Noticing and analysis of pedagogical practices in mathematics

2019 ◽  
Author(s):  
Yuri Morales López ◽  
Marianela Alpízar Vargas ◽  
Ana Lucía Alfaro Arce ◽  
Vicenç Font-Moll
Keyword(s):  
Classroom Management ◽  
Wide Spectrum ◽  
Math Education ◽  
Pedagogical Practices ◽  
Math Teachers ◽  
Education Activity ◽  
The One ◽  
Analysis Models ◽  
Teacher's Knowledge ◽  
Math Teacher

The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

scholarly journals X/XY Chromosome Mosaicism: Turner Syndrome and Other Clinical Conditions

2009 ◽  
Vol 63 (1-2) ◽  
pp. 1-4
Author(s):  
Irena Andriuškevičiūtė ◽  
Loreta Šalomskienė ◽  
Lina Jurkėnienė ◽  
Algimantas Sinkus
Keyword(s):  
Turner Syndrome ◽  
Y Chromosome ◽  
Wide Spectrum ◽  
Normal Male ◽  
Chromosome Mosaicism ◽  
Lymphocyte Cultures ◽  
Nosological Entity ◽  
The One ◽  
Clinical Conditions ◽  
Pierre Robin

X/XY Chromosome Mosaicism: Turner Syndrome and Other Clinical Conditions The 45,X/46,XY mosaicism shows a wide spectrum of phenotypes ranging from females with Turner syndrome, male or female pseudohermaphroditism, to appearently normal male development. Chromosome anomalies accompanying Turner syndrome were found in lymphocyte cultures of 236 patients. Chromosomal analysis revealed the karyotype 45,X in 118 (50.0%) patients. X monosomy mosaics or structural rearrangements of the X chromosome was established in 112 (47.5%) patients. The Y chromosome was found in six (2.5%) patients with typical features of Turner syndrome. In five mosaics 45,X/46,XY the proportion of the XY clone ranged from 46% to 76%. In one Turner syndrome patient only 47,XYY cells were found (solely blood culture investigated). In most cases of 45,X/46,XY mosaicism, the cause is considered to be the loss of the Y chromosome because of nondisjunction after normal disomic fertilisation. Five other patients with X/XY chromosome mosaicism showed mixed gonadal dysgenesis (two patients), one male pseudohermafroditism, one male with Pierre Robin syndrome, and one normal male phenotype. In two non Turner syndrome patients nondisjunction of the primary clone 46,XY was obvious and resulted in mosaicism 45,X/46,XY/47,XYY, the one patient contained dicentric Y. The similarities between X/XY Turner syndrome and other nosological entity of females possessing Y chromosome — the Swyer syndrome — are discussed.

scholarly journals Digital Governance of Moroccan School Establishments

2021 ◽  
pp. 348-355
Author(s):  
Abderrazak Mazouak ◽  
Malika Tridane ◽  
Said Belaaouad
Keyword(s):  
Research Work ◽  
Project Planning ◽  
Pedagogical Practices ◽  
Third Phase ◽  
First Results ◽  
On Line ◽  
The One ◽  
Traditional Paradigm ◽  
And Control ◽  
Relationship Of

Digital technologies have come to shake up the traditional paradigm of learning, and to change the existing relationship of "know-teaching" to put in place a key concept of the time is "to accompany through digital tools Our intervention is part of a technical-pedagogical approach and will focus on an action research work in which we will try:First, to present on line an accessible digital device that facilitates and organizes project planning and provides means to govern and control the quality of administrative acts.Next, We will show the first results of the experimentation of this tool in our context of research represented by 355 directors of the secondary schools of the provincial delegation of Taza. Morocco, pointing out all the constraints and limitations that hampered its implementation.Finally, we confirm that the use of this device by our sampling has caused a triple effect on their pedagogical practices: the professionalization of strategic planning on the one hand, and the governance of resources and the rationalization of pedagogical decisions on the other hand and immediate evaluation and regulation in the third phase.

scholarly journals Iniciação à docência em Física e as indagações dos estudantes da educação básica - um relato

2020 ◽  
Vol 11 (3) ◽  
pp. 289-300
Author(s):  
Pedro Donizete Colombo Junior ◽  
Daniel Fernando Bovolenta Ovigli ◽  
Sabrina Eleutério Alves
Keyword(s):  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Education Students ◽  
Physics Teaching ◽  
Interest In Science ◽  
The Face ◽  
The One ◽  
Didactic Strategies

Atividades extensionistas que visem propiciar a educação em ciências são cada vez mais presentes em discussões educacionais, sejam como forma de pensar novas roupagens para conteúdos programáticos ou para novos vieses metodológicos e de avaliação dos processos educativos. Este trabalho apresenta e discute a atividade “Pílula da ciência: o conhecimento está no ar!”, desenvolvida no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID/CAPES), junto a uma escola pública de Uberaba/MG, em parceria com o grupo PIBID-Física-UFTM, com ênfase em suas contribuições à formação dos envolvidos, licenciandos em Física. O objetivo da atividade desenvolvida foi promover uma dinâmica que permitisse, por um lado, ouvir as inquietações e indagações dos estudantes da Educação Básica frente às suas dúvidas em relação ao conhecimento científico e, por outro lado, proporcionar novas vivências em sala de aula por parte de pibidianos, professores em formação. Para tanto, estudantes da Educação Básica depositavam questionamentos (aqui denominados pílulas) sobre temas voltados às Ciências da Natureza em uma caixa de dúvidas, para posterior socialização das respostas em sala de aula com os pibidianos. Evidenciamos que ouvir e discutir as percepções dos estudantes frente à visão que estes têm do conhecimento científico é um caminho promissor para despertar seu interesse pela ciência, sendo os primeiros passos para o letramento científico, além de ser uma estratégia para sensibilizar os futuros professores a considerarem estas abordagens em suas futuras práticas pedagógicas. Palavras-chave: Ensino de Física; Iniciação à docência; Estratégias didáticas   Physics teaching initiation and the students´ questions in basic education - a report   Abstract: Extension activities that aim to provide science education are increasingly present in educational discussions, whether as a way of thinking about new approaches for curricular contents or new methodological biases and evaluation. This paper presents and discusses the activity "Pill of science: the knowledge is in the air!" developed under the Institutional Program of Initiation to Teaching Scholarship (PIBID/CAPES), at a public school in Uberaba, Brazil, in partnership with the PIBID-Physics-UFTM group, with an emphasis on their contributions to the training of those involved, undergraduates in Physics. The objective of the activity developed was to promote a dynamic that would allow, on the one hand, to listen to the concerns and questions of Basic Education students in the face of their doubts regarding scientific knowledge and, on the other hand, to provide new experiences in the classroom by teachers in training. To this end, Basic Education students deposited questions (here called "pills") about topics related to the Natural Sciences in a box of doubts, for later socialization in the classroom with the undergraduates in Physics. We show that listening and discussing students' perceptions of their view of scientific knowledge is a promising way to awaken their interest in science, being the first steps towards scientific literacy, in addition to being a strategy to sensitize future teachers to consider these approaches in their future pedagogical practices. Keywords: Physics Teaching; Teaching Initiation; Didactic Strategies

scholarly journals Te Hā o Te Reo

2020 ◽  
Vol 1 (3) ◽  
pp. 01-15
Author(s):  
Maria Celina Bortolotto ◽  
Arianna Berardi-Wiltshire
Keyword(s):  
Classroom Management ◽  
Classroom Practices ◽  
Qualitative Case Study ◽  
Qualitative Interview ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Chief Designer ◽  
Course Content ◽  
Kaupapa Māori

  Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.  

scholarly journals Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

2021 ◽  
Vol 11 ◽  
Author(s):  
Şöheyda Göktürk ◽  
Elif Abat ◽  
Özlem Şişmanoğlu Kaymaz
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Cultural Backgrounds ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Student Focus ◽  
Main Component

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

scholarly journals TAHSIN AL-ADA’ AL-TA’LIMI LI MUDARRISI AL-LUGAH AL-ARABIYAH LI GAIRI AL-NATHIQINA BIHA

2019 ◽  
Vol 18 (2) ◽  
pp. 115-130
Author(s):  
Sudi Yahya Husein ◽  
H. Djuaini
Keyword(s):  
Classroom Management ◽  
Teaching Methods ◽  
Native Speakers ◽  
Positive Impact ◽  
Educational Process ◽  
Educational Goals ◽  
Educational Performance ◽  
Educational Standards ◽  
The One ◽  
Educational Field

This articleaims to answer the following questions. (1)What isthe educational performance in teaching Arabic to non-native speakers? (2)What is the scope of educational performance in teaching Arabic to nonnativespeakers? (3) What requires educational performance in teachingArabic to non-native speakers? To reach the objectives of the interview, theresearcher used the descriptive analytical method, starting from gatheringinformation and data about the concept of the educational process and itselements, then analyzing and arranging them according to the requirementsand the research hypothesis. After presenting and analyzing, the researcherobtained the results of this research as follows: (1) It defines the concept ofeducational performance, but it revolves around three things, namely: theeffort and the teacher performing the system, the rules, and the scope ofthe performance work. (2) The scope of educational performance is all theperformance of the teacher in the educational field, from mastery and masteryof teaching methods, teaching methods and educational material, knowledgeof individual differences for learners, classroom management, calendar andmethods of performance. (3) That a well-performing teacher is the one whoperformed his educational tasks according to educational standards, who isable in education and has the ability to awaken the attention of learners andraise their motivation towards learning and achieving educational goals, andhas a positive impact personally and professionally for his children learners.

scholarly journals Two-faced Janus: the dual role of macrophages in atherosclerotic calcification

2021 ◽  
Author(s):  
Olivia J Waring ◽  
Nikolaos T Skenteris ◽  
Erik A L Biessen ◽  
Marjo M P C Donners
Keyword(s):  
Current Knowledge ◽  
Wide Spectrum ◽  
Inflammatory Cells ◽  
Cell Types ◽  
Macrophage Phenotype ◽  
Phenotypic Changes ◽  
Direct Exposure ◽  
Stable Plaque ◽  
Mechanisms Of Development ◽  
The One

Abstract Calcification is an independent predictor of atherosclerosis-related cardiovascular events. Microcalcification is linked to inflamed, unstable lesions, in comparison to the fibrotic stable plaque phenotype generally associated with advanced calcification. This paradox relates to recognition that calcification presents in a wide spectrum of manifestations that differentially impact plaque’s fate. Macrophages, the main inflammatory cells in atherosclerotic plaque, have a multifaceted role in disease progression. They crucially control the mineralization process, from microcalcification to the osteoid metaplasia of bone-like tissue. It is a bilateral interaction that weighs heavily on the overall plaque fate but remains rather unexplored. This review highlights current knowledge about macrophage phenotypic changes in relation to and interaction with the calcifying environment. On the one hand, macrophage-led inflammation kickstarts microcalcification through a multitude of interlinked mechanisms, which in turn stimulates phenotypic changes in vascular cell types to drive microcalcification. Macrophages may also modulate the expression/activity of calcification inhibitors and inducers, or eliminate hydroxyapatite nucleation points. Contrarily, direct exposure of macrophages to an early calcifying milieu impacts macrophage phenotype, with repercussions for plaque progression and/or stability. Macrophages surrounding macrocalcification deposits show a more reparative phenotype, modulating extracellular matrix, and expressing osteoclast genes. This phenotypic shift favours gradual displacement of the pro-inflammatory hubs; the lipid necrotic core, by macrocalcification. Parallels to bone metabolism may explain many of these changes to macrophage phenotype, with advanced calcification able to show homeostatic osteoid metaplasia. As the targeted treatment of vascular calcification developing in atherosclerosis is thus far severely lacking, it is crucial to better understand its mechanisms of development.

The Action of the Eyecup Muscles of the Crab, Carcinus, During Optokinetic Movements

1968 ◽  
Vol 49 (2) ◽  
pp. 223-250
Author(s):  
M. BURROWS ◽  
G. A. HORRIDGE
Keyword(s):  
Large Amplitude ◽  
Optokinetic Nystagmus ◽  
Wide Spectrum ◽  
Muscle Tension ◽  
The Other ◽  
Fibre Types ◽  
Muscle Fibres ◽  
Exact Form ◽  
Slow Movement ◽  
The One

1. The actions of the nine eyecup muscles of the crab during horizontal optokinetic movements are described. 2. Each muscle includes a wide spectrum of fibre types, ranging from phasic, with sarcomere lengths of 3-4 µm., through intermediate, to tonic fibres with sarcomeres of 10-12 µm. Each muscle receives at least one slow and one fast motoneuron, but no inhibitory supply. The slow axons predominantly innervate the tonic muscle fibres while the fast axons innervate the phasic ones. 3. Slow movement and the position of the eyecup in space are controlled by the frequency of slow motoneuron discharges. All muscles collaborate at every position. The phasic system is recruited during rapid eyecup movements of large amplitude. 4. In optokinetic nystagmus the exact form of the impulse sequences are described for each muscle. They are the consequence of a visually driven central programme which takes no account of the movement which it generates. Movements in opposite directions involve different central programmes; the one is not merely the reverse of the other. There is no effective proprioceptive feedback from the eyecup joint or from muscle tension receptors.

scholarly journals A Smart Way of Coping with Common Core Challenges - Introduction to CAFA SmartWorkbook

2015 ◽  
Vol 1 (2) ◽  
pp. 70 ◽  
Author(s):  
Jaehwa Choi ◽  
Miseon Kang ◽  
Najung Kim ◽  
William Dardick ◽  
Xinxin Zhang
Keyword(s):  
Common Core ◽  
Assessment Tool ◽  
School Administrators ◽  
Math Education ◽  
Educational Innovation ◽  
State Standards ◽  
Assessment Tools ◽  
Math Teachers ◽  
Information And Communication ◽  
Points Of View

<p>The Common Core State Standards (CCSS) in mathematics are currently adopted in most U.S. states. Nonetheless, most math teachers across the country are still experiencing difficulties in putting these standards into practice. Teachers and local school administrators are faced with a challenge of adapting methodologies in instruction and assessment to ensure that students master the knowledge and skills required in the new standards. This leads to an urgent need for well-designed teaching and assessment tools for math education that are aligned to the CCSS.</p><p>The purpose of this paper is to illustrate the Computer Adaptive Formative Assessment (CAFA) SmartWorkbook which is an Information and Communication Technology (ICT) based teaching and assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The CAFA SmartWorkbook represents a new stage in exploring opportunities in educational innovation, capitalizing on advances in assessment and technology. This system can be an effective solution to cope with CCSS challenges in both theoretical and practical points of view for students, teachers, parents, and educational administrators.</p>

Understanding Dynamic Transactions Between Personality Traits and Partner Relationships

2016 ◽  
Vol 25 (6) ◽  
pp. 411-416 ◽  
Author(s):  
Marcus Mund ◽  
Christine Finn ◽  
Birk Hagemeyer ◽  
Franz J. Neyer
Keyword(s):  
Personality Traits ◽  
Status Quo ◽  
Future Research ◽  
Dynamic Nature ◽  
Functional Perspective ◽  
The Status ◽  
Partner Relationships ◽  
The One ◽  
Analysis Models ◽  
The Relationship

When examining the associations between personality traits and partner relationships, the majority of studies have focused on the one-way effects of personality traits on the quality and stability of relationships. Recent work, however, has shown that relationships likewise retroact on personality traits and their development. Apart from these mutual influences, recent studies have also emphasized the necessity of considering both members of a couple in order to understand how their personalities and perceptions of the relationship interact. We review the status quo of research on personality-relationship transactions and outline suggestions for future research that move the focus from predicting the interplay between the two domains to explaining how personality traits and partner relationships dynamically interact. Specifically, we propose the need for (a) a functional perspective on personality traits, (b) a differentiated view of behavior, and (c) acknowledgment of the dynamic nature of traits and relationships in appropriate analysis models.

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