tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Imagining the future through revisiting the past: the value of history in thinking about R(R)I’s possible future(s) Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article builds upon the international dialogue around ‘curriculum crisis’ initiated by Michael Young in Journal of Curriculum Studies (JCS) in 2013 and followed up in JCS in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare ‘curriculum crisis’; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that ‘curriculum crisis’… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Pearl Jephcott’s (1967) research on Scottish teens, Time of One’s Own, is one of the first sociological studies of leisure in the postwar period. This research is remarkable not only for its emphasis on ‘ordinary’ young people but also for its ambitious and eclectic research design, which incorporates field research, sample surveys and task-based participatory methods. The (Re)Imagining Youth team revisited Jephcott’s Scottish research alongside her survey of The Situation of Children and Youth in Hong Kong (1971) as part of a contemporary study of youth leisure and social change. This paper outlines our attempt to reimagine Jephcott’s work for the contemporary context, highlighting the ways in which her method was both a product of its time and… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper I intend to illustrate Vygotsky’s Zone of Proximal Development (ZPD) and then extend the discussion to scaffolding and its relationship with the ZPD. This is then followed by some concerns raised in literature regarding scaffolding as a concept and as a metaphor which involves analysing the arguments for regarding the role of cultural tools and peers as scaffolds akin to instructors. In consideration of some of the criticisms directed at scaffolding, I introduce the concept of the Two Gradient Model (TGM) which is a descriptive model that attempts to clarify the interaction between the instructor and learner. Furthermore, the TGM also demonstrates the need to differentiate between instructors and cultural tools as scaffolds where the… Continue Reading
eric.ed.gov har udgivet: It has been a decade since the article “Math Links: Building Learning Communities in Urban Settings” (referenced throughout as Math Links) was published in the inaugural issue of the “Journal of Urban Mathematics Education” (“JUME”; Leonard & Evans, 2008). The Math Links study, as reported in that article, investigated teacher interns’ attitudes and beliefs about their interactions with urban students in a community-based setting. In that article, it was acknowledged that changing teacher attitudes and beliefs can be challenging, but nonetheless accomplished. The goal for the teacher interns was to transform attitudes and beliefs about teaching mathematics to urban students from routine and decontextualized ways to classroom practices in which culturally based and social justice oriented methods framed instruction. Here, we reflect on that work for the… Continue Reading
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