The document analyzes mathematics textbooks used in grades 6-9 in Kosovo in terms of their potential to motivate students and enhance comprehension. Two methods are used - Rivers matrix and Skovsmose's learning milieus. The Rivers matrix finds textbooks lack factors like historical notes, biographies, and real-world applications that motivate students. Most examples are abstract with few real-life connections. Tasks are also largely disconnected from real contexts. The textbooks have a logic-focused philosophy with little attention to engaging students or connecting to their experiences. Overall, the analysis finds the textbooks provide limited support for motivation and comprehension.
The current educational research conducted in the context of special education is an attempt to ascertain whether conceptual maps enhance memory and help a child with special learning difficulties in understanding a theoretical lesson, such as the lesson of history. That is why a first-grade Junior high school student diagnosed with special learning difficulties is chosen, who was discouraged by his ineffectual attempt to understand and retrace the lesson of history no longer showed any interest in the lesson. In the framework of this qualitative research, in order to verify the effectiveness of the conceptual maps, a personalized intervention is made in the lesson of history for the student of the first grade, constructing the conceptual maps on the computer with the help of the software program "Inspiration 9". The lessons were based on the book of the history of first-grade Junior high school and refer to the Classical era in Athens. The intervention program lasted five weeks and the student actively participated in this. Upon completion of the intervention, as well as the student's answers to the same test on the 5th and 7th week of intervention, together with the information given to us by the school teacher and the special education teacher in the integration section, verified the valuable help of conceptual charts in this lesson. In particular, their effectiveness in the field of education and in particular of special education was established and the conditions necessary for conceptual charts to help as much as possible in teaching were explored.
This document analyzes a 6th grade mathematics module that incorporates Yup'ik culture and addresses goals of multicultural education. The module teaches concepts of proof, properties, perimeter, and area through having students model and analyze the construction of traditional Yup'ik fish racks. Analyzing the module shows how it connects mathematics learning to an authentic cultural activity, allowing Alaska Native students to learn in a culturally meaningful way while meeting state standards. Research found such culturally-based modules improved mathematics achievement for all students, especially Alaska Natives.
The document analyzes a 6th grade mathematics module called "Building a Fish Rack" that teaches concepts of proof, properties, perimeter, and area in a culturally relevant context. The module uses the traditional Yup'ik practice of building fish racks to dry salmon. Students learn about the form and function of fish racks, and explore the underlying mathematics through activities like using ropes to measure diagonals and ensure a rectangular base. The module addresses multicultural education themes like raising mathematics achievement, improving access to high-level math, using ethnomathematics, and connecting math to students' lives. Studies found this culturally-based approach improved math scores more than traditional curricula.
This document describes a research project that aims to enhance mathematics learning outcomes for freshman minority college students. The project will train students to develop personal learning environments using social media tools and extended learning communities. Students will be placed into groups of 3-5 to share notes, learn from each other, and present their understanding of weekly lessons. The goal is to increase engagement and help students apply mathematical concepts, as many struggle with the transition from high school to college-level mathematics. Preliminary findings suggest this approach improves students' learning environment and opportunities to understand mathematics in more visual and interactive ways.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Pro...Nader Ale Ebrahim
The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.
Rickard, anthony analysis of a culturally based sixth grade mathematics modul...William Kritsonis
This document analyzes a 6th grade mathematics module called "Building a Fish Rack" that is part of a larger culturally-based mathematics curriculum. The module uses the cultural practice of constructing fish racks among the Yup'ik people of Alaska as a context for teaching mathematical concepts of perimeter, area, and geometry. The analysis discusses how the module addresses goals of multicultural education by (1) raising mathematics achievement for all students, (2) providing access to rigorous mathematics content, and (3) using an ethnomathematical approach that engages students through a culturally relevant context. Research on the module shows improved mathematics outcomes for students compared to a traditional curriculum.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
The current educational research conducted in the context of special education is an attempt to ascertain whether conceptual maps enhance memory and help a child with special learning difficulties in understanding a theoretical lesson, such as the lesson of history. That is why a first-grade Junior high school student diagnosed with special learning difficulties is chosen, who was discouraged by his ineffectual attempt to understand and retrace the lesson of history no longer showed any interest in the lesson. In the framework of this qualitative research, in order to verify the effectiveness of the conceptual maps, a personalized intervention is made in the lesson of history for the student of the first grade, constructing the conceptual maps on the computer with the help of the software program "Inspiration 9". The lessons were based on the book of the history of first-grade Junior high school and refer to the Classical era in Athens. The intervention program lasted five weeks and the student actively participated in this. Upon completion of the intervention, as well as the student's answers to the same test on the 5th and 7th week of intervention, together with the information given to us by the school teacher and the special education teacher in the integration section, verified the valuable help of conceptual charts in this lesson. In particular, their effectiveness in the field of education and in particular of special education was established and the conditions necessary for conceptual charts to help as much as possible in teaching were explored.
This document analyzes a 6th grade mathematics module that incorporates Yup'ik culture and addresses goals of multicultural education. The module teaches concepts of proof, properties, perimeter, and area through having students model and analyze the construction of traditional Yup'ik fish racks. Analyzing the module shows how it connects mathematics learning to an authentic cultural activity, allowing Alaska Native students to learn in a culturally meaningful way while meeting state standards. Research found such culturally-based modules improved mathematics achievement for all students, especially Alaska Natives.
The document analyzes a 6th grade mathematics module called "Building a Fish Rack" that teaches concepts of proof, properties, perimeter, and area in a culturally relevant context. The module uses the traditional Yup'ik practice of building fish racks to dry salmon. Students learn about the form and function of fish racks, and explore the underlying mathematics through activities like using ropes to measure diagonals and ensure a rectangular base. The module addresses multicultural education themes like raising mathematics achievement, improving access to high-level math, using ethnomathematics, and connecting math to students' lives. Studies found this culturally-based approach improved math scores more than traditional curricula.
This document describes a research project that aims to enhance mathematics learning outcomes for freshman minority college students. The project will train students to develop personal learning environments using social media tools and extended learning communities. Students will be placed into groups of 3-5 to share notes, learn from each other, and present their understanding of weekly lessons. The goal is to increase engagement and help students apply mathematical concepts, as many struggle with the transition from high school to college-level mathematics. Preliminary findings suggest this approach improves students' learning environment and opportunities to understand mathematics in more visual and interactive ways.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Pro...Nader Ale Ebrahim
The main goal of education is to prepare students for future job opportunities and civic responsibilities, and this is one of the biggest challenges in the 21st century. Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL) prepare students to master their new role as a global citizen with greater responsibilities. This systematic review analyzed 265 papers that are related to the STEM PjBL. The papers were collected from well-known databases such as Web of Science® and SCOPUS by using the quality assessment and relevant criteria. This study inspected the top 48 distinguished papers by covering three dimensions, Search result, Subject, and Research methodology. STEM and PjBL come together, due to the natural overlap between the fields of Science, Technology, Engineering, Mathematics and PjBL. The fully integrated STEM with PjBL can increase the effectiveness of teaching. Nonetheless, this inspection uncovered that previous research has not fully integrated STEM with PjBL. Thus, despite the wealth of existing research, there are still significant opportunities for future research on STEM PjBL in high schools to prepare students for 21st century challenges.
Rickard, anthony analysis of a culturally based sixth grade mathematics modul...William Kritsonis
This document analyzes a 6th grade mathematics module called "Building a Fish Rack" that is part of a larger culturally-based mathematics curriculum. The module uses the cultural practice of constructing fish racks among the Yup'ik people of Alaska as a context for teaching mathematical concepts of perimeter, area, and geometry. The analysis discusses how the module addresses goals of multicultural education by (1) raising mathematics achievement for all students, (2) providing access to rigorous mathematics content, and (3) using an ethnomathematical approach that engages students through a culturally relevant context. Research on the module shows improved mathematics outcomes for students compared to a traditional curriculum.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
This document proposes a grant to fund the use of ArtSite, an iPad and computer application, in an elementary school art classroom. ArtSite allows students to curate virtual galleries of artworks from museum collections around the world. The goals are to improve student mastery of art objectives and engage them in 21st century skills like creativity and collaboration. Specifically, the proposal aims to have 80% of 5th grade students meet benchmarks in 4 out of 5 visual art strands by the end of the school year through using ArtSite. The application aligns with technology standards and supports meaningful learning by facilitating self-directed study of art history and critical thinking.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
Invited presentation at Waikato University, Hamilton, discussing the use of Wikis to support Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs).
The city as a research site: Using inquiry with English language learning stu...xeniameyer
This document summarizes a case study of a first-year science teacher, Beth, implementing an inquiry-based curriculum with English language learning students in an urban middle school. The study examined the extent to which Beth used inquiry-based approaches and culturally congruent instruction. Observations found that Beth incorporated some aspects of inquiry but did not fully demonstrate complete inquiry or make the nature of science explicit. Students engaged in designing projects and reported enjoying researching independently. The study concludes that more support is needed for novice teachers implementing inquiry-based instruction and that frameworks can help teachers understand instructionally congruent strategies.
The effect of some variables on the external reading problemsAlexander Decker
This study aimed to examine the external reading problems facing students in secondary and upper basic stages in Arabic schools in southern Al-Mazar District, Jordan. The researcher surveyed 100 students using a 23-item questionnaire. The study found significant differences in external reading problems based on gender, family size, and income level. It recommends guiding students to make better use of external readings like books and technology to supplement their education and develop skills like research, analysis and evaluation. External readings are important for enriching the curriculum and preparing students for an era of rapid knowledge growth.
Inquiry based learning on climate changeWei Chiao Kuo
This document summarizes a study that examined how participation in a semester-long sociological inquiry project on climate change impacted the scientific and quantitative literacy of STEM students. The study used a quasi-experimental design with a pre-test and post-test to measure changes in students' knowledge, skills, and attitudes. It found that participating in the sociological inquiry project helped STEM students improve their knowledge of scientific principles and statistical processes, hone their research skills, and gain respect for sociology and social science. The study suggests inquiry-based learning integrating social science topics can enhance STEM students' scientific and quantitative literacy.
This document summarizes the results of a survey of 57 representatives from 33 journalism schools across 20 countries regarding research in journalism education. It finds that the most common topics of research are journalism as a profession (64%) and professional competences (64%). Educational programs and curriculum design are also popular topics. The most common research methods are surveys, interviews, and content analysis. While most results are implemented in teaching, some respondents reported low impact. The document identifies countries like Finland and the Netherlands as leaders in journalism education research and publication. It concludes by discussing opportunities for new areas of research focus.
The Teaching Of Mathematics At Senior High School In FranceXu jiakon
The document summarizes the structure of secondary education in France and reforms to mathematics education at the senior high school level. It discusses the challenges facing senior high school mathematics education that motivated reforms in 2000, including the massification of education and adapting to changes in mathematics and social needs. The reforms aimed to increase the role of statistics, probability, technology, and links to other disciplines. They faced difficulties in implementation due to time constraints and gaps in teachers' training. Current projects consider more flexible curricula and connections between mathematics and computer science.
Perspectives on Developing, Enhancing and Sustaining Interests in the Teachin...ijtsrd
Mathematics is the beauty of sciences and the foundation of modern human society. highlighted that print media were not available. 27.4 to a low extent satisfied with the use of print media while 26.7 of them were highly satisfied. Instructional resources are first not available in our secondary schools in Cameroon and mathematics teachers do not make use of them in mathematics instruction. Besong Francis Mbeng | Agborbechem Peter Tambi "Perspectives on Developing, Enhancing and Sustaining Interests in the Teaching and Learning of Mathematics in Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30912.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30912/perspectives-on-developing-enhancing-and-sustaining-interests-in-the-teaching-and-learning-of-mathematics-in-secondary-schools-in-the-south-west-region-of-cameroon/besong-francis-mbeng
Assessing elementary school pupils’ narrative skillsANNA FTERNIATI
This study assessed the narrative writing skills of 6th grade Greek students before and after the implementation of new language teaching materials and practices. It found that students' skills improved noticeably after the first year of the new approach and further increased after six years. However, students' overall performance remained moderate. The study explored how skills related to gender, socioeconomic background, and teachers' instructional practices regarding written discourse. It analyzed students' texts based on criteria like narrative structure, cohesion, coherence, and grammar. The findings provided insight into the effectiveness of Greece's current language teaching in developing students' literacy abilities.
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Models of Collaboration Between Higher Education and Workeamkhanke
This document discusses models for collaboration between higher education and workplaces. It describes two Finnish network projects, eAMK and Toteemi, which aim to enhance work-higher education collaboration and support the exchange of best practices. It then reviews literature on various models for work-related learning, including Guile and Griffiths' connective model and the integrative pedagogy model. Finally, it discusses four models for developing generic skills in higher education proposed by Jääskelä et al., specifically comparing the Specialist Model and Model of Networked Culture.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
Textbook use in England: Mining OFSTED reports for views on mathematics text...Christian Bokhove
Presentation at the International Conference on Mathematics Textbook Research and Development, 29-31 July, Southampton, UK.
Textbook use in mathematics classrooms in England is, according to TIMSS data, “lower than that in the highest-attaining countries” (see Askew et al, 2010, p.34). In England there is an important role for OFSTED, the official body for inspecting schools, when it comes to inspection of the quality of teaching. Previously, it has been suggested that OFSTED holds particular views on textbook use in that opposes an ‘over-reliance’ on textbooks, claiming that “in over a third of classes there was an over-reliance upon a particular published scheme” and that this “usually led to pupils spending prolonged periods of time in which they worked at a slow pace, often on repetitive, undemanding exercises, which did little to advance their skills or understanding of number, much less their interest and enthusiasm for mathematics” (OFSTED, 1993, p. 16). This paper reports on an analysis of almost 10,000 publicly-available OFSTED secondary school inspection reports and mathematics-specific commentaries from the year 2000 until now. The analysis focuses on what OFSTED has said over this period about textbook use in general and about the use of mathematics textbooks in particular. The analysis is complemented by examining whether there are differences across different chief inspectors of OFSTED. The analysis was conducted by first ‘scraping’ the reports from the OFSTED website and then utilising text mining and association analysis techniques to extract features of these documents. While the results of the data mining show that the role of textbooks for OFSTED appeared to be relatively minor under different inspection regimes, interpreting these findings from data mining alone was not straightforward. A further qualitative analysis found mention of ‘over-reliance’ on textbooks, confirming that ‘over-reliance’ on textbook use might still be seen in a negative way.
Askew, M., J. Hodgen, et al. (2010). Values and Variables: Mathematics education in high-performing countries. London: Nuffield.
OFSTED. (1993). The teaching and learning of number in primary schools. National curriculum mathematics attainment target 2. London: HMSO.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
This document proposes a grant to fund the use of ArtSite, an iPad and computer application, in an elementary school art classroom. ArtSite allows students to curate virtual galleries of artworks from museum collections around the world. The goals are to improve student mastery of art objectives and engage them in 21st century skills like creativity and collaboration. Specifically, the proposal aims to have 80% of 5th grade students meet benchmarks in 4 out of 5 visual art strands by the end of the school year through using ArtSite. The application aligns with technology standards and supports meaningful learning by facilitating self-directed study of art history and critical thinking.
Curriculum integration in social studies as predictor of academic performance...Alexander Decker
1) The document examines the relationship between curriculum integration in Social Studies and academic performance in Social Sciences.
2) It analyzes test score data from 140 students in Nigeria who took Social Studies (an integrated curriculum subject) and traditional social science subjects like Economics and Government.
3) The results show no strong statistical evidence that integrated curriculum leads to better performance. While Social Studies and Government showed the strongest relationship, other subject comparisons did not correlate well. This suggests curriculum integration may not significantly impact academic performance.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
Invited presentation at Waikato University, Hamilton, discussing the use of Wikis to support Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs).
The city as a research site: Using inquiry with English language learning stu...xeniameyer
This document summarizes a case study of a first-year science teacher, Beth, implementing an inquiry-based curriculum with English language learning students in an urban middle school. The study examined the extent to which Beth used inquiry-based approaches and culturally congruent instruction. Observations found that Beth incorporated some aspects of inquiry but did not fully demonstrate complete inquiry or make the nature of science explicit. Students engaged in designing projects and reported enjoying researching independently. The study concludes that more support is needed for novice teachers implementing inquiry-based instruction and that frameworks can help teachers understand instructionally congruent strategies.
The effect of some variables on the external reading problemsAlexander Decker
This study aimed to examine the external reading problems facing students in secondary and upper basic stages in Arabic schools in southern Al-Mazar District, Jordan. The researcher surveyed 100 students using a 23-item questionnaire. The study found significant differences in external reading problems based on gender, family size, and income level. It recommends guiding students to make better use of external readings like books and technology to supplement their education and develop skills like research, analysis and evaluation. External readings are important for enriching the curriculum and preparing students for an era of rapid knowledge growth.
Inquiry based learning on climate changeWei Chiao Kuo
This document summarizes a study that examined how participation in a semester-long sociological inquiry project on climate change impacted the scientific and quantitative literacy of STEM students. The study used a quasi-experimental design with a pre-test and post-test to measure changes in students' knowledge, skills, and attitudes. It found that participating in the sociological inquiry project helped STEM students improve their knowledge of scientific principles and statistical processes, hone their research skills, and gain respect for sociology and social science. The study suggests inquiry-based learning integrating social science topics can enhance STEM students' scientific and quantitative literacy.
This document summarizes the results of a survey of 57 representatives from 33 journalism schools across 20 countries regarding research in journalism education. It finds that the most common topics of research are journalism as a profession (64%) and professional competences (64%). Educational programs and curriculum design are also popular topics. The most common research methods are surveys, interviews, and content analysis. While most results are implemented in teaching, some respondents reported low impact. The document identifies countries like Finland and the Netherlands as leaders in journalism education research and publication. It concludes by discussing opportunities for new areas of research focus.
The Teaching Of Mathematics At Senior High School In FranceXu jiakon
The document summarizes the structure of secondary education in France and reforms to mathematics education at the senior high school level. It discusses the challenges facing senior high school mathematics education that motivated reforms in 2000, including the massification of education and adapting to changes in mathematics and social needs. The reforms aimed to increase the role of statistics, probability, technology, and links to other disciplines. They faced difficulties in implementation due to time constraints and gaps in teachers' training. Current projects consider more flexible curricula and connections between mathematics and computer science.
Perspectives on Developing, Enhancing and Sustaining Interests in the Teachin...ijtsrd
Mathematics is the beauty of sciences and the foundation of modern human society. highlighted that print media were not available. 27.4 to a low extent satisfied with the use of print media while 26.7 of them were highly satisfied. Instructional resources are first not available in our secondary schools in Cameroon and mathematics teachers do not make use of them in mathematics instruction. Besong Francis Mbeng | Agborbechem Peter Tambi "Perspectives on Developing, Enhancing and Sustaining Interests in the Teaching and Learning of Mathematics in Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30912.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30912/perspectives-on-developing-enhancing-and-sustaining-interests-in-the-teaching-and-learning-of-mathematics-in-secondary-schools-in-the-south-west-region-of-cameroon/besong-francis-mbeng
Assessing elementary school pupils’ narrative skillsANNA FTERNIATI
This study assessed the narrative writing skills of 6th grade Greek students before and after the implementation of new language teaching materials and practices. It found that students' skills improved noticeably after the first year of the new approach and further increased after six years. However, students' overall performance remained moderate. The study explored how skills related to gender, socioeconomic background, and teachers' instructional practices regarding written discourse. It analyzed students' texts based on criteria like narrative structure, cohesion, coherence, and grammar. The findings provided insight into the effectiveness of Greece's current language teaching in developing students' literacy abilities.
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Models of Collaboration Between Higher Education and Workeamkhanke
This document discusses models for collaboration between higher education and workplaces. It describes two Finnish network projects, eAMK and Toteemi, which aim to enhance work-higher education collaboration and support the exchange of best practices. It then reviews literature on various models for work-related learning, including Guile and Griffiths' connective model and the integrative pedagogy model. Finally, it discusses four models for developing generic skills in higher education proposed by Jääskelä et al., specifically comparing the Specialist Model and Model of Networked Culture.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
Textbook use in England: Mining OFSTED reports for views on mathematics text...Christian Bokhove
Presentation at the International Conference on Mathematics Textbook Research and Development, 29-31 July, Southampton, UK.
Textbook use in mathematics classrooms in England is, according to TIMSS data, “lower than that in the highest-attaining countries” (see Askew et al, 2010, p.34). In England there is an important role for OFSTED, the official body for inspecting schools, when it comes to inspection of the quality of teaching. Previously, it has been suggested that OFSTED holds particular views on textbook use in that opposes an ‘over-reliance’ on textbooks, claiming that “in over a third of classes there was an over-reliance upon a particular published scheme” and that this “usually led to pupils spending prolonged periods of time in which they worked at a slow pace, often on repetitive, undemanding exercises, which did little to advance their skills or understanding of number, much less their interest and enthusiasm for mathematics” (OFSTED, 1993, p. 16). This paper reports on an analysis of almost 10,000 publicly-available OFSTED secondary school inspection reports and mathematics-specific commentaries from the year 2000 until now. The analysis focuses on what OFSTED has said over this period about textbook use in general and about the use of mathematics textbooks in particular. The analysis is complemented by examining whether there are differences across different chief inspectors of OFSTED. The analysis was conducted by first ‘scraping’ the reports from the OFSTED website and then utilising text mining and association analysis techniques to extract features of these documents. While the results of the data mining show that the role of textbooks for OFSTED appeared to be relatively minor under different inspection regimes, interpreting these findings from data mining alone was not straightforward. A further qualitative analysis found mention of ‘over-reliance’ on textbooks, confirming that ‘over-reliance’ on textbook use might still be seen in a negative way.
Askew, M., J. Hodgen, et al. (2010). Values and Variables: Mathematics education in high-performing countries. London: Nuffield.
OFSTED. (1993). The teaching and learning of number in primary schools. National curriculum mathematics attainment target 2. London: HMSO.
This document is the foreword and preface for a mathematics textbook for Class XII in India. It discusses the development of the textbook based on the National Curriculum Framework to link classroom learning with students' lives outside of school. The textbook aims to discourage rote learning and encourage student-centered learning. It provides concise summaries of each chapter and incorporates examples, exercises, and historical context to motivate learning. The foreword acknowledges the many teachers and experts who contributed to developing the textbook.
1. Textbooks are an essential part of the teaching and learning process as they present content in a systematic way and provide direction for classroom instruction. They are useful for both teachers and students.
2. For teachers, textbooks help them understand the subject matter, act as a reference, provide practice problems and homework, guide lesson planning, and assist with evaluation. For students, textbooks aid self-study, clarify concepts, allow learning at their own pace, and support gifted and struggling students.
3. A good mathematics textbook should be visually appealing, written to align with course objectives, use simple language, relate to real-world examples, facilitate different learning approaches, and organize content progressively. However, textbooks should supplement rather
1. The document discusses recent research findings in pedagogical analysis related to teaching social science. It lists 10 research papers, journal articles, and books on topics like social science learning in schools, teaching social science effectively, best practices for teaching social studies, quantitative and qualitative methodology in social sciences, and enhancing learning through student feedback.
2. The research highlights innovative teaching techniques that have replaced traditional textbook-based instruction in social science. These include experiential learning through projects, use of technology, inquiry-based methods, and making content accessible for all students.
3. The conclusion is that analyzing these writings provides insight into how the field of social science pedagogy has evolved, with new techniques focused on
The document discusses different types of resources that can be used for teaching mathematics, including printed materials like textbooks, workbooks, reference books, and literature books. It notes that resources should meet curricular needs, be cost effective, engage students, and accommodate different abilities. When selecting resources, teachers should evaluate how well materials meet technical, instructional, cosmetic, and curriculum standards while considering cost.
This document discusses evaluating textbooks for language courses. It begins by noting that choosing a textbook is difficult as the suitability is only clear after using it. The teacher is responsible for evaluating both students and the teaching/learning process, including materials. A good textbook should provide structure, varied materials, preparation time savings, teaching ideas, independent work, homework basis, and allow comparison to other schools. It should also give students purpose, progression, security, autonomy and referencing. No single textbook will meet all needs, but the best fit for teachers and students should determine materials rather than vice versa. The document provides a checklist for textbook evaluation covering layout, activities, language, content, guidance, and practical considerations. It emphasizes adapting materials to
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A Methodological Proposal For Textbook AnalysisBrittany Allen
The document presents a methodological model for analyzing mathematics textbooks that was developed based on the author's experience supervising various research studies on textbook analysis since the mid-2000s. The model consists of five main steps: 1) constituting the corpus for analysis, 2) modeling the mathematical praxeologies present in the textbooks, 3) analyzing the mathematical activities proposed, 4) modeling the didactic praxeologies, and 5) triangulating the data. The author argues that textbook analysis can provide insights into the implemented curriculum and dominant epistemological models of mathematics teaching. The model is illustrated with examples from previous studies and is presented as a useful framework for conducting in-depth analysis of the content and approaches proposed in textbooks.
The document compares and contrasts didactics of mathematics and mathematics education through comparative charts provided by multiple authors. Didactics of mathematics focuses on identifying and understanding phenomena related to teaching and learning mathematics, while mathematics education includes the broader field of teaching, learning, and researching mathematics. Both fields aim to improve the learning and understanding of mathematical concepts but do so through different approaches and areas of focus.
This document summarizes the research areas and activities of the Research in Didactics of Mathematics faculty at one university. It discusses several key areas of focus, including teachers' beliefs about mathematics teaching and learning, proof and proving in school mathematics, textbook research, and the development of mathematical knowledge. It provides an overview of faculty members and PhD students working in these areas, as well as summaries of recent publications and current projects related to mathematics education research.
1. This document discusses 8 research papers on latest findings in social science pedagogy.
2. The papers cover topics like developing effective social science curriculum, best practices for teaching social studies, using both traditional and innovative methods to engage students, and incorporating student feedback to enhance learning and teaching in social sciences.
3. The document provides brief summaries of each research paper's findings and contributions to social science pedagogy.
Dr. Anthony Rickard, www.nationalforum.com
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Learning of Advanced Mathematics by Chinese Liberal Arts Students A Study of ...ijtsrd
This study examines an applied probability and statistics course taken by 154 Chinese liberal arts students. The study aims to help students recognize the value of mathematics and develop their ability to apply mathematical concepts.
Five previous student-created mathematics application reports are presented as examples. Students are then divided into 28 groups to discuss the reports and complete their own reports by the end of the semester. Interviews are conducted with group leaders to understand student perspectives on the example reports. In total, 28 new mathematics application reports are created collaboratively by the students applying probability and statistics concepts to topics in various fields. The reports are analyzed to understand how mathematics was incorporated and to develop students' applied mathematical ability.
Research in mathematics education primarily focuses on improving teaching and learning approaches in mathematics. The objectives of mathematics education research include teaching basic numeracy skills, practical mathematics applications, abstract concepts, problem solving strategies, and deductive reasoning. Continuing research is important to develop useful tools and concepts, train abstract thinking, and improve teacher understanding of how students learn. Current areas of focus include conceptual understanding, formative assessment, homework, helping struggling students, and algebraic reasoning. New areas of research thrusts relate to teacher education, using resources, language and communication, contextualized learning, reasoning skills, and integrating technology into mathematics instruction.
An Analysis Of Science Textbooks For Grade 6 The Electric Circuit LessonLisa Cain
The document analyzes and compares how electric circuits are presented in 6th grade science textbooks in Finland and Thailand. It finds that:
1) The Thai textbook emphasized procedural knowledge, while the Finnish textbook emphasized conceptual knowledge to a greater extent.
2) Both textbooks introduced physics concepts by describing their relation to other concepts introduced earlier.
3) Representations used included diagrams, pictures, and tables to clarify concepts, employing traditional contexts like technical applications and how technology relates to society.
This document provides a critical appraisal of the secondary level mathematics curriculum in Kerala, India. It discusses the importance of mathematics based on national education policies and frameworks. The National Curriculum Framework (NCF) 2005 and Kerala Curriculum Framework (KCF) 2007 emphasize developing students' ability to think mathematically and solving problems. However, many students struggle with mathematics and consider it difficult. The document analyzes whether deficiencies in the current secondary curriculum contribute to these difficulties, and how well the curriculum aligns with NCF and KCF guidelines, with a focus on high school mathematics textbooks. Suggestions are provided to address limitations and improve the curriculum.
Artefacts Teach-Math. The Meaning Construction Of Trigonometric FunctionsBryce Nelson
This document describes a teaching approach for building students' understanding of trigonometric functions with technological artifacts. It involves three phases: 1) posing an initial question about measuring a tree's height, 2) returning to this question after research on clinometers, and 3) having students use a dynamic geometry software to model the situation and determine the tree's height and whether it can be safely cut down. The approach is grounded in theoretical frameworks of instrumental genesis and semiotic mediation to support students' meaningful learning of trigonometric concepts through active problem-solving with digital tools.
A LITERATURE REVIEW ON THE EFFECTS OF THE USE OF GRAPHIC CALCULATORS IN COLLE...Karen Benoit
This literature review explores the impact of graphic calculators on college algebra students' final grades. The theoretical framework includes constructivist theory and technology-assisted instruction theory. The researcher reviewed literature on how constructivist approaches can improve student performance, motivation, and satisfaction when learning math concepts. Evidence shows the constructivist approach positively influences performance when combined with other teaching methods. Literature also indicates the constructivist approach improves motivation by allowing students to construct their own understanding. Regarding technology-assisted instruction, the literature shows it can enhance learning when abstract concepts are involved, and that it motivates students by making learning engaging and relevant to their goals. The researcher concluded by discussing evidence that using graphic calculators in the math classroom can improve student performance, motivation
The document discusses using paper-folding activities in primary mathematics classrooms to promote student engagement. Specifically, it examines how paper-folding can foster affective, behavioral, and cognitive engagement among students. The study is significant as it extends the known benefits of paper-folding activities and incorporates them in novel ways, such as having students create models like a Soma cube that continue posing mathematical challenges. A classroom teaching experiment was conducted to investigate these issues, collecting data from paper-folding lessons in a Year 5 classroom over time.
Authentic Tasks And Mathematical Problem SolvingJim Webb
This document discusses authentic tasks in mathematical problem solving and their role in developing mathematical literacy. It describes four key dimensions of authentic tasks: thinking and reasoning, discourse, mathematical tools, and attitudes and dispositions. Each of these dimensions supports meaningful learning and prepares students to solve everyday problems. The document provides examples of lessons and programs that incorporate these dimensions through real-world, problem-based activities.
This document discusses models of curriculum integration. It defines integrated curriculum as connecting different subject areas through themes, topics or problems. Three main models are described: interdisciplinary, problem-based, and theme-based. The interdisciplinary model groups subjects into blocks of time allowing for flexibility. The problem-based model centers on solving technological problems that require multiple subject areas. The theme-based model organizes subjects around an overarching theme. Implications of integrated curriculum include shifting to a more constructivist approach, extensive teacher training, and systemic reforms.
Understand addition through modelling and manipulation of concrete materialsAlexander Decker
1) The document discusses a case study that integrated mathematical modelling with the manipulation of concrete materials to help 9-year-old students with learning difficulties develop conceptual understanding of addition.
2) Observations revealed that when teachers used explicit instruction in modelling activities it hampered students' conceptual understanding and process skills, but when students initiated modelling themselves they showed improvement.
3) Therefore, the document recommends that teachers should guide students with learning difficulties to participate in and initiate modelling activities rather than just following procedures demonstrated by the teacher.
Monitoring The Status Of Students' Journey Towards Science And Mathematics Li...noblex1
A major focus of the current mathematics and science education reforms is on developing "literacy;" that is, helping students to understand and use the languages and ideas of mathematics and science in reasoning, communicating, and solving problems. In many ways, these standards documents are far more voluminous and complex than any scope and sequence in place in school systems today. But these documents are meant to be used as frameworks which provide guidance in education reform - they are not the definitive sources articulating to teachers how education reform must occur in their classrooms.
Our plan in this discussion is to lay out the components of mathematics and science literacy as set down in the major reform documents and then, using selected how-to articles, to show how strategies and activities tried by math and science teachers have been used, or can be used, to promote math and science literacy among students. For pragmatic reasons only, our discussions often focus either on mathematics or science reform recommendations and examples. In doing this, we do not mean to imply that the elements of literacy in these disciplines are somehow separate or different. In fact, the separate discussions show how both the mathematics and science education communities, coming from different directions at different points in time, independently arrived at similar positions and many of the same recommendations regarding the ideas of literacy.
In support of this discussion of the components of literacy, we also provide samples of resources, materials, and services that teachers might find useful in promoting mathematics and science literacy in their classrooms. The how-to articles are meant to be quick-reads that can be applied or adapted to classrooms directly. These articles are included to make it easier to decide which ones might be of special interest. Other articles and documents are intended as sources of a more general background. These documents provide some of the research bases and rationales behind some of the reform recommendations. Finally, we have included other references and information on databases which are not directly cited in the discussion but might prove valuable as additional sources of classroom ideas.
During the last decade, the mathematics education community appeared to lack clear focus and a sense of direction. Although many conferences were held, papers written, and reports produced, there was not a general consensus regarding which direction mathematics education should head.
The Standards offer an organization of important mathematical topics and abilities by grade-level groups (Kindergarten - grade 4, grades 5 - 8, and grades 9 - 12). Throughout the Standards the emphasis is: "knowing" mathematics is "doing" mathematics.
Source: https://ebookschoice.com/monitoring-the-status-of-students-journey-towards-science-and-mathematics-literacy/
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
human rescources locally available experts in mathematicsAju Pillai
This document discusses using locally available experts in mathematics to promote inquiry-based learning. It defines experts as not only mathematicians but also teachers, teaching assistants, advanced peers, and parents who are trained to ask thoughtful questions and guide students through problem solving and demonstrations. The experts model strategies and coach students, creating a community of learning similar to an apprenticeship. While traditional instruction emphasizes memorization, research shows inquiry-based and reform-based practices that engage students in investigation, communication, and collaborative reasoning are more effective.
human rescources locally available experts in mathematicsAju Pillai
This document discusses using locally available experts in mathematics to promote inquiry-based learning. It defines experts as not just mathematicians, but also teachers, teaching assistants, advanced peers, and parents who are trained to ask thoughtful questions and guide student exploration. The experts model problem-solving strategies and coach students through the process, similar to an apprenticeship. This sociocultural approach encourages social interaction and guided participation to establish important mathematical traditions. While traditional instruction emphasizes memorization, research shows reform-based teaching that incorporates investigation, communication, and collaboration is more effective at developing students' mathematical understanding.
This document provides a summary of annotated references related to literacy education. It discusses several sources that explore the concept of multiliteracies and how pedagogical approaches need to adapt to support learners in developing multiliteracy skills. Some key points discussed include the need for teachers to go beyond just content delivery and develop pedagogies that address the four components of productive pedagogies and the four resource model. The use of Web 2.0 tools in the classroom to develop critical thinking skills is also mentioned. Overall, the summary examines how literacy is evolving with new technologies and the implications this has for both teachers and students.
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This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
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This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
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This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
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This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
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This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
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This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
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This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
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This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Introduction
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Assessment of mathematics textbooks potential in terms of student’s motivation and comprehension
1. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.28, 2013
www.iiste.org
Assessment of Mathematics Textbooks Potential in Terms of
Student’s Motivation and Comprehension
Valbona Berisha1* Xhevdet Thaçi1 Hasan Jashari2 Shukri Klinaku1
1. University of Prishtina, Faculty of Education, Rr. Agim Ramadani, p.n., 10000, Prishtina, Kosova
2. South-East European University, Faculty of Public Administration and Political Sciences
Ilindenska, no.335, 1200 Tetovo, Macedonia
* E-mail of the corresponding author: valbona.berisha@uni-pr.edu
Abstract
This paper discusses the role and influence of textbooks in mathematics teaching and learning in lower
secondary school in the Republic of Kosovo. In particular, it focuses on their potential in enhancing student’s
motivation and comprehension to engage in mathematical learning. Rivers matrix and Skovsmose’s learning
milieus are two methods involved in analyzing the mathematics textbooks in current use in grades 6 – 9 of lower
secondary school. Rivers matrix identifies key factors of the textbook content with direct impact on student
motivation and comprehension. Subsequently their degree and quality of presence are examined. Using
Skovsmose’s learning milieus, textbook tasks and examples are scrutinized according to the extent in which they
are embedded in contexts that make connections to real life. Further on, the organizing structure of content and
the range of used or proposed teaching and learning activities throughout the textbooks is discussed. The article
is the first of its kind in Kosovo and it has provided valuable data regarding the functionality level of the above
mentioned textbooks.
Keywords: Comprehension, Mathematics textbooks, Motivation, Textbook analysis
1. Introduction
“School textbooks, because of their importance as instruments of education in children’s schooling, have been
the subject of research internationally for quite a long history” (Fan, 2011, p.1). Last decades this interest is
rising because classroom studies and observations have shown that “textbook has a very central function in the
classroom for both teachers and student” (Brändström, 2005, p.2).
Countries advancing in mathematics education are creating whole teams and networks of experts, which deal
with the analysis, comparison and continuous improvement of mathematics textbooks as a factor with central
role in contemporary mathematics teaching and learning.
Despite this, in Kosovo is not done any previous research assessing the effectiveness of mathematics textbooks
in current use in any level of schooling. This paper represents the first step in that direction and its tendency is to
look into the learning opportunities offered to kosovar students in low secondary school, which includes grades 6
– 9. More precisely essential pedagogical and structural textbook features which impact directly the student’s
comprehension and motivation are observed.
The analytical framework used for textbook analysis in this study is primarily based on the work of O'Keeffe &
O'Donoghue (2009) and Skovsmose (2001), expanded with a number of observations regarding the structure of
content organization as well as teaching and learning activities used and proposed throughout the textbooks.
The final aim of this paper is identifying textbook elements which can be improved in order to enhance teaching
and learning.
2. The role of textbooks in student’s motivation and comprehension
“Student motivation is an essential element that is necessary for quality education ... very little if any learning
can occur unless students are motivated on a consistent basis” (Williams, Williams, 2010, p.2). In mathematics
teaching and learning, a more comprehensive and motivating learning environment is provided making strong
connections between mathematics content and real world, everyday experiences, history of mathematics, modern
technology, other school disciplines as well as using a variety of presentation styles, methods and classroom
activities. Mathematics textbook, as a primary and most important instrument in teaching and learning
mathematics, must be “a provider” of these connections and activities. A textbook analysis regarding these
features would be with interest, in order to give an insight of the opportunities offered to the students in terms of
comprehension and motivation.
33
2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.28, 2013
www.iiste.org
Pepin and Haggarty in their study (2008) explored different connections within mathematics and beyond
mathematics that different tasks and exercises from selected English, French and German textbooks of lower
secondary school would provide. One of the aspects investigated was the embeddedness of the real contexts
throughout the tasks and exercises. The authors emphasized that an important issue for textbook task analysis is
to what extent and in which ways the real world experiences are incorporated, considering the motivation it
stimulates.
Romberg in his paper (2001) describes the research on designing of a series of mathematics textbooks for grades
5 – 8 called “Mathematics in Context”, based on the Realistic Mathematics Education theory (RME). This theory
emphasizes student’s motivation and understanding of the mathematics they are learning. In RME, the real
world, everyday experiences and school subjects different from mathematics are used as a starting point for the
development of mathematical concepts and ideas. The RME originally was developed in the Netherlands, but it
has been embraced by education systems worldwide, because of its effective approaches in mathematics teaching
and learning.
3. Methodology
Analyzed textbooks are Matematika 6, Matematika 7, Matematika 8 and Matematika 9 (Editing House
Dukagjini, Pejë), allowed for publication by the decisions of the Ministry of Education, Science and Technology
of Kosovo. These textbooks are free distributed to students for one year period and students have access to their
mathematics textbook at school as well as at home. According to the Kosovo curriculum these textbooks
represent the basic literature for teaching and learning of mathematics in grades 6 – 9. Textbook analysis is
performed with the combination of two methods – Rivers matrix (Rivers, 1990) and Learning milieus
(Skovsmose, 2001). The Rivers matrix is used in identifying and investigating the presence of the following
factors:
• Motivational factor – which includes historical notes, scientist biographies, career info, practical implications,
applications and real world problems. As mathematics textbooks must not be isolated from modern society, they
are required to provide adequate national and international context, background and application when
introducing mathematics concepts and topics. Content enriched in this way is far more acceptable and interesting
for students, compared to abstract and isolated mathematics information.
• Comprehension cues – which include use of colors and graphical representations. Many researchers agree that
colors and illustrations are a very powerful factor in terms of student’s comprehension. Comprehension can be
greatly influenced by the color, layout and inclusion of graphics within a text (Dowling, 1996). Color and the
presence and correct use of diagrams play a vital role in student’s comprehension (O'Keeffe and O'Donoghue,
2009).
• Technical aids – which include references to calculator and computer use in the first place. According to recent
research technology is a tool with great potential of use for teaching and learning of mathematics (Wiest, 2001),
therefore textbooks must reflect to this view, for the benefit of students.
• Philosophical position – which includes the orientation of the textbook in terms of philosophy of education,
deals with the purpose and nature of teaching and learning mathematics. Rivers matrix identifies possible
emphases and philosophical orientations of a textbook. The predominant emphasis deals with the aims and
nature of teaching and learning mathematics and this in turn provides a basis for identifying the predominant
philosophy of a textbook (O'Keeffe and O'Donoghue 2009). The possible emphasis: utility and motivation,
career goals and immediate reinforcement, proficiency and logic, reduction of threat, retention and depth of
understanding, language of mathematics and active participation, critical thinking and communication. The
possible philosophical orientation: reconstructionism – focus on society and changes; pragmatism – focus on
problem solving; perenialism – focus on intellect and the importance of understanding; realism – focus on
observation and experience; existentialism – focus on students individual learning.
According to recent research, use of this elements in textbooks is an imperative of modern mathematics teaching
and learning (O'Keeffe and O'Donoghue, 2009).
Skovsmose’s learning milieus (2001) provided a more fine – grained approach to the issue of the incorporated
real contexts through the textbooks content which is related with motivational factor ingredients such as practical
implications, applications and the involvement of real problems. More precisely this method was applied for
classifying textbooks examples and tasks with respect to their contextual characteristics:
• Examples and tasks with reference to pure mathematics – context unembedded tasks.
• Examples and tasks with references to a semi reality – tasks situated in artificial reality constructed by the
textbook authors, which in fact have nothing to do with the relationship between mathematics and reality
(Skovsmose, 2001).
34
3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.28, 2013
www.iiste.org
• Examples and tasks with references to a real life – tasks that make mathematics useful and worthwhile, they
give to the students meaningful contexts and connections to familiar experiences (Pepin and Haggarty, 2008).
Before we go further, let us clarify some notions used in the process of analysis in order to avoid ambiguity:
• Examples represent all the tasks provided with solutions and noted in the textbooks as examples as well as all
practical implications and applications that were found in the course part of the text.
•Tasks for individual work represent all the exercises situated at the end of each topic, intended for individual
and independent students work.
• Word problems represent all the exercises where information on the problem is given as text and not in
mathematical notation.
Let us clarify too that there was no specific method required for observing of the general characteristics of the
structure of content organization as well as used or proposed teaching and learning activities throughout the
textbooks.
4. Results and discussion
The data obtained from the textbooks analysis are presented in the tables below. The first table reflects the
findings obtained applying the Rivers matrix to each of the textbooks involved. As one can see, Table 1 indicates
the lack of most of the factors that support motivation and comprehension. The presence of historical notes and
biographies is almost non-existent comparing to the number of topics included.
Humor is not used at all. On the other hand, we have a truly large number of illustrations. Many researchers have
highlighted the relevant role of bright and attractive illustrations (e. g. Dowling 1996, Mikk 2000). However,
these textbooks weakness regarding the illustrations matter is twofold. Firstly, the only colors used through all
the illustrations are black and two or three nuances of gray. Secondly, realistic illustrations, which actually have
greater weight and importance (O'Keeffe and O'Donoghue, 2009) are very few, only 3.10 % of the total number
of illustrations. There is no use of colors in any of the textbooks involved. Through all the textbooks, the page
background is white, while the font color is black. Sometimes a nuance of gray is used for background of the
highlighted text. The use of technology is ignored at all, even though the incorporation of technology means
involving more of the student’s experience in mathematics learning. It also means the higher proficiency in using
technology which is a highly necessary skill today.
Of all the possible emphasis outlined by the Rivers matrix, proficiency and logic is the only one coherent and
predominant in the textbooks series. According to this the predominant philosophical position is perenialism,
with the textbooks focusing mostly on the intellect.
Table 2 contains the data obtained applying Skovsmose’s learning milieus to each of the textbooks. Table is
organized based on three categories: examples, tasks for individual work and word problems. Each of these
categories has three subcategories. Table gives an insight into the percentage of presence of each subcategory
within the respective category through each textbook accordingly.
In their study of analyzing and comparing French, German and English mathematics textbooks of low secondary
school, Pepin and Hagarty (2008) highlight the fact that in English and German textbooks half of the tasks are
context embedded, while in French textbooks only a third of the tasks are such. As we can see
Table 1. The Rivers matrix
Matematika 6
Matematika 7
Matematika 8
Matematika 9
Historical notes
1
2
1
1
Biographical notes
0
0
1
4
Humor
Colors
Tables and mathematical
illustrations
Real life illustrations
0
0
0
0
black, grey
black, grey
black, grey
black, grey
253
225
142
252
Calculator use
8
0
17
0
2
0
0
0
Computer use
0
0
0
0
35
4. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.28, 2013
www.iiste.org
from the Table 2, contextual analysis of Kosovar textbooks gives us quite different results. Despite the fact that
Kosovo curriculum emphasizes the establishing of the connections between mathematics and real world, as well
as between mathematics and other school subjects, as some of the primary purposes in mathematics teaching, in
this textbook series the context embedded exercises and tasks are in a very low percentage. The major part of the
tasks is situated into the abstract mathematics world. Through all the text books there is a
Table 2. Skovmose’s learning milieus
Matematika 6
Context unembedded
examples
Semi-real examples
Real life examples
Context unembedded
tasks for individual work
Semi-real tasks for
individual work
Real life tasks for
individual work
Context unembedded
word problems
Semi-real word problems
Real life word problems
Matematika 7
Matematika 8
Matematika 9
85.62%
12.63%
1.75%
76.09%
19.02%
4.89%
93.79%
1.86%
4.35%
67.92%
28.34%
3.74%
90.62%
78.91%
90.05%
85.60%
5.63%
16.36%
2.62%
13.61%
3.75%
4.73%
1.83%
0.79%
78.26%
13.04%
8.70%
66.45%
25.32%
8.23%
84.26%
9.26%
6.48%
57.36%
40.31%
2.33%
very small number of exercises and tasks (16 such items through the whole textbook series) that represent some,
mostly implicit, connectivity with other school subjects. As for the problems solving issue, the results show that
from the total number of the exercises involved throughout the whole series, 39.97 % of them are word
problems, most of which are context unembedded.
One of the important roles that textbooks have in education is to provide teachers with ideas and activities for
teaching students (e.g. Johansson, 2006). The range of methods and activities presented in the textbook is closely
related with its motivating and comprehension potential for students learning, too. Erbaş, Alacaci and Bulut in
their study (2012) reveal different possibilities of using student centered activities and methods for presenting
mathematical knowledge in order to turn a textbook more reader – friendly and helpful for students. Classroom
activities, student – centered activities and manipulative materials through all the analyzed textbooks, in our
case, are very few and occasional. The worst exemplar is the textbook Matematika 8, in which even one single
used or proposed activity could not be found. It is certain that these textbooks do not offer any support or help to
anybody, as for the activities and the range of presentation methods found in them.
The structure of content organizing is quite simple through all the textbooks, including first a presentation of the
basic knowledge on the topic, which sometimes begins with a warming activity or a real or semi - real example,
but mostly not, and later come the exercises followed by the tasks for individual work which are not at all
graduated in order of difficulty. This textbook structure offers very poor possibilities of use in a mixed ability
class, like ours are in that level of schooling, considering that every student must be challenged in his own ability
level. In Kosovo, students are later on differentiated depending on their learning abilities. Brändström, in her
paper (2005) reveals a structure of three Swedish mathematics textbooks for grade 7. Every textbook chapter
starts with a basic course section, followed by a diagnostic test and a follow - up section. The strand on which
student works within the follow - up section is based on the result of the diagnostic test. Follow - up sections are
divided into two or three strands based on the degree of difficulty. At the end there is a section with mixed tasks
and a final test to verify if the student has passed the course. This is an example of the textbook meant to be used
in a mixed ability students group, where students can work at their own specific levels and individual speeds.
5. Conclusions
As the results show, there is a huge difference between perspectives and approaches in analyzed textbook series
and modern perspectives and approaches in mathematics teaching and learning. Knowing that Kosovo Ministry
of Science and Technology gives priority to the analyzed textbooks as the main source for mathematics teaching
and learning in the lower secondary school, we can conclude that kosovar students, as for the learning
36
5. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.28, 2013
www.iiste.org
opportunities offered by the curriculum materials, are situated in an abstract mathematic world with almost
nonexistent connections with real life and other school disciplines, and no connection what so ever with modern
technology. Furthermore, textbooks do not offer any support or help with classroom activities and teaching
strategies. The existing organizational structure of these textbooks results in reduced opportunities and less
challenge for whole parts of a heterogeneous group of students with mixed ability levels. This analysis brings us
to conclusion that these textbooks ability to facilitate students motivation and learning is very low and working
with them is not of much use.
References
Brändström, A. (2005). Differentiated tasks in Mathematics textbooks - An analysis of the Levels of Difficulty.
(Licentiate thesis, Luleå University of Technology). Luleå: Luleå University of Technology, Department of
Mathematics.
Dowling, P. (1996). A sociological analysis of school Mathematics texts. Educational Studies in Mathematics, 31
(4), 389-485.
Erbaş, A., Alacaci, C., Bulut, M. (2012). A comparison of Mathematics textbooks from Turkey, Singapore and
the United States of America. Educational Sciences: Theory & Practice, 12(3), 2324-2330.
Fan, L., (2011). Textbook research as scientific research: Towards a common ground for research on
mathematics textbooks. Retrieved on 28-th May 2013 from http://eprints.soton.ac.uk/id/eprint/201715
Johansson, M. (2006). Teaching mathematics with textbooks: A classroom and curricular perspective. (Doctoral
thesis, Luleå University of Technology). Luleå: Luleå University of Technology, Department of Mathematics.
Mikk, J. (2000). Textbook: Research and Writing. Oxford: Lang.
Noonan, J. (1990). Readability Problems Presented by Mathematics Texts. Early Child Development and Care,
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O'Keeffe, L., O'Donoghue, J. (2009). Mathematics Textbook Analysis: its role and significance for student
comprehension and motivation. Proceedings of Third National Conference on Research in Mathematics
Education, (pp. 283-294). Dublin, St. Patric’s College.
Pepin, B., Haggarty, L. (2007). Making connections and Seeking Understanding: Mathematical tasks in English,
French and German textbooks. Paper presentation at AERA 07, Chicago.
Rivers, J. (1990). Contextual Analysis of Problems in Algebra 1 textbooks. Presented at the Annual meeting of
the American Educational Research Association, Boston.
Romberg, Th. (2001). Designing Middle-School Mathematics Materials Using Problems Set in Context to Help
Students Progress from Informal to Formal Mathematical Reasoning. Retrieved on 14-th February 2013 from
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Skovsmose O. (2001). Landscapes of Investigation. Zentralblatt für Didaktik der Mathematik, 33 (4), 123-132.
Wiest, L. (2001). The role of computers in Mathematics Teaching and learning. Computers in the Schools, 17,
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Education Journal, 12, 1-23
37
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