Sudden

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tandfonline.com – On the sudden rise of Dutch science at the end of the nineteenth century: a core-periphery approach

Posted on by Troels Gannerup Christensen - Læst 8 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper analyzes the remarkable success of Dutch scientists near the end of the nineteenth century, as exemplified by five Nobel laureates in the period 1901–1913. Some historians suggest that the key factor contributing to the sudden rise of Dutch science was the establishment of a new type of high school, called HBS, which generated unprecedented social mobility of middle-class pupils to Dutch universities. The HBS also provided a pathway for its science teachers to write a PhD thesis outside the walls of the university. Taking a core-periphery approach, we compare the effects of an HBS-background (periphery) and Royal Academy membership (core) on the recognition that Dutch professors. Consistent with core-periphery theory, we find that professors who taught… Continue Reading →

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Eric.ed.gov – “All of a Sudden They Got It”: Understanding Preservice Teachers’ Perceptions of What It Means To Know (in) Math.

Posted on by Troels Gannerup Christensen - Læst 3 gange

eric.ed.gov har udgivet: In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just “got” a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of what it means to know (in) math. Factors other than ability influence students’ approaches to challenges, their persistence (or… Continue Reading →