambiguous and conflicting discourses at the school, where students in the Language Introduction Programme are positioned both as having rights and as being deficient, lacking what is here termed Swedishness. While principals place the responsibility on students themselves to use Swedish in social situations, official documents emphasise the duty of the principals to ensure… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment)… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Connections to research and professional practice are both essential components of engineering education, although handled differently across engineering programmes. The aim of this paper is to identify discourses on these components across three engineering programmes to in depth understand these variations. A discourse analysis was conducted on interviews, documents and observations and the results show three distinct discourses: the relevance and usefulness discourse, primarily emphasising engineering professional practice and connections to industry; the research and independence discourse, primarily accentuating research connections and independence from external actors; and the dual coupling and sustainability discourse, mainly highlighting a combination of connections to research and professional practice, along with a focus on sustainable development. The overall function of the discourses is… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: This research employs a mixed theoretical perspective drawing on elements from interactionism and social constructivism. In this study, a discourse analysis is performed on conversations among intra- and inter-institutional mathematics and science teaching faculty participating in reforming content classes for teacher candidates in the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project. The goal of this study was to begin the process of painting a picture of the discourse landscape that higher education math and science teachers inhabit when the referent in their thinking is science and mathematics, two disciplines the MCTP project hopes to connect. The assumption is that this information will assist in understanding math and science teaching faculty’s beliefs and actions taken in designing and teaching undergraduate teacher preparation science… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores preschool children’s mathematizing in everyday block play activities. Building on an ethnomethodological and multimodal conversation analytic framework, we explore how geometry (i.e. spatiality, shape, and symmetry) is actualized in children’s verbal and embodied interaction with their peers, pedagogues, and material environment. The selected data are drawn from a video ethnographic study in a Swedish preschool in which a boy and a girl play with a magnetic construction toy. The results of the study demonstrate how the participants orient to spatial locations, properties, dimensions, orientations, transformations, and shapes as they build a house. The children are shown to rely upon verbal and embodied resources such as deictics (e.g. here, there, these) and pointing gestures as geometrical aspects are… Continue Reading
eric.ed.gov har udgivet: The purpose of this article is to describe Discourse Time (D.T.), a teaching practice that aims to integrate argumentative literacy, the third piece of the literacy puzzle, into math learning environments. Snapshots from a tenth grade classroom at Skyview Academy High School in Thornton, Colorado is used to paint a vivid picture of what D.T. looks and feels like in addition to the way it impacts student learning. Link til kilde
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