Search results for "View"

Nordic Arts & Health Conference, Stockholm, Sweden, 10 May 2022 : Conference Review

2022

Making sense of the senseless : the management of problematic questions in the Noriko Show

2008

E-BUSINESS MODEL: A CONTENT BASED TAXONOMY OF LITERATURE

2012

The rapid worldwide growth of e-commerce and the resulting great interest on the digital business, caused a proliferation of contributes by academics and practitioners, that identified by different points of view, the fundamental concepts, codes and functions of e-business models. The quantity and the variety of approaches adopted made the concept of e-business model fuzzy and vague, with little consensus about its ontology and definition. The relevance of the topic asserts a claim for the classification of contributions as a first step to a general definition of the concept of e-business model. This paper provides an integrated literature review of contemporary academic writings to ascerta…

CLIL Challenges : Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts

2020

This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted quality of their agency. The study employs the Listening Guide method (Gilligan, 2015) to listen to the voices of three secondary school subject teachers from three diverse contexts. The analysis shows that CLIL challenges both empowered and disempowered the teachers depending on how meaningful they found their work and what their possibilities to act w…

Who Becomes U.S. Mathematics Teachers: A Longitudinal Analysis of First-time Praxis® II Mathematics Content Knowledge Examinees

2018

International audience; The U.S. uses the Praxis® tests to measure academic skills and the subject-specific content knowledge needed to be a teacher. This study examined Praxis® Mathematics Content Knowledge scores from 2006 to 2016 to describe patterns in who are becoming certified to teach mathematics in the country. Longitudinal analyses were used to discern patterns in the demographics of examinees and trends in exam performance across several demographic characteristics. The results reveal substantial differences in performance and pass rates between examinees of different genders, races, undergraduate majors, undergraduate GPAs, and census regions. From our analyses, we suggest severa…

The Relationships between Pre-Service Primary Teachers’ Teaching and Instructing/Coaching Orientations, and Their Perceived Strengths in Teaching Phy…

2014

Abstract. This study explored if the orientations towards instructing/coaching in physical activities (PA) and teaching physical education (PE) affect the perceived strengths in teaching PE at the primary level (PSTPEs). The orientations were considered as socializing factors into teaching PE. In this study, the perceived strengths were divided into discipline - and pupil - focused strengths. Online questionnaire was used to collect the data from 386 first year pre - service primary teachers before their first PE course of formal teacher education, to expose the acculturative influences of the orientations. Cross tabulation and logistic regression were used to analyze the relationships. The…

From single to multi-variable Calculus: a transition?

2018

International audience; We recently used the notion of praxeology from the Anthropological Theory of the Didactic to model the knowledge that is necessary for students to learn in order to succeed in an undergraduate multivariable Calculus course. We considered the presence and absence of elements of the knowledge to be taught, as proposed by curricular documents, in the knowledge to be learned, as indicated by final exams. Our results indicate that the mathematical activities expected of students at this level align with the activities observed in differential and integral Calculus, where exercise-driven assessments set students' work mainly in the recognition of types of tasks and recolle…

A study of transitions in an undergraduate mathematics program

2018

International audience; In this paper, we introduce an in-progress study of the transitions students face as they advance in their mathematics courses. Previous work has discussed the changes that occur in the transition from high school to university. With regards to the knowledge students are expected to learn, however, significant similarities have been noted: to do well in introductory university courses, students can learn to solve a particular subset of tasks through routinized techniques, with limited awareness of the supporting mathematical theory. In contrast, students in advanced courses are required to work with and on that theory. The first stage of our project aims to better un…

Fostering Heuristic Strategies in Mathematics Teacher Education

2018

International audience; The “double discontinuity” stated by Felix Klein 1908 is still relevant in the mathematics teacher education at German universities. We are developing a course approach, which is intended to bridge the double discontinuity in a didactic dimension. We offer additional learning opportunities for teacher students, which are characterized by clarifications of mathematical methods that are fundamental to the regular lecture contents. We focus especially on reflections on heuristic strategies, which are the core part of mathematical methods according to George Pólya. Feedback shows that students consider our approach as helpful in the transition from school to university.

Characteristics of participation - A mathematician and a mathematics educator collaborating on a developmental research project

2018

International audience; In this paper, a developmental research project involving offering mathematical modelling (MM) activities to university biology students is presented, and a particular aspect is studied, namely the project as a collaboration between mathematicians and mathematics educators. The aim of the paper is to investigate what characterizes their participation in the project, and how the characteristics of the project and its development might influence this participation. Interview data as well as observation data from the MM sessions are analysed, and findings show that the mathematics educator served as a broker influencing the practice of the mathematician. It is hoped tha…