tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Substantial research has shown that changes in contemporary western societies have prolonged transitions from youth to adulthood and altered the conditions and timing of transitions in education, work and family formation. Thus, contemporary society is creating new temporal conditions with important implications for social institutions, organisation of education, work arrangements, and individual career choices. The presented study explores temporal dimensions of career choices and transitions in this context from perspectives of young people in a small town in Sweden. Three specific temporal questions are addressed: How are time horizons constructed in young peoples´ career narratives; in what ways do individual temporal strategies and orientations towards the past, present and future interact with opportunity structures and socio-geographic space; and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study, aspects of space and time in German and Swedish classrooms are observed and compared to characterize differences and similarities in classrooms and lessons in different contexts. The organization and control of individuals and their actions in relation to time and space are analysed using categories derived from Discipline and Punish utilizing a model of empirically informed typification analysis. The empirical data consist of field studies conducted by participant observation in German and Swedish classrooms. The type of classroom found in Germany is characterized by fixed boundaries and frameworks. The lessons are uniform, and class time is structured so as to minimize the number of interruptions between different activities. Boundaries are less clear in the type… Continue Reading →
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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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT A recent paper published time series of concentrations of chemicals in drinking water collected from the bottom of Lake Mead, a major American water supply reservoir. Data were compared to water level using only linear regression. This creates an opportunity for students to analyze these data further. This article presents a structured introduction to time series decomposition that compares long-term and seasonal components of a time series of a single chemical (meprobamate) with those of two supporting datasets… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT From a discursive perspective, differences in the language in which mathematics questions are posed change the nature of the mathematics with which students are expected to engage. The project The Evolution of the Discourse of School Mathematics (EDSM) analysed the discourse of mathematics examination papers set in the UK between 1980 and 2011. In this article we address the issue of how students over this period have been expected to engage with the specialised discourse of school mathematics. We explain our analytic methods and present some outcomes of the analysis. We identify changes in engagement with algebraic manipulation, proving, relating mathematics to non-mathematical contexts and making connections between specialised mathematical objects. These changes are discussed in the light… Continue Reading →
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