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Educational Studies in Mathematics » Editorial
Editorial Content Type Journal ArticleDOI 10.1007/s10649-008-9171-zAuthors Norma Presmeg, Illinois State University Mathematics Department 313 Stevenson Hall Normal IL 61790-4520 USA Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Innovate » Microsofts Support for Transformation in Education: An Interview with Anthony Salcito (Volume 5, Issue 2, December 2008/January 2009)
In a conversation with Innovate editor-in-chief James Morrison, Anthony Salcito, Microsoft's general manager for U.S. public-sector education, discusses Microsoft's approach to helping educational institutions transform to meet the needs of 21st-century students. Salcito describes how programs like Live@edu are helping universities balance openness with the demands of interoperability and discusses the role of Microsoft's Partners in Learning initiative in encouraging educational institutions across the spectrum think innovatively about transformation in learning. [Link]
Innovate » Innovate-Ideagora: What's Happening (Volume 5, Issue 2, December 2008/January 2009)
In this edition of Innovate-Ideagora, Alan McCord and Denise Easton report that Innovate's social networking initiative now has almost 280 members, many of them actively contributing to a lively set of discussions, including considerations of what topics the Ideagora should take up in the future and a conversation about the challenges of motivating reluctant faculty members to engage with new technology. McCord and Easton also announce the first Ideagora interview with Dr. Julie Little, director of the EDUCAUSE Learning Initiative (ELI). Little described ELI’s development of their own ning-based social network, the Top Teaching and Learning Challenges initiative, and talked about the need to develop and sustain active learning environments where technology tools and pedagogical interactions are used to fulfill content requirements, meet learner needs, and fit instructor style. Finally, McCord and Easton provide a list of upcoming interviewees. [Link]
Innovate » Innovate-Blog: A Step Into Blog 2.0 (Volume 5, Issue 2, December 2008/January 2009)
In the inaugural edition of Innovate-Blog, James Shimabukuro introduces Innovate's newest feature, I-Blog. The advent of free blog publishing platforms and tools gave individuals a simple yet sophisticated means to publish directly to the Web. In the last few years, organizations and institutions have been using blogs for their own purposes, creating a kind of Blog 2.0 that is less about individuals and more about organizations and teams. In this vein, I-Blog will extend Innovate's publishing reach and foster dynamic exchanges around issues in educational technology. Instead of concentrating on themes, I-Blog will focus on a select group of writers covering current topics and issues in their areas of interest. The wide range of articles will reflect the interests of I-Bloggers, a select group of staff authors plus occasional guest writers, and the response of the audience via hits and comments. The format promises readers a steady stream of thoughtful and thought-provoking articles as well as the opportunity to engage with authors by leaving comments and responses. We look forward to your joining us in making I-Blog a dynamic venue for the exchange of ideas. [Link]
Innovate » Using Second Life with Learning-Disabled Students in Higher Education (Volume 5, Issue 2, December 2008/January 2009)
The educational potential of Second Life is still in the process of being developed and harnessed. According to Stephanie McKinney, Agi Horspool, Renee Willers, Omar Safie, and Laurie Richlin, an essential step in this development will be to figure out how to use Second Life to support learning-disabled (LD) students who face numerous challenges in traditional instruction in higher education. The interactive and multifaceted media available in Second Life could allow educators to become less dependent on traditional methods, such as reading, lecturing, and note taking, with which many LD students struggle. Innovative pedagogical uses of Second Life would benefit these students enormously, and there are numerous opportunities to use Second Life to offer an additional channel of support for them. However, these opportunities come with their own challenges, and thus, colleges and universities need to keep the specific needs of these students in mind when developing programs that implement Second Life. [Link]
Innovate » Knowledge-Driven Design of Virtual Patient Simulations (Volume 5, Issue 2, December 2008/January 2009)
Virtual worlds provide unique opportunities for instructors to promote, study, and evaluate student learning and comprehension. In this article, Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson explore the advantages of using virtual reality environments to create simulations for medical students. Virtual simulations in multiuser virtual environments (MUVEs) can provide a safe and engaging alternative to clinical practice with actual simulated patients, creating environments that allow for interactive experiential learning. Vergara and colleagues conducted studies to measure the effectiveness of simulations that allowed medical students to interact with virtual patients in both partially and fully immersive environments. The results demonstrated significant knowledge gains among students who used a MUVE trainer. Usability studies confirmed the MUVE trainer's effectiveness and efficiency for medical education. In addition, students gave favorable feedback regarding their satisfaction with the experience of using the MUVE. [Link]
Innovate » The Time Factor: Leveraging Intelligent Agents and Directed Narratives in Online Learning Environments (Volume 5, Issue 2, December 2008/January 2009)
Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context of the game and to the individual player's situation, can accelerate learning in MUVEs and other virtual learning environments. These agents can be designed to deliver instructional content, to provide cognitive aids for students wrestling with complex concepts, and to react and adapt to learner behavior. After describing the role that intelligent agents can play within the narrative framework of a game, Jones and Warren describe one example that combines intelligent agents with a structuring narrative as a means of reducing the amount of time it takes for learning in virtual environments to produce improved learning outcomes. [Link]
Innovate » Hacking Say and Reviving ELIZA: Lessons from Virtual Environments (Volume 5, Issue 2, December 2008/January 2009)
As text-based predecessors to Second Life, MOOs can offer educators important insights on managing virtual communities to create rich, meaningful learning experiences. Rochelle Mazar and Jason Nolan outline two instructional experiments in MOOs that have implications for current educational practice in Second Life. One involves modifying and modulating users' ability to speak, first by strategically removing this ability altogether in an attempt to manage information flow and then by adding context-based text to a student's speech to strengthen the immersiveness of the experience. The second experiment explores the use of chatterbots to deepen the richness and interactivity of a virtual build. While MOOs and Second Life appear to be vastly different technologies, Mazar and Nolan highlight their similarities and suggest that educators can apply the lessons learned from MOO experience to Second Life practice. [Link]
Journal of Mathematics Teacher Education » A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs
Abstract The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics educators as to the outcomes of these programmatic features. Content Type Journal ArticleDOI 10.1007/s10857-008-9092-xAuthors Susan L. Swars, Georgia State University Department of Early Childhood Education P. O. Box 3978 Atlanta GA 30302 USAStephanie Z. Smith, Georgia State University Department of Early Childhood Education P. O. Box 3978 Atlanta GA 30302 USAMarvin E. Smith, Kennesaw State University Department of Elementary and Early Childhood Education 1000 Chastain Road Kennesaw GA 30144 USALynn C. Hart, Georgia State University Department of Early Childhood Education P. O. Box 3978 Atlanta GA 30302 USA Journal Journal of Mathematics Teacher EducationOnline ISSN 1573-1820Print ISSN 1386-4416 [Link]
Journal of Mathematics Teacher Education » Contextualising the notion of ‘belief enactment’
Abstract For more than 20 years, belief research has been based on the premise that teachers’ beliefs may serve as an explanatory principle for classroom practice. This is a highly individual perspective on belief–practice relationships, one that does not seem to have been influenced by the increasingly social emphases in other parts of mathematics education research. In this article, I use the notions of context and practice to develop a locally social approach to understanding the belief–practice relationships. It is a corollary of the approach taken that the high hopes for belief research with regard to its potential impact on mathematics instruction need to be modified. Content Type Journal ArticleDOI 10.1007/s10857-008-9093-9Authors Jeppe Skott, Växjö University Vaxjo Sweden Journal Journal of Mathematics Teacher EducationOnline ISSN 1573-1820Print ISSN 1386-4416 [Link]
Educational Studies in Mathematics » The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA)
Abstract This paper analyses the difficulties which Spanish student teachers have in solving the PISA 2003 released items. It studies the role played by the type and organisation of mathematical knowledge in the activation of competencies identified by PISA with particular attention to the function of contextual knowledge. The results of the research lead us to conclude that the assessment of the participant’s mathematical competencies must include an assessment of the extent to which they have school mathematical knowledge (contextual, conceptual and procedural) that can be productively applied to problem situations. In this way, the school knowledge variable becomes a variable associated with the PISA competence variable. Content Type Journal ArticleDOI 10.1007/s10649-008-9167-8Authors César Sáenz, Autonomous University of Madrid (UAM) Institute of Education (IUCE) Madrid Spain Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics » Prospective elementary teachers’ motivation to participate in whole-class discussions during mathematics content courses for teachers
Abstract Prospective elementary teachers’ (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening. Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results provide pedagogical learner knowledge for mathematics teacher educators. Content Type Journal ArticleDOI 10.1007/s10649-008-9168-7Authors Amanda Jansen, University of Delaware School of Education 105A Willard Hall Educ. Bldg Newark DE 19716 USA Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics » Gestures as semiotic resources in the mathematics classroom
Abstract In this paper, we consider gestures as part of the resources activated in the mathematics classroom: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the semiotic tools used by students and teacher in mathematics teaching–learning. To analyze them, we introduce a suitable model, the semiotic bundle. It allows focusing on the relationships of gestures with the other semiotic resources within a multimodal approach. It also enables framing the mediating action of the teacher in the classroom: in this respect, we introduce the notion of semiotic game where gestures are one of the major ingredients. Content Type Journal ArticleDOI 10.1007/s10649-008-9163-zAuthors Ferdinando Arzarello, Università di Torino Dipartimento di Matematica Turin ItaliaDomingo Paola, Liceo “Issel”, Finale Ligure Savona ItaliaOrnella Robutti, Università di Torino Dipartimento di Matematica Turin ItaliaCristina Sabena, Università di Torino Dipartimento di Matematica Turin Italia Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics » Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes
Abstract Videotape is an increasingly used tool in cross-national studies of mathematics teaching. However, the means by which videotaped lessons are coded and analysed remains an underdeveloped area with scholars adopting substantially different approaches to the task. In this paper we present an approach based on generic descriptors of mathematics learning objectives. Exploiting live observations in five European countries, the descriptors were developed in a bottom-up recursive manner for application to videotaped lessons from four of these countries, Belgium (Flanders), England, Hungary and Spain. The analyses showed not only that the descriptors were consistently operationalised but also that they facilitated the identification of both similarities and differences in the ways in which teachers conceptualise and present mathematics that resonated with the available literature. In so doing we make both methodological and theoretical contributions to comparative mathematics research in general and debates concerning the national mathematics teaching script in particular. Content Type Journal ArticleDOI 10.1007/s10649-008-9165-xAuthors Paul Andrews, University of Cambridge Faculty of Education 184 Hills Road Cambridge CB2 8PQ UK Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Educational Studies in Mathematics » Mathematical enculturation from the students’ perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme
Abstract This study investigates the changes in mathematical problem-solving beliefs and behaviour of mathematics students during the years after entering university. Novice bachelor students fill in a questionnaire about their problem-solving beliefs and behaviour. At the end of their bachelor programme, as experienced bachelor students, they again fill in the questionnaire. As an educational exercise in academic reflection, they have to explain their individual shifts in beliefs, if any. Significant shifts for the group as a whole are reported, such as the growth of attention to metacognitive aspects in problem-solving or the growth of the belief that problem-solving is not only routine but has many productive aspects. On the one hand, the changes in beliefs and behaviour are mostly towards their teachers’ beliefs and behaviour, which were measured using the same questionnaire. On the other hand, students show aspects of the development of an individual problem-solving style. The students explain the shifts mainly by the specific nature of the mathematics problems encountered at university compared to secondary school mathematics problems. This study was carried out in the theoretical framework of learning as enculturation. Apparently, secondary mathematics education does not quite succeed in showing an authentic image of the culture of mathematics concerning problem-solving. This aspect partly explains the low number of students choosing to study mathematics. Content Type Journal ArticleDOI 10.1007/s10649-008-9166-9Authors Jacob Perrenet, Eindhoven University of Technology Eindhoven School of Education P.O. Box 513 5600 MB Eindhoven the NetherlandsRuurd Taconis, Eindhoven University of Technology Eindhoven School of Education P.O. Box 513 5600 MB Eindhoven the Netherlands Journal Educational Studies in MathematicsOnline ISSN 1573-0816Print ISSN 0013-1954 [Link]
Latest Issue of Child Development » Reflections on Child Development: The Journal and the Field
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Latest Issue of Child Development » Continuities and Discontinuities in Children and Scholarship
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Latest Issue of Child Development » In Defense of Qualitative Changes in Development
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Latest Issue of Child Development » Rediscovering Development in Infancy
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Latest Issue of Child Development » In Defense of Core Competencies, Quantitative Change, and Continuity
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