Richness

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tandfonline.com – ‘Richness in Ends, Simpleness in Means!’ on Arne Naess’s Version of Deep Ecological Friluftsliv and Its Implications for Outdoor Activities

Posted on by Troels Gannerup Christensen - Læst 25 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The increasing global warming and the loss of biodiversity should concern us all. Some feel that outdoor activities, which take place in natural surroundings, should have a special obligation to change. In this article I present an example of what an outdoor life practice that responds to the ecological crisis could look like. I use the simple Norwegian outdoor life called friluftsliv, and the deep ecological version suggested by philosopher and climber Arne Næss (1912–2009) as an example and case. Naessian friluftsliv is interesting and relevant in three ways. First, Naess gave a philosophical basis for friluftsliv, building on deep ecology and Spinozism. Second, he presented content, norms and guidelines for a deep ecological friluftsliv. And third, he… Continue Reading →

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Eric.ed.gov – The Richness of Mathematics Noticed by Teacher Candidates in a Professional Development School Model

Posted on by Troels Gannerup Christensen - Læst 7 gange

eric.ed.gov har udgivet: This study examined how 16 female teacher candidates in two sections of a math methods course, which implemented high leverage professional development school practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns and generalizations, and mathematical language) from the “mathematical quality of instruction” (MQI; Hill et al., 2008) when observing a clinical faculty, their peers, and their own instruction. After analyzing written reflections and reflections using the Edthena video tool, we found that the teacher candidates were mainly focused on mathematical language and explanations. They described patterns and generalizations and linking between representations least frequently. Furthermore, their descriptions of mathematical language and explanations centered around instructional practices they could implement in their own classrooms, critical… Continue Reading →