This document discusses the importance of recognizing learners' modes of mathematical reasoning and reassessing conventional notions of mathematical knowledge. It argues that mathematics is cultural and that all civilizations have contributed to mathematics. The paper aims to deconstruct the false history of mathematics presented through a Eurocentric lens and revise theories of the epistemology of mathematics to acknowledge contributions from non-Western societies. It explores concepts from ethnomathematics and how recognizing the cultural nature of mathematics can transform teaching and learning.
Teaching mathematics effectively requires following five maxims: 1) Beginning with concepts already known to students and building on that foundation to introduce new unknown concepts, 2) Starting with simple ideas and gradually increasing complexity, 3) Beginning with specific examples before addressing general principles, 4) Using concrete examples to demonstrate abstract concepts, 5) Presenting topics as a coherent whole before examining individual parts. These maxims help teaching be an art that effectively conveys mathematical ideas.
The document discusses different views on what mathematics is, including that it is a science of discovery, an intellectual game, and a tool subject. It also examines key aspects of mathematics like precision, applicability, and logical sequence. Finally, it outlines categories of mathematics including basic or pure mathematics like algebra and geometry, as well as applied mathematics areas like statistics and information theory.
This document discusses the correlation of mathematics with various domains:
1) Mathematics is correlated with life activities through concepts like percentages, interest rates, and ratios that are useful in everyday life.
2) Different branches of mathematics like arithmetic, algebra, geometry are interrelated through concepts like functions and mathematical structures.
3) Topics within the same branch of mathematics are also correlated, for example concepts in algebra relate to equations, and areas of shapes relate in geometry.
4) Mathematics is also correlated with other subjects like physical sciences through expression of laws as mathematical equations, with biology through use of higher math methods, and with engineering as mathematics forms the basis of engineering courses.
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
This document contains a digital lesson plan for a 6th grade mathematics class on the topic of symmetry. It identifies the school, class, number of students, and teacher. The objectives are for students to define symmetry, lines of symmetry, rotational symmetry, and relate it to daily life. Teaching points include the concept of symmetry, lines of symmetry, rotational symmetry, and examples like leaves and regular polygons. Students will define symmetry, lines of symmetry, understand types of symmetry, rotational symmetry, and construct symmetrical objects. Evaluation questions ask students the order of rotational symmetry in an equilateral triangle and to identify figures with rotational symmetry.
This document discusses the importance of science as a subject. It outlines several values that science education cultivates in students, including intellectual, utilitarian, vocational, aesthetic, cultural, recreational, moral, and transactional potentiality values. Science has changed human life through technology and inventions. It helps develop problem-solving skills and encourages logical thinking. Science is also essential to many careers and has practical applications to daily life.
VAN HIELE LEVELS OF GEOMETRIC THINKING.pptxRJN kumar
The document describes the Van Hiele levels of geometric thinking, originally developed by Pierre and Dina Van Hiele in 1957. It outlines 5 levels of understanding geometry: (1) visualization, where students recognize shapes but cannot define properties, (2) analysis of properties, where students understand properties but not relationships between them, (3) abstraction, where students understand relationships and can define shapes, (4) deduction, where students can prove theorems deductively, (5) rigor, the highest level where students understand mathematics as mathematicians do including non-Euclidean concepts.
Teaching mathematics effectively requires following five maxims: 1) Beginning with concepts already known to students and building on that foundation to introduce new unknown concepts, 2) Starting with simple ideas and gradually increasing complexity, 3) Beginning with specific examples before addressing general principles, 4) Using concrete examples to demonstrate abstract concepts, 5) Presenting topics as a coherent whole before examining individual parts. These maxims help teaching be an art that effectively conveys mathematical ideas.
The document discusses different views on what mathematics is, including that it is a science of discovery, an intellectual game, and a tool subject. It also examines key aspects of mathematics like precision, applicability, and logical sequence. Finally, it outlines categories of mathematics including basic or pure mathematics like algebra and geometry, as well as applied mathematics areas like statistics and information theory.
This document discusses the correlation of mathematics with various domains:
1) Mathematics is correlated with life activities through concepts like percentages, interest rates, and ratios that are useful in everyday life.
2) Different branches of mathematics like arithmetic, algebra, geometry are interrelated through concepts like functions and mathematical structures.
3) Topics within the same branch of mathematics are also correlated, for example concepts in algebra relate to equations, and areas of shapes relate in geometry.
4) Mathematics is also correlated with other subjects like physical sciences through expression of laws as mathematical equations, with biology through use of higher math methods, and with engineering as mathematics forms the basis of engineering courses.
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
This document contains a digital lesson plan for a 6th grade mathematics class on the topic of symmetry. It identifies the school, class, number of students, and teacher. The objectives are for students to define symmetry, lines of symmetry, rotational symmetry, and relate it to daily life. Teaching points include the concept of symmetry, lines of symmetry, rotational symmetry, and examples like leaves and regular polygons. Students will define symmetry, lines of symmetry, understand types of symmetry, rotational symmetry, and construct symmetrical objects. Evaluation questions ask students the order of rotational symmetry in an equilateral triangle and to identify figures with rotational symmetry.
This document discusses the importance of science as a subject. It outlines several values that science education cultivates in students, including intellectual, utilitarian, vocational, aesthetic, cultural, recreational, moral, and transactional potentiality values. Science has changed human life through technology and inventions. It helps develop problem-solving skills and encourages logical thinking. Science is also essential to many careers and has practical applications to daily life.
VAN HIELE LEVELS OF GEOMETRIC THINKING.pptxRJN kumar
The document describes the Van Hiele levels of geometric thinking, originally developed by Pierre and Dina Van Hiele in 1957. It outlines 5 levels of understanding geometry: (1) visualization, where students recognize shapes but cannot define properties, (2) analysis of properties, where students understand properties but not relationships between them, (3) abstraction, where students understand relationships and can define shapes, (4) deduction, where students can prove theorems deductively, (5) rigor, the highest level where students understand mathematics as mathematicians do including non-Euclidean concepts.
The document discusses key topics in mathematics pedagogy for CTET exams, including:
- Defining pedagogy and mathematics.
- The nature of mathematics as both a science of discovery and logical processes.
- Guiding principles and vision for mathematics in the NCF-2005 curriculum.
- Strategies for teaching mathematics like written work, oral work, group work and homework.
- Reasons for keeping mathematics in school curriculums like its basis in other sciences and role in developing logical thinking.
- The language of mathematics including concepts, terminology, symbols and algorithms.
- Approaches like community mathematics and mathematical communication to engage students.
This document outlines the background, definitions, principles, and components of an ethnomathematics course. It discusses how mathematics has traditionally been viewed as culture-free but how educators now advocate relating mathematical content to students' home cultures. The course would consider each student's unique cultural history as a mathematical resource and have students develop activities using their own ethnicities. Key aspects of the course include sharing cultural practices, examples from anthropological studies, mathematics in cultural practices, and developing curriculum based on students' cultures. One example provided is on the mathematical elements in the design of the Korean flag.
This document provides an introduction to philosophy by Hina Jalal. It discusses:
1. The definition and meaning of philosophy, describing it as the love of wisdom and a critical and comprehensive thought process.
2. The main branches of philosophy including epistemology, metaphysics, axiology, philosophy of science, and social/political philosophy.
3. The relationship between philosophy and education, noting they are closely linked with philosophy providing the theoretical basis for education.
Philosophy is the loving pursuit of wisdom and truth. It influences education by determining aims, curriculum, methods, and evaluation. Naturalism is a philosophy that believes only natural laws govern the world, excluding supernatural elements. It emphasizes the physical world and evolution. In education, it focuses on child-centered learning through activities, play, and exploration guided by the teacher. However, it lacks emphasis on ideals and spiritual values.
Nature and Development of Mathematics.pptxaleena568026
This document discusses the nature and development of mathematics. It begins by defining mathematics as both an art and a science that involves learning, numbers, space, and measurement. Several experts provide definitions of mathematics emphasizing its role in science, order, reasoning, and discovery. The document outlines the nature and scope of mathematics, including that it is an abstract, precise, logical science of structures, generalizations, and inductive and deductive reasoning. It concludes by discussing the inductive and deductive methods of teaching mathematics and their respective merits and demerits.
This document discusses principles and rationale for developing mathematics curriculum. It provides definitions of curriculum and aims such as stimulating pupil interest and developing mathematical concepts. Principles for curriculum development like disciplinary value and utility are outlined. The existing mathematics curriculum is then critically analyzed, noting shortcomings like lack of conformity with aims, emphasis on examinations, and lack of practical work. Suggestions for improvement include considering cognitive/affective domains, practical work, and organizing content logically from simple to complex.
This document discusses the need and significance of teaching mathematics. It outlines that mathematics is foundational to science and helps develop reasoning skills. The document then discusses the aims of teaching mathematics, including practical, social, disciplinary, and cultural aims. The practical aim is to develop basic math skills for everyday life. The social aim is to promote scientific knowledge and prepare students for technical careers. The disciplinary aim is to improve logical thinking and decision making. Finally, the cultural aim is to help students appreciate mathematics' role in history and develop broad-mindedness.
The document discusses the importance of a science library for a school. It notes that a science library should be well-equipped and serve as a place for independent student work and further study. A well-organized science library can develop scientific attitudes, knowledge, and interest among both students and teachers. It should contain books on popular science, textbooks, and materials that inspire learning. The library needs to be properly maintained with adequate space, ventilation, and seating. It serves to supplement classroom teaching and foster reading skills in pupils.
Idealism is the oldest school of philosophy that focuses on ideas and ideals over the material world. It believes that God or spirit is the source of all creation and knowledge, and that the mind and spirit constitute reality rather than the physical body or material world. Chief exponents of idealism include ancient Vedic scrolls and major philosophers like Plato, Kant, Hegel, as well as Gandhi, Tagore, and Vivekananda. According to idealism, education should stress spiritual development and self-realization, place importance on strict discipline and bookish knowledge, and define the teacher's role as a guide to help students achieve perfection.
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles for developing curriculum include being child-centered, activity-based, integrated, and flexible. Approaches to organizing curriculum include topical, spiral, logical/psychological, unitary, and integrated approaches. Modern curriculums should prepare students for the future, incorporate new concepts, and be culturally relevant. Major reforms discussed
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
This document provides an overview of the educational philosophy of Rabindranath Tagore. It discusses Tagore's views on the aims of education, including the integral development of the individual. Tagore emphasized developing students physically, mentally, morally, and spiritually. He founded institutions like Shantiniketan and Vishwabharathi to put his educational ideas into practice and integrate Eastern and Western cultures. Tagore advocated for freedom in education and learning through natural experiences and the environment. He also stressed the importance of reviving rural education.
The scope of philosophy of education includes:
- Interpreting human nature and its relation to the world and universe.
- Determining the aims and ideals of education.
- Examining the relationships between education and other areas like the economy and politics.
- Analyzing educational values and how they are influenced by philosophical views.
- Studying the relationship between education and theories of knowledge.
- Providing criteria to evaluate the relationships between different components of the education system.
Personalized System of Instruction (PSI) is a teaching method developed by Fred Keller in the 1960s. PSI aims to provide individualized attention to learners through face-to-face interactions and self-paced learning. It also seeks to frequently reinforce learners and collect feedback to improve instruction. Some key advantages of PSI include allowing independent, self-paced learning for students. PSI is also effective for mastery learning and leads to better retention compared to traditional lecture-based methods.
The document discusses key topics in mathematics pedagogy for CTET exams, including:
- Defining pedagogy and mathematics.
- The nature of mathematics as both a science of discovery and logical processes.
- Guiding principles and vision for mathematics in the NCF-2005 curriculum.
- Strategies for teaching mathematics like written work, oral work, group work and homework.
- Reasons for keeping mathematics in school curriculums like its basis in other sciences and role in developing logical thinking.
- The language of mathematics including concepts, terminology, symbols and algorithms.
- Approaches like community mathematics and mathematical communication to engage students.
This document outlines the background, definitions, principles, and components of an ethnomathematics course. It discusses how mathematics has traditionally been viewed as culture-free but how educators now advocate relating mathematical content to students' home cultures. The course would consider each student's unique cultural history as a mathematical resource and have students develop activities using their own ethnicities. Key aspects of the course include sharing cultural practices, examples from anthropological studies, mathematics in cultural practices, and developing curriculum based on students' cultures. One example provided is on the mathematical elements in the design of the Korean flag.
This document provides an introduction to philosophy by Hina Jalal. It discusses:
1. The definition and meaning of philosophy, describing it as the love of wisdom and a critical and comprehensive thought process.
2. The main branches of philosophy including epistemology, metaphysics, axiology, philosophy of science, and social/political philosophy.
3. The relationship between philosophy and education, noting they are closely linked with philosophy providing the theoretical basis for education.
Philosophy is the loving pursuit of wisdom and truth. It influences education by determining aims, curriculum, methods, and evaluation. Naturalism is a philosophy that believes only natural laws govern the world, excluding supernatural elements. It emphasizes the physical world and evolution. In education, it focuses on child-centered learning through activities, play, and exploration guided by the teacher. However, it lacks emphasis on ideals and spiritual values.
Nature and Development of Mathematics.pptxaleena568026
This document discusses the nature and development of mathematics. It begins by defining mathematics as both an art and a science that involves learning, numbers, space, and measurement. Several experts provide definitions of mathematics emphasizing its role in science, order, reasoning, and discovery. The document outlines the nature and scope of mathematics, including that it is an abstract, precise, logical science of structures, generalizations, and inductive and deductive reasoning. It concludes by discussing the inductive and deductive methods of teaching mathematics and their respective merits and demerits.
This document discusses principles and rationale for developing mathematics curriculum. It provides definitions of curriculum and aims such as stimulating pupil interest and developing mathematical concepts. Principles for curriculum development like disciplinary value and utility are outlined. The existing mathematics curriculum is then critically analyzed, noting shortcomings like lack of conformity with aims, emphasis on examinations, and lack of practical work. Suggestions for improvement include considering cognitive/affective domains, practical work, and organizing content logically from simple to complex.
This document discusses the need and significance of teaching mathematics. It outlines that mathematics is foundational to science and helps develop reasoning skills. The document then discusses the aims of teaching mathematics, including practical, social, disciplinary, and cultural aims. The practical aim is to develop basic math skills for everyday life. The social aim is to promote scientific knowledge and prepare students for technical careers. The disciplinary aim is to improve logical thinking and decision making. Finally, the cultural aim is to help students appreciate mathematics' role in history and develop broad-mindedness.
The document discusses the importance of a science library for a school. It notes that a science library should be well-equipped and serve as a place for independent student work and further study. A well-organized science library can develop scientific attitudes, knowledge, and interest among both students and teachers. It should contain books on popular science, textbooks, and materials that inspire learning. The library needs to be properly maintained with adequate space, ventilation, and seating. It serves to supplement classroom teaching and foster reading skills in pupils.
Idealism is the oldest school of philosophy that focuses on ideas and ideals over the material world. It believes that God or spirit is the source of all creation and knowledge, and that the mind and spirit constitute reality rather than the physical body or material world. Chief exponents of idealism include ancient Vedic scrolls and major philosophers like Plato, Kant, Hegel, as well as Gandhi, Tagore, and Vivekananda. According to idealism, education should stress spiritual development and self-realization, place importance on strict discipline and bookish knowledge, and define the teacher's role as a guide to help students achieve perfection.
The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles for developing curriculum include being child-centered, activity-based, integrated, and flexible. Approaches to organizing curriculum include topical, spiral, logical/psychological, unitary, and integrated approaches. Modern curriculums should prepare students for the future, incorporate new concepts, and be culturally relevant. Major reforms discussed
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
This document provides an overview of the educational philosophy of Rabindranath Tagore. It discusses Tagore's views on the aims of education, including the integral development of the individual. Tagore emphasized developing students physically, mentally, morally, and spiritually. He founded institutions like Shantiniketan and Vishwabharathi to put his educational ideas into practice and integrate Eastern and Western cultures. Tagore advocated for freedom in education and learning through natural experiences and the environment. He also stressed the importance of reviving rural education.
The scope of philosophy of education includes:
- Interpreting human nature and its relation to the world and universe.
- Determining the aims and ideals of education.
- Examining the relationships between education and other areas like the economy and politics.
- Analyzing educational values and how they are influenced by philosophical views.
- Studying the relationship between education and theories of knowledge.
- Providing criteria to evaluate the relationships between different components of the education system.
Personalized System of Instruction (PSI) is a teaching method developed by Fred Keller in the 1960s. PSI aims to provide individualized attention to learners through face-to-face interactions and self-paced learning. It also seeks to frequently reinforce learners and collect feedback to improve instruction. Some key advantages of PSI include allowing independent, self-paced learning for students. PSI is also effective for mastery learning and leads to better retention compared to traditional lecture-based methods.
This document discusses the advantages and challenges of ethnomathematics and introduces culturally situated design tools (CSDTs). The key advantages of ethnomathematics include defeating myths of genetic and cultural determinism, using math to bridge cultural gaps, and contributions to mathematics. Challenges include issues of authenticity, ownership, and ensuring CSDTs do not ghettoize students but instead spread knowledge. The document then describes several CSDT projects including on African fractals, a synthesizer tool for polynomials, and designs from Navajo students. It concludes by discussing plans for programmable CSDTs and a CSDT community site.
The Concept of Beauty among Makonde sculptors: an ethnomathematical research ICEM-4
1. The study examines the concept of beauty among Makonde sculptors in Mozambique and Tanzania.
2. It analyzes proportions in Makonde sculptures and compares them to Western concepts like the golden ratio.
3. The results found that Makonde sculptors do not seem to intentionally idealize proportions, but their facial measurements did align with a Western ratio concept used in aesthetics.
This document discusses ethnomodeling as a pedagogical approach for ethnomathematics programs. It defines ethnomodeling as modeling real situations and problems from diverse cultures to study their mathematical ideas and practices. Examples of ethnomodels from Mayan, Sioux, and freedom quilt traditions are provided. The document argues that ethnomodeling values students' previous knowledge and introduces knowledge creation over knowledge transfer. It promotes respecting diverse social and cultural perspectives in mathematics education.
This document summarizes a seminar paper on incorporating ethnomathematics into school curriculums. It defines ethnomathematics as the mathematics practiced in cultural groups, and discusses how mathematics competencies learned at home are lost when formal schooling begins. The paper explores how to address ethnomathematics in curriculums, which cultural contents would be best, and how to teach them to diverse students. Integrating an ethnomathematical perspective could make mathematics more accurate and inclusive, while helping students respect other communities and view themselves as capable learners.
This document defines and provides examples of quantifiers - universal and existential quantification. Universal quantification uses "for all" and is represented by ∀, while existential quantification uses "there exists" and is represented by ∃. A counterexample can disprove a universal statement by showing a case that makes the proposition false. De Morgan's laws state that the negation of a universal statement is an existential statement, and vice versa. Examples are provided to illustrate these concepts.
Ethno-mathematics links students' cultural knowledge and experiences to academic mathematics. It values students' diverse backgrounds and makes math more meaningful and relevant. Ethno-mathematics teaches math through culturally-relevant examples and perspectives to help students understand themselves, their peers, and mathematical concepts. As a teaching method, it allows teachers to incorporate students' cultures into math lessons to promote understanding and appreciation of mathematics as a human, cultural activity.
The document describes the Myaamia lunar calendar used by the Miami Tribe of Oklahoma. Some key points:
- The Myaamia lunar month is approximately 29.5 days, alternating between 29 and 30 day months.
- The lunar year is 11 days shorter than the solar year, so an extra "lost moon" is added every 3 years to realign the months.
- The calendar provides Myaamia (Miami) month names in Myaamia, along with their English translations and the corresponding Gregorian dates.
- It describes the phases of the moon in Myaamia terms and how the moon "grows" and "dies" each cycle.
Urban Ethnomathematics and Ethnogenesis: Community Projects in CaparicaICEM-4
- Urban Boundaries is a non-formal group focused on a process of recognition, learning, and political action to get high school degrees
- Local community in London, UK - 8 adults, 7 teenagers, and supporters
- Ethnomathematics and the urban emergent process of a new ethnicities as well as the revival of ethnicities aborted in the process of immigration or emigration
- Racism, Cultural Knowledge (Like-Wise) and Alterity Conception (Other-Wise)
- Local interventions through actions, publications and interviews in national media
- An example of the social recognition of local community projects
This document provides tips and suggestions for teaching in racially diverse college classrooms. It discusses developing a culturally responsive curriculum through considering multiple perspectives in course materials and assignments. It also addresses creating an open and safe classroom environment where all student voices are activated. The document offers guidance on how to plan for and manage potentially racially charged situations or "hot moments," including interrupting discriminatory behaviors, having students reflect to defuse tensions, and turning disruptions into learning experiences. The overall aim is to empower educators to enhance learning for all students in a multicultural context.
This document summarizes key concepts in propositional logic including conditionals, biconditionals, and De Morgan's laws. It defines a conditional as relating two propositions where one proposition implies the other. A biconditional relates two propositions that are logically equivalent. De Morgan's laws were also summarized, specifically that the negation of a disjunction is equivalent to the disjunction of the negations. An example truth table was provided to demonstrate De Morgan's law.
This document discusses culturally responsive teaching methods. It defines culturally responsive education as using students' culture to impart knowledge and skills. It then lists and describes six ways to be culturally responsive: having high expectations; being an active teacher; acting as a facilitator; having positive perspectives of students' families; being culturally sensitive; and reshaping the curriculum. It emphasizes making lessons relevant to students' lives and experiences.
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
This document discusses the relationship between education, philosophy and politics. It notes that these three areas have historically been intertwined in defining Western cultural institutions and practices. Education has often taken the form of political philosophy aimed at developing good democratic citizens through participation in public life. The document then examines different philosophical approaches to understanding this relationship, including Foucault's archaeology and genealogy, as well as Nietzsche's views on the use and abuse of history. It also discusses Wittgenstein's and Heidegger's historicization of philosophy.
This document provides an introduction to anthropology as an academic discipline. It begins by defining anthropology as the study of human culture and society through empirical research methods like ethnographic fieldwork. It discusses debates around key concepts like culture, noting that culture refers both to human universals and systematic differences. While culture was traditionally viewed as integrated and bounded, some see it as unbounded and contested. The document also distinguishes between culture as the cognitive and symbolic aspects of human life, and society as patterns of social interaction and power relations. In summarizing anthropology, it emphasizes the discipline's comparative approach, fieldwork methodology, and global scope in studying diverse human societies.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
Memory is a social and political construction. Discuss.·.docxARIV4
Memory is a social and political construction. Discuss.
· The title must appear at the top of your first page as set out in the list attached (The title must not be altered or changed in any way)
· You should use spacing (1.5) and font size 12
· Correct spelling and appropriate paragraphing should be evident
· There should be no widows or orphans, i.e. headings left alone at the bottom of the page
· You should provide references for every citation within the text – omissions will be penalised - References should be written in accord with a referencing convention that is consistent with your major course of study, e.g. APA
Marks will be awarded for:
· Answering the question
· Observing academic conventions
· Adopting a clear and sophisticated style of writing
· Identifying and addressing key issues raised by the question
· Breadth and depth of relevant knowledge
· Depth of analysis, Clarity of argument, Soundness of argument
· Originality of argument
You might find these articles relevant to the topicBaumeister, R. F. & Hastings, S. (1997). Distortions of collective memory: How groups flatter and deceive themselves. In J. W. Pennebaker, D. Paez, & B. Rimé. Collective memory of political events: Social psychological perspectives. Mahwah, NJ: LEA.
Liu, J. H., & Hilton, D. J. (2005). How the past weights on the present: Social representations of history and their role in identity politics. British Journal of Social Psychology, 44, 537–556.
Lászlo ́, J. (2003). History, identity and narratives. In J. Lászlo ́, & W. Wagner (Eds.), Theories and controversies in societal psychology (pp. 180–192). Budapest, Hungary: New Mandate.
Pennebaker, J. W., Paez, D., & Rime, B. (Eds.). (1997). Collective memory of political events: Social psychological perspectives. Mahwah, NJ: LEA.
1700 WORDS REQUIRED essay] and 300 words reflective writing, for reflective writing, I will send you the lecture slides and you will need to reflect upon those slide
to get mark:
Displays a systematic and sophisticated knowledge and understanding of the subject. Is extensively researched and shows a critical awareness of current issues within the field.
Original argument reflecting synthetically on the issues raised in the module. Authoritative and reflective use of supporting material.
Demonstrates a sophisticated understanding of theoretical and critical concepts which includes the ability to reflect critically.
Excellently presented work that conforms to all required academic conventions. Written in a style that is lucid and precise.
Displays a strong and intelligent knowledge and understanding ofthe subject. Is extensively researched and referenced in breadth
and depth.
slides 1.ppt
Epistemology – how do we generate legitimate knowledge?Physical and metaphysical reality (Metaphysics: branch of philosophy that investigates the first principles of nature, e.g. ontology – the science of being)Psychological realities (experience and perception)Social and p ...
1. An Enigma httpenigmaco.deenigmaenigma.htmlencrypted messag.docxSONU61709
1. An Enigma http://enigmaco.de/enigma/enigma.htmlencrypted message was intercepted and reads as follows:
OTIBDHEMUOFGMFMHGKMGNDOEGIBBKXZEJWR
A sleeper of ours behind enemy lines sent a message that the enemy's encryption used Rotor1: Z and Rotor3: E . Decrypt the message.
2. An encryption algorithm turned GOOD MORNING AMERICA into FNNC LNQMHMF ZLDQHJZ Identify the encryption algorithm and express it in a mathematical form.
3. The following enemy encrypted message has been intercepted:
YJRNP<NSTTF<RMYEO::DYSTYYP<PTTPE A sleeper of ours behind enemy lines sent a message that the enemy's encryption had to do with the QWERTY keyboard layout. Decrypt the message and save lives.
Educational Philosophies Definitions and Comparison Chart
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and
Reconstructionism. These educational philosophies focus heavily on WHAT we should teach,
the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society ...
1. The document defines social sciences as the systematic study of various aspects of society and social phenomena and their impacts on people's lives. It examines how social sciences relate to and study society.
2. Social sciences have two main elements - society, which focuses on individuals and social issues, and empirical analysis, which takes a scientific approach to studying human behavior and relationships.
3. The document outlines the history and development of social sciences and compares them to natural sciences and humanities. It discusses how each area can be applied to daily life.
This document discusses different conceptions of culture as it relates to mathematical practices and mathematics education. It argues that there is no agreed upon definition of culture, and outlines some imperfect but commonly used definitions. It also notes a tension between the material and ideal aspects of culture that different conceptions manage differently. The document then examines how the concept of culture has been used and developed in the fields of mathematics education and studies of mathematical practices. It traces the historical and conceptual origins and evolution of these fields, including a social turn towards examining socio-cultural aspects. Ethnomathematics is discussed as having roots in post-colonial criticism and emphasizing different cultural approaches to mathematical learning and practices.
PHILOSOPHY IN FRAGMENTS: CULTIVATING PHILOSOPHIC THINKING WITH THE PRESOCRATI...Jorge Barbosa
This document discusses strategies for teaching Presocratic philosophy using their fragmentary writings. It begins by addressing how to present the Presocratics as the founders of philosophy without implying their cultural superiority. It then argues that we can reconstruct Presocratic ideas through rational interpretation, despite their poetic language. Several classroom exercises are proposed to show the relevance of Presocratic theories to modern science and debates on free will.
History, Philosophy & Theory in Visualization: Everything you know is wrongLiz Dorland
A poster for the Gordon Research Conference on Visualization in Science and Education 2007, commenting on the complexity of dealing with different perspectives on learning from visualizations.
what is philosophy and a conversation with paulo Nikka Abenion
The conversation was between Paulo Freire, a renowned philosopher and educator, and two mathematics educators, Ubiratan D'Ambrosio and Maria Do Carmo Mendonça. Ubiratan asked Freire if he saw a "mathematical equivalent to literacy" or "mathemacy". Freire acknowledged he had not considered this before but now understands the importance of helping all people see themselves as "mathematicians". He believed mathematical literacy could help create citizenship. Freire emphasized starting education from students' existing knowledge and worldviews rather than imposing teachers' views. He discussed projects to strengthen democratic teaching practices and awareness needed for critical teaching, like recognizing change is difficult but possible. The conversation highlighted Fre
The document discusses post-colonial curriculum development in Africa. It frames the conversation around understanding culture dynamically and how school curriculum can be decolonized or Africanized. It discusses how postcolonial theory examines power relations formed by colonialism and its impacts. It critiques Western philosophy, like Cartesian dualism, that positioned Europeans as the center and justified colonialism. It argues that indigenous knowledge was suppressed and that curriculum needs to value local knowledge and experiences while addressing current social needs. The document provides perspectives on Africanizing schools through inclusive knowledge production, culturally-sensitive pedagogy, and learning methods from indigenous traditions.
This document proposes a generalized and universal approach to collective and individual identity formation that could work across diverse cultural contexts. It discusses key concepts related to identity such as society, culture, social groups, and processes of enculturation. The approach is grounded in the idea of the "psychic unity of mankind" and aims to facilitate identity modulation, dilution where possible, and reduce polarization. It links this framework to other relevant theories and recommends ethnographic fieldwork and pedagogical reforms to modulate identity for better ethnic and communal harmony.
The Role of Mathematics within Ethnomathematical DescriptionsICEM-4
The document discusses conceptions of ethnomathematics and how descriptions of cultural practices can be driven by thematizations from different knowledge systems, including Western mathematics. It explores how descriptions are shaped by the perspectives and cultural backgrounds of both the describers and the practitioners. The goal is to find common thematizations or ways of expanding themes to build intersubjective meaning between different cultural groups.
#1 Introduction – How people learn122701EPISODE #1 I.docxkatherncarlyle
#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
Fundamental Assumptions In Conducting Scientific InquiryEdward Erasmus
Guest lecture prepared for Philosphy of Science: second year class, OGM, University of Aruba. Discusses my view on research in the past and now, and its implications for conducting social scientific research.
This document summarizes the philosophies and contributions of 10 modern philosophers to education:
1. John Locke promoted the tabula rasa theory that the mind is a blank slate shaped by experience rather than innate ideas. He emphasized the influential power of early education.
2. Immanuel Kant advocated for public education and learning by doing. He believed children should always obey and learn duty through punishment.
3. Jean-Jacques Rousseau rejected the idea that individuals are born with predetermined roles. He outlined ideal education through his book Emile.
4. Mortimer Adler promoted "educational perennialism," teaching principles rather than facts for their perpetual importance.
5. William James ascribed to prag
The document discusses compositionism, which proposes dissolving the dichotomy between STEM and humanities fields. It describes compositionism as having four stages: 1) Identifying core values, such as mathematics proficiency in STEM fields and free inquiry in humanities; 2) Framing values through definitions and perspectives; 3) Placing values before the public through various media; 4) Generating and rebuilding ideas iteratively through public engagement. The four stages can bridge gaps between fields and generations by recognizing diverse values and allowing public discussion of different frames of thinking.
1. The document proposes creating the new field of Anthropological Pedagogy to promote anthropological goals through education. It would combine anthropology and pedagogy with predefined principles and objectives.
2. It provides overviews of the histories and scopes of anthropology, pedagogy, and related fields like sociology. Anthropology studies all aspects of human existence through various subfields and interfaces with many other sciences.
3. Pedagogy and formal education have evolved significantly over time from informal learning among early humans to modern structured education systems. Various early civilizations developed different approaches to literacy, administration training, and other forms of early formal education.
Philosophy of man(modern, ancient, contemporary)EsOr Naujnas
Philosophy is the study of fundamental problems concerning existence, knowledge, reason, mind and language. It uses methods like questioning, argumentation and systematic presentations to analyze topics such as metaphysics, epistemology, ethics, aesthetics and logic. Metaphysics examines concepts like existence, objects, properties, time and causation. Epistemology is the study of knowledge and justified belief. Value theory includes ethics, which analyzes concepts like goodness, justice and virtue, and aesthetics, which addresses beauty, art and taste. Modern philosophy originated in 17th century Western Europe with rationalists like Descartes, Spinoza and Leibniz using systematic doubting and reasoning to understand fundamental concepts.
Similar to On the ethnomathematics � epistemology nexus (20)
This document summarizes plans for collaboration between Miami University and the Miami Tribe on developing ethnomathematical research and educational initiatives. It discusses:
1) The Miami Tribe's homeland and culture, including their political structure, forced relocation, and current status.
2) Plans to conduct research assisting the Tribe's language and cultural preservation efforts and expose students to these initiatives.
3) How the Miami Tribe traditionally conceived of time in relation to the sun and moon's movements, seasons, and environmental cycles.
4) Their lunar-based calendar system tied to the natural world and its importance for tracking seasons and ages.
5) The goal of developing curriculum materials for the benefit of the Miami community
Very good Cris, you divided 372 into 372-60=312 and 312/20=16 crates. Well done!
Cr: Thank you!
R: Well done Cris, you found the right way! Who else wants to try?
M: I will try Miss. 372 kilos. Every crate holds 20 kilos. I will divide 372 by 20. The result is 18 with a remainder of 12. So the crates needed are 19.
R: Excellent Maria! You used the standard algorithm of division. I am proud of you all for finding different ways to solve this problem. You showed your understanding through drawings, repeated addition and the standard algorithm. Well done students
The encounter of non-indigenous teacher educator and indigenous teacher: the ...ICEM-4
The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges - Maria do Carmo S. Domite and Robert D. Pohl
Este documento resume una conferencia sobre etnomatemáticas en la que se analizan las pintaderas canarias desde una perspectiva matemática y didáctica. Se describen algunas pintaderas típicas de las Islas Canarias y se muestra su construcción mediante figuras geométricas básicas y operaciones como traslaciones e isometrías. Además, se analiza la posible adaptación de las pintaderas al currículo escolar de matemáticas para enseñar contenidos como cubrimientos regulares. Finalmente, se concluye
Policy and Practices: Indigenous Voices in EducationICEM-4
This document discusses indigenous knowledges in Papua New Guinea related to positioning, measurement, and mathematics. It provides examples of indigenous practices for canoe making, string figures, graphs and calculus that demonstrate visuospatial reasoning and parallels to western mathematics. The document also discusses how indigenous languages conceptualize location, direction, and measurement differently than English. It advocates for recognizing and incorporating indigenous knowledges and practices into education through place-based learning, community partnerships, and modifying content and pedagogy to be culturally relevant.
AN ETHNOMATHEMATICS VIEW OF SPACE OCCUPATION AND URBAN CULTUREICEM-4
The document discusses the Fourth International Conference on Ethnomathematics being held in Towson, Maryland from July 25-30, 2010. It provides an overview of the advances in ethnomathematics seen through the numerous publications and rich program on the topic. However, it argues that ethnomathematics risks creating an "ivory tower" if it does not also pay attention to the major issues facing civilization and the survival of the planet. It calls for ethnomathematics to move beyond analysis of cultural artifacts and engage in dialogue with other fields and cultures to address problems like resource depletion, environmental destruction, and the development of nonkilling forms of mathematics.
FILMS: CULTURAL MEDIA FOR EXPLORING MATHEMATICSICEM-4
This document discusses using films to integrate culture and mathematics in the classroom. It proposes that films can engage students by featuring people from diverse cultural backgrounds solving problems. An approach is described that identifies ordinary life situations depicted in films and creates related mathematical investigations. A cultural and mathematics index is presented for evaluating films. Sample films are analyzed and possible mathematical investigations described, covering topics like probability, dimensional analysis, and geometric modeling. The document concludes by noting films' interdisciplinary potential and considerations for their classroom use.
MICROPROYECTO ETNOMATEMÁTICAS EN EL PANÍMETROICEM-4
Este documento presenta un microproyecto de etnomatemáticas centrado en el panímetro, un artefacto utilizado en Melilla para dividir equitativamente el pan entre los soldados. El microproyecto incluye actividades para estudiantes de primaria y secundaria que exploran los conceptos matemáticos subyacentes como superficies, círculos, radios y ecuaciones. El objetivo final es generar comprensión sobre el enfoque de las etnomatemáticas y su utilidad para la enseñanza.
ETNOMATEMÁTICAS EN COSTA RICA: HALLAZGOS SOBRE LOS BRIBRIS Y REFLEXIONES EN L...ICEM-4
ETNOMATEMÁTICAS EN COSTA RICA: HALLAZGOS SOBRE LOS BRIBRIS Y REFLEXIONES EN LA FORMACIÓN DE PROFESORES - Ma. Elena Gavarrete V. Y Ma. Luisa Oliveras C.
CONOCIMIENTOS Y SABERES: Matemáticos en la Cultura MayaICEM-4
El documento presenta información sobre la Cuarta Conferencia Internacional sobre Etnomatemática que se llevará a cabo en Towson, Maryland, Estados Unidos, del 25 al 30 de julio de 2010. Incluye también varios conceptos y procesos relacionados con la construcción del conocimiento matemático maya, como la observación, consensuación, predicción, aplicación y sistematización de saberes a través de prácticas culturales y rituales agrícolas.
Conocimientos Matemáticos de la Mesoamérica PrecolombinaICEM-4
The document discusses the history of the four suns in Aztec mythology, where each sun represents an era in time defined by the calendar the Aztecs used. It describes how the first sun lasted 676 years and ended in a flood, while the second sun lasted 676 years and people were turned into monkeys. The calendar and history of the four suns were also represented in the Aztec calendar.
PANEL: ETNOMATEMÁTICAS E IDIOSINCRASIA CULTURAL ICEM-4
Este documento presenta un panel sobre etnomatemáticas y la idiosincrasia cultural en el ICEM4 en Towson, Maryland del 25 al 30 de julio de 2010. El panel fue coordinado por María Luisa Oliveras de la Universidad de Granada y contó con presentaciones de 7 ponentes. El documento discute conceptos como la idiosincrasia, las matemáticas multi-étnicas y el conocimiento situado en un contexto cultural. También aborda temas como la educación matemática, el currículum y la importancia de considerar el lenguaje
This document discusses the mathematics found in indigenous cultures, focusing on textile arts done primarily by women. It notes that activities like weaving involved complex mathematical concepts like symmetry and precise measurements, though described differently than in Western math. Indigenous women's math skills were often important to their cultures and economies. However, Western views have tended to undervalue or ignore math in other cultures, especially that done by women. The document urges recognizing our own cultural biases and viewing math through a broader lens.
Integrated Multicultural Instructional Design (IMID) for Undergraduate Mathe...ICEM-4
The document proposes an integrated model called Integrated Multicultural Instructional Design (IMID) to maximize equity, access, and success for all learners in undergraduate mathematical thinking courses. The model integrates multicultural education, ethnomathematics, and universal instructional design. Increased mathematical literacy is necessary for all to achieve effective global citizenship and participation. Key terms like ethnomathematics and mathematics literacy are defined. A diagram is included to visualize the student-centered and teacher-centered aspects of the proposed inclusive theoretical model.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. In this paper, we will argue that learners do
think mathematically and it is our
responsibility as educators to recognize and
appreciate their modes of mathematical
reasoning.
3. To attain this objective mathematicians must
!! Reassess and re-delineate the conventional
notions of mathematical knowledge
!! Cultivate an understanding of the learners’
cultural practices
!! Reclaim the histories of the contributions of all
civilizations to mathematics, which, in the case
of non-Western ones are rather obscure, even
distorted (Powell and Temple 2001).
4. One must therefore, deconstruction of this false history
of mathematics and perform a meticulous revision of
the theories on the epistemology of mathematics.
!! This deconstruction would refute the inherently
erroneous interpretation of the history of mathematics
merely as a chronological narrative of the isolated
successes of a few select societies (Diop 1991)
!! This epistemological revision would ameliorate our
synthesis of the seemingly dichotomous categories
such as teaching and learning, theory and application,
logic and intuition (Fasheh 1988) by demonstrating the
unity of practical (concrete) mathematical knowledge
and its theoretical (abstract) counterpart.
5. The paper is divided to four parts.
!! In the first part, we will briefly discuss some of
the critical tenets of epistemology especially as
it applies to mathematics
!! The second part will be devoted to elucidating
the basic nomenclature and hypotheses
associated with ethnomathematics
!! In the third part we will expound on the
organic and intrinsic relationship between
these two fields
!! Lastly, we will give our conclusions
6. Epistemology, from Greek !"!#$%&% (knowledge) and
!!"!" (science), is the branch of philosophy concerned with the
nature and limitations of knowledge, and how these relate to
notions such as truth, belief, and justification.
!! The honor of providing the first scholarly elucidation goes to
Socrates, who defined knowledge as true belief followed by its
justification.
!! From the point of view of modern erudition, the Socratic
definition is insufficient at best. First of all, since belief does not
involve step by step approximations, this definition would lead to
a rather sharp categorization of “knowledge” as either “complete
knowledge” or “complete ignorance”, whereas in reality, our
knowledge of any given object or abstract concept is somewhere in
between, and is in a continuous state of flux and transition.
Secondly, the criterion “truth” is too ambiguous.
7. !! We also completely reject the positivist perspective:
knowledge is neutral, value-free, objective, and
entirely detached from how people use it.
!! This view demotes the process of learning to
unintelligible sequences of contrived discoveries of
some static facts and their subsequent descriptions
and classifications (Bredo & Feinberg, 1982), and
unreservedly disregards the social nature of
knowledge.
!! We will instead follow the critical pedagogy
approach.
8. Critical pedagogy encourages learners to question and challenge
the imperious, mainstream, prevailing beliefs and practices in
order to help them achieve critical consciousness.
!! Habits of thought, reading, writing, and speaking which go
beneath surface meaning, first impressions, dominant myths,
official pronouncements, traditional clichés, received wisdom, and
mere opinions, to understand the deep meaning, root causes,
social context, ideology, and personal consequences of any action,
event, object, process, organization, experience, text, subject
matter, policy, mass media, or discourse. (Shor 1992, 129)
!! It regards education as a continuous process of unlearning,
learning, relearning, reflection, and evaluation. It was heavily
influenced by the works of the Brazilian educator Paolo Freier
(1921-1997).
9. Knowledge is a process which is incessantly
created and re-created as people act and reflect on
their surroundings and that gaining existing
knowledge and producing new knowledge are
coexisting occurrences.
Knowledge requires both objects and subjects; it is
a negotiated outcome of the interaction of human
consciousness and reality.
10. !! This necessitates the unity of subjectivity and
objectivity as ways of knowing. To deny the
importance of subjectivity in the process of
transforming the world and history is to assume a
world without people, and to deny the importance of
objectivity in analysis or action is to assume people
without a world (Freire 1970, 35).
!! Because of this unity between subjectivity and
objectivity, one cannot completely know particular
aspects of the world—no knowledge is finished or
infallible, in other words, “… knowledge is never fully
realized, but is continually struggled for” (McLaren
1990, 117).
11. !! Application of the fallibilist model to mathematical
knowledge is known as quasi-empiricism.
!! Certainty has a tendency to lead one to say “That’s it, no
more discussion, we have the answer.” Fallibilism, a view
which accepts the potential refutation of all theories, and
counter-examples to all concepts, allows one to ask how
does one know that this answer is better than that one, what
might constitute a notion of ‘better,’ might they not both be
possible, as with Euclidean and non-Euclidean geometries,
or arithmetics with or without the Continuum Hypothesis
(Lerman 1989, 217).
!! Quasi-empiricism was developed by Imre Lakatos, inspired
by the philosophy of science of Karl Popper.
12. !! Coined by Ubiratan D’Ambrosio in 1977 as the
study of the relationship between mathematics
and culture.
!! D’Ambrosio (1985, 1987, 1988, 1990, 1999,
2001), Frankenstein (1997), Gerdes (1985, 1999),
Knijnik (1996, 1997, 1998, 1999, 2002), Powell &
Frankenstein (1997), and Powell (2002).
13. !! The mathematics which is practiced among identifiable
cultural groups such as national-tribe societies, labor
groups, children of certain age brackets and professional
classes (D‘Ambrosio, 1985).
!! The codification which allows a cultural group to describe,
manage and understand reality (D‘Ambrosio, 1987).
!! I have been using the word ethnomathematics as modes,
styles, and techniques (tics) of explanation, of
understanding, and of coping with the natural and cultural
environment (mathema) in distinct cultural systems (ethnos)
(D'Ambrosio, 1999, 146).
14. !! The study of mathematical ideas of a non-literate culture
(Ascher, 1986).
!! The study and presentation of mathematical ideas of
traditional peoples (Ascher, 1991).
!! Any form of cultural knowledge or social activity
characteristic of a social group and/or cultural group that
can be recognized by other groups, but not necessarily by
the group of origin, as mathematical knowledge or
mathematical activity (Pompeu, 1994).
!! The investigation of the traditions, practices and
mathematical concepts of a subordinated social group
(Knijnik, 1998).
15. Common points:
Ethnomathematics is an approach to teaching and learning
mathematics that accentuates the following:
!! Mathematics is a cultural product. As such, non-literate,
traditional cultures and social groups also have a
mathematics
!! Mathematicians have to establish a dialogue between the
mathematics of different cultures, especially between those
that have been systematically excluded from the mainstream
history of mathematics, and formal, academic mathematics,
and thus restore cultural dignity to groups that have been
traditionally marginalized and excluded (D’Ambrosio 2001,
42)
16. !! All quantitative and qualitative practices, such as
counting, weighing and measuring, comparing,
sorting and classifying, which have been
accumulated through generations in diverse
cultures, should be encompassed as legitimate
ways of doing mathematics
!! People produce mathematical knowledge to
humanize themselves
!! The history and the philosophy of mathematics
constitute essential components of
ethnomathematics
17. !! An interdisciplinary and transcultural approach to the
history of mathematics to address Eurocentrism, the
view that most worthwhile mathematics known and
used today was developed in the Western world.
!! Mathematical concepts have transpired through the
contributions of numerous diverse civilizations
throughout the human history.
!! Even the images of mathematicians presented in
textbooks have been designed to espouse and permeate
the Eurocentric myth. Euclid, who lived and studied in
Alexandria, is not only referred to as Greek, but is
depicted as a fair-skinned Westerner, even though there
are no actual pictures of Euclid and no evidence to
suggest that he was not a black Egyptian (Lumpkin,
1983, 104).
18. Some prominent scholars, such as Archimedes,
Apollonius, Diophantus, Ptolemy, Heron,
Theon, and his daughter Hypatia, whose
mathematical backgrounds were the products
of the Egyptian/Alexandrian society, are
referred to as Greek, whereas Ptolemy (circa 150
AD), whose work is depicted as more practical
and applied, is often described as Egyptian
(Lumpkin, 1983, 105).
19. !! This practical-theoretical hierarchy was used to
deny the sophisticated mathematical
knowledge of the ancient Egyptians. In the
case of the Egyptian formula for the surface of
a sphere demonstrated in problem 10 of the
Papyrus of Moscow, some historians tried to
demonstrate that problem 10 represents the
formula for the surface of a half-cylinder,
knowledge which is consistent with the less
sophisticated mathematics.
20. Indeed, racism has impacted research on
history of mathematics in such profound ways
that some European scholars, irrationally,
changed the date of the origination of the
Egyptian calendar from 4241 to 2773 B.C.E.,
because
…such precise mathematical and astronomical
work cannot be seriously ascribed to a people
slowly emerging from neolithic conditions
(Struik 1967, 24).
21. Another problem is characterization of
mathematics as a male discipline that is to be
practiced only by divinely anointed minds.
This discriminatory pedagogical approach,
tacit and in most cases inadvertent, has
hindered many from engaging in mathematics,
and as such can be viewed as an act of violence
(Gordon 1978, 251).
22. History of mathematics is inundated by examples
of sexism (Harris 1987).
In 1732, the Italian philosopher Francesco Algarotti
(1712 – 1764) wrote a book titled Neutonianismo per
le dame (Newton for the Ladies).
Algarotti believed that women were only
interested in romance, and thus attempted to
explain Newton's discoveries through a flirtatious
dialogue between a Marquise and her male
companion.
23. When Sophie Germaine wanted to attend the Ecole
Polytechnique, she had to assume the identity of a former
student at the academy, a certain Antoine-August Le Blanc.
She went on to become a brilliant mathematician and
physicist contributing to such diverse fields as number
theory and elasticity. However, as H. J. Mozans, a historian
and author of Women in Science, wrote in 1913
… when the state official came to make out her death certificate, he
designated her as a "rentière-annuitant" (a single woman with no
profession)—not as a "mathématicienne.“ … When the Eiffel
Tower was erected, there was inscribed on this lofty structure the
names of seventy-two savants. But one will not find in this list
the name of that daughter of genius, whose researches contributed
so much toward establishing the theory of the elasticity of metals
—Sophie Germain. (Mozans, quoted in Osen 1974, 42).
24. Racism, sexism, and intellectual elitism in
mathematics are, in part, instigated by the different
values attributed to practical and to theoretical
work.
In ancient agricultural societies, the need for
recording information as to when to plant certain
crops gave rise to the development of calendars.
Women, for the most part, were the first farmers,
they were most probably the first to contribute to
the development of mathematics (Anderson 1990).
25. Any debate about the cultural nature of
mathematics will ultimately lead to an examination
of the nature of mathematics itself (POM).
One of the most controversial topics in this area is
whether mathematics is culture-free (the Realist –
Platonist school) or a culture-laden (Social
Constructivists), that is, whether
ethnomathematics is part of mathematics or not.
26. Is "ethnomathematics is a precursor, parallel body of
knowledge or precolonized body of knowledge" to
mathematics and if it is even possible for us to identify all
types of mathematics based on a Western-epistemological
foundation (Barton 1995).
!! Most of us are limited by our own mathematical and
cultural frameworks, and this, for the most part, compels us
to reformulate the mathematical ideas of other cultures
within our own structural restrictions, and raises a
“demarcation” question of determining what distinguishes
mathematical from non-mathematical ideas.
!! It is also quite possible for many ethnomathematical ideas to
evade notice simply because they lack similar Western
mathematical counterparts.
27. Education is not about conservation and duplication, but
about critique and transformation, each aspect of the
educational process (teaching, learning, and curriculum)
heavily impinges on cultural values, and consequently, on
the political and social dynamics of a culture, and vice versa
(Barber and Estrin 1995, Bradley 1984, Gerdes 1988b and
2001, Malloy 1997, Flores 1997).
This fact naturally, rejects the prevailing methods of
teaching which treat mathematics as a deductively
discovered, pre-existing body of knowledge, and
necessitates a multicultural approach to mathematics -
exposing students to the mathematics of different cultures -
so as to increase their social awareness, to reinforces cultural
self-respect, and to offer a cohesive view of cultures.
28. The ethnomathematical perspective is cognizant
and receptive of the impact of various cultural
conventions and inclinations, including linguistic
practices, social and ideological surroundings, for
doing and learning mathematics.
It regards mathematics education as a potent
structure that helps learners and teachers to
critique and transform personal, social, economic,
and political constructs and other cultural patterns.
29. It is customary to accentuate the difference between
practical and theoretical mathematics, a schism that can
be traced to the historically persistent intellectual
elitism that has regarded mathematical discovery as a
rigorous application of deductive logic and most
prodigious research as belonging to the domain of
theoretical mathematics.
This elitism, combined with racism, considers non-
intuitive, non-empirical logic a unique product of
European and Greek mathematics, and undermines
mathematics of other cultures merely as simple
applications of certain procedures (Joseph 1987).
30. The role of the epistemology is to remind us that
‘proof’ has different meanings, depending on its
context and the state of development of the subject
(Izmirli 2009).
To suggest that because existing documentary
evidence does not exhibit the deductive axiomatic
logical inference characteristic of much of modern
mathematics, these cultures did not have a concept
of proof, would be misleading.
31. Indeed, inaccurate and impetuous assumptions on
the use of mathematics and deductive reasoning by
other groups can lead to flawed inferences.
For instance, if a person agrees to exchange object
an A for an object B, but does not agree to exchange
two A’s for two B’s, this is not to be immediately
interpreted as this person cannot perform simple
multiplication. It might very well be the case that
in that person’s opinion, the objects were not
uniform: the second B was not as valuable as the
first one.
32. Since knowledge is not static, and since objectivity and
subjectivity, and reflection and action are dialectically
connected, educators have to consider culture and
context—daily customs, language, and ideology—as
inseparable from the practice of learning mathematics;
they affect and are affected by their mathematical
knowledge.
All people, whether literate or illiterate, are cultural
actors, and mathematics, being a cultural product, is
created by humans in the midst of culture; it involves
counting, locating, measuring, designing, playing,
devising, and explaining, and is not to be restricted to
academic mathematics
33. Unschooled individuals, in their daily practice,
develop accurate strategies for performing mental
arithmetic.
For example, Ginsburg, Posner, and Russell (1981)
have shown that unschooled Dioula children, an
Islamic people of Ivory Coast, develop similar
competence in mental addition as those who
attended school.
34. A research on Brazilian children who worked in
their parents’ markets, showed that
…performance on mathematical problems
embedded in real life contexts was superior to
that on school-type word problems and
context-free computational problems involving
the same numbers and operations (Carraher,
Carraher and Schliemann 1985, 21).
35. To learn school mathematics, children must learn to treat all
applications, all practices as undifferentiated aspects of a
value-free, neutral, and rational experience. Because of this
suppression of reference, the discourse of mathematics in
schools supports an ideology of rational control, of reason
over emotion, and of scientific over everyday knowledge
(Walkerdine 1988).
But even these “reference-free” mathematical concepts are
shaped by specific philosophical and ideological
orientations. For example, Martin (1988, 210) analyzes how
the intense antagonism to “rationality” which existed in the
German Weimar Republic after World War I pressured the
quantum physicists to search for the Copenhagen
interpretation and its associated mathematical framework.
36. The salient point of our discussion is that ideas
do not exist independent of social context.
The social and intellectual relations of
individuals to nature, to the world, and to
political systems, influence mathematical ideas.
The seemingly non-ideological character of
mathematics is reinforced by a history which
has labeled alternative conceptions as non-
mathematical (Martin 1988).
37. The preceding arguments should not be interpreted as a
concerted condemnation of European mathematics. The
West has played an enormous role in the advancement of
mathematical sciences: classical mechanics.
All cultures have contributed at different degrees, at
different times, in different styles, to the massive
compilation of ideas and procedures that we call
mathematics.
We have to understand and respect these differences and
stop assuming that the same criteria can be applied to
distinguish what counts as knowledge in different societies.
38. To achieve these goals, we must cultivate a philosophy
of mathematics that realizes that mathematics is
!! One way of understanding and learning about the
world
!! Not a static, neutral, and determined body of
knowledge; instead, it is knowledge that is culture-
laden
!! A human enterprise in which understanding results
from actions; where process and product, theory and
practice, description and analysis, and practical and
abstract knowledge are impeccably interconnected
39. We must have a pedagogy of mathematics that is based on
!! Recognizing and respecting the intellectual activity of
students, understanding that “the intellectual activity of
those without power is always characterized as
nonintellectual”
!! Insisting that students take their own intellectual work
seriously, and that they participate actively in the learning
process). Learners are not merely “accidental presences” in
the classroom, but are active participants in the educational
dialogue, capable of advancing the theoretical
understanding of others as well as themselves
40. !! Realizing that learners are female as well as male, of
various ethnicities, come from a variety of ethnic,
cultural, and economic background, have made
different life choices, based on personal situations and
institutional constraints, and that people teach and
learn from a corresponding number of perspectives
!! Believing that most cases of learning problems or low
achievements in schools can be explained primarily in
social, economic, political, and cultural contexts
!! Rejecting racism, sexism, ageism, heterosexism, and
other alienating institutional structures and attitudes
41. !! Understanding that no definition is static or
complete, all definitions are unfinished, since
language grows and changes as the conditions of
our social, economic, political, and cultural reality
change
!! Is an area of study where excluded, marginalized,
trivialized, and distorted contributions from all
cultures are given equal footing
!! In constant interaction with other disciplines, and
its knowledge has social, economic, political, and
cultural effects
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