Resistance to Divergent, Child-Centered Scientific Inquiry in the Elementary School and at the University: An Autoethnography of a Science Educator

Author(s):  
Brian Stone
2018 ◽  
Vol 31 (3) ◽  
pp. 251-261
Author(s):  
Shaul Katzir

Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.


Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.


2019 ◽  
Vol 11 (5) ◽  
Author(s):  
Vinicius Do Carmo Borges Silva ◽  
Dathynara Da Silva Alves ◽  
Brenda Rainara Pereira Da Silva ◽  
Júlia Maria De Jesus Sousa ◽  
Luisa Chrisdayla Macêdo Santos ◽  
...  

1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart

This is the eleventh of a series of annual listings of research concerned with elementary school mathematics. During the very important period of change in elementary mathematics education from 1957 to 1966 the summaries were compiled by Dr. J. Fred Weaver of the University of Wisconsin.1 We hope that this listing will prove to be as valuable as the previous ones.2


1957 ◽  
Vol 4 (3) ◽  
pp. 119-124
Author(s):  
_ _

The project of the university of Illinois Committee on school Mathematics is primarily concerned with students in grades nine through twelve. Frequently, the Project staff is asked if its work with high school students has implications for students in earlier grades, that is, if in attempting to work out better ways of presenting material to high school students, ideas have occurred for better ways to present mathematics to elementary school students.


1979 ◽  
Vol 27 (1) ◽  
pp. 16-17
Author(s):  
James M. Sherrill

At the end of each academic year at the University of British Columbia, the author teaches mathematics in some elementary school for two months. While he is in the school, there are many informal discussions with teachers concerning mathematics education. The inability of many students to do basic computation has long been a complaint of teachers. In a discussion centering on computational algorithms, subtraction requiring regrouping was identified as one area where teachers wanted some alternati


1934 ◽  
Vol 27 (8) ◽  
pp. 412-414
Author(s):  
Vera Sanford

At an early age, Gauss showed unusual ability in mathematics. In fact, some say that he was only three when he corrected his father's calculations of the pay due men working under him. The father was a brick layer and Gauss was brought up in circumstances that barely escaped poverty. At the elementary school in Brunswick, he attracted the attention of an assistant teacher Bartels who was later to become professor of mathematics at Kasan in Russia and then at Dorpat in Germany. At Brunswick, Bartels' duties included cutting quill pens for the younger boys and helping them with their writing. Bartels read mathematics with Gauss and introduced him to the binomial theorem and to infinite series when Gauss was only twelve. Gauss attended the gymnasium in Brunswick and in 1792 with the financial support of the duke of Brunswick who had become interested in him, he went to Caroline College in Brunswick and later to GÖttingen. At Caroline College Gauss worked in mathematics and in languages. When he entered the university in 1795, he had made progress in the theory of least squares, but he was still undecided whether to work in philology or in mathematics. His career to this point has been called his “prehistoric period.” During this time, his study in the theory of numbers was largely experimental—the assembling of many cases, the forming of a rule, the proving of the theorem.


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