scholarly journals New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning

2021 ◽  
Vol 22 (3) ◽  
pp. 188-204
Author(s):  
Gaël Nongni
Keyword(s):  
Distance Learning ◽  
Conceptual Understanding ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Conceptual Analysis ◽  
Scientific Literature ◽  
Mathematical Concept ◽  
Initial Training ◽  
Technological Tools ◽  
New Challenges

The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic, it is appropriate to consider a sixth challenge, notably, training teachers capable of delivering mathematical distance learning courses focused on students’ conceptual understanding. It therefore is necessary to link the stakes of initial training with that of distance learning, which can enhance conceptual understanding. Linking the need to construct knowledge among students with technological tools used for distance learning allows new challenges faced in the planning of mathematics teaching to be highlighted. These new challenges give rise to the anticipation genesis that helps in situating the planning of mathematics teaching between three variables: artifact variables, arrangement variables, and variables related to the nature of the data to be used. These variables are a major asset for the training of the preservice mathematics teacher. Their study in this article allows us to recognize that the choice of technological tools to be used in mathematics distance learning depends greatly on the conceptual analysis of the mathematical knowledge to be taught. This study shows that it is important to rethink and question distance learning for each mathematical concept.

Teaching Resilience to People With Visual Disabilities

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Inger Solange Maitta Rosado ◽  
Jenmer Maricela Pinargote Ortega ◽  
Eva Alcivar Medranda ◽  
Elisa Ximena Coello Basurto
Keyword(s):  
Visual Impairment ◽  
Conceptual Understanding ◽  
Conceptual Analysis ◽  
Psychological Support ◽  
Visual Disability ◽  
Visual Disabilities ◽  
The Subject ◽  
Technical University

The objective of the research is to develop resilience in people with visual disabilities at the Technical University of Manabí. The work offers a conceptual analysis on visual disability in students. It deals with what is related to the conceptual understanding of resilience, where several authors who have studied the subject are analyzed. The resilient capacity of students with visual impairment and the importance of psychological support is analyzed. The importance of the intervention in resilience is exposed, where the content of the Manual of Intervention in Resilience of Eugenio Saavedra 2011 is analyzed. The results of the measurement of resilience are shown in the students of the Technical University of Manabí who suffer from a visual disability and the situation that could be verified after applying the work of training in resilience to said personnel. Finally, the conclusions of the work are exposed, where the relevance of the study is demonstrated and a group of recommendations is made based on the importance of the results obtained in the research.

scholarly journals Evaluating the Implementation of the “Build-Back-Better” Concept for Critical Infrastructure Systems: Lessons from Saint-Martin’s Island Following Hurricane Irma

2021 ◽  
Vol 13 (6) ◽  
pp. 3133
Author(s):  
Rita Der Sarkissian ◽  
Anas Dabaj ◽  
Youssef Diab ◽  
Marc Vuillet
Keyword(s):  
Decision Making ◽  
Conceptual Analysis ◽  
Scientific Literature ◽  
Critical Infrastructure ◽  
Methodological Approach ◽  
Infrastructure Systems ◽  
Before And After ◽  
Study Offer ◽  
Hurricane Irma ◽  
Operational Aspects

A limited number of studies in the scientific literature discuss the “Build-Back-Better” (BBB) critical infrastructure (CI) concept. Investigations of its operational aspects and its efficient implementation are even rarer. The term “Better” in BBB is often confusing to practitioners and leads to unclear and non-uniform objectives for guiding accurate decision-making. In an attempt to fill these gaps, this study offers a conceptual analysis of BBB’s operational aspects by examining the term “Better”. In its methodological approach, this study evaluates the state of Saint-Martin’s CI before and after Hurricane Irma and, accordingly, reveals the indicators to assess during reconstruction projects. The proposed methods offer practitioners a guidance tool for planning efficient BBB CI projects or for evaluating ongoing programs through the established BBB evaluation grid. Key findings of the study offer insights and a new conceptual equation of the BBB CI by revealing the holistic and interdisciplinary connotations behind the term “Better” CI: “Build-Back-resilient”, “Build-Back-sustainable”, and “Build-Back-accessible to all and upgraded CI”. The proposed explanations can facilitate the efficient application of BBB for CI by operators, stakeholders, and practitioners and can help them to contextualize the term “Better” with respect to their area and its CI systems.

Instructional Delivery and Learning Outcomes in Distance Learning

2011 ◽  
pp. 1117-1122
Author(s):  
Bosede Aworuwa ◽  
Robert Owen
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Instructional Delivery ◽  
Learning Activities ◽  
Community Center ◽  
Learning Materials ◽  
Large Measure ◽  
Wide Range ◽  
Technological Tools ◽  
Learner Interactions

Distance learning describes a wide range of instructional-learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). Learners can interact with instruction at any time and in any place, such as the workplace, school, a community center, or in their homes (Presby, 2004; Simonson, Smaldino, Albright & Zvacek, 2003). The tools available for the delivery and access of learning materials contribute in large measure to the kind of experiences that learners have with distance learning.

Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language

ReCALL ◽  
2011 ◽  
Vol 23 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Victoria Antoniadou
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Foreign Language ◽  
Student Teachers ◽  
Activity Theory ◽  
Conceptual Understanding ◽  
Second Life ◽  
Language Instruction ◽  
Initial Training ◽  
Teaching English

AbstractThis article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers’ conceptual understanding of Network-Based Language Instruction.

Cultural Contexts in Science and Mathematics Teaching to Young Children

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Charles C. Obiakor ◽  
Festus E. Obiakor
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Teaching Science ◽  
National Origin ◽  
Innovative Teaching ◽  
Cultural Contexts ◽  
Language And Gender ◽  
And Gender ◽  
And Mathematics

AbstractScience and mathematics have international and global origins and impacts that are intertwined with national origin, race, culture, religion, language, and gender, to mention a few. This means that scientific and mathematical knowledge goes beyond myopic narrow confines. Put another way, teaching science and mathematics without explicating their phenomenal foundations and influences is tantamount to “scotching the snake, but not killing it.” In this article, we use cases to discuss cultural contexts in teaching science and mathematics. Embedded in our discussion are issues of teacher preparation, innovative teaching, and disparities in public health and environmental health.

Early Childhood Corner: Laying the Foundation for Computational Fluency in Early Childhood

2003 ◽  
Vol 9 (6) ◽  
pp. 306-309
Author(s):  
Sharon Griffin
Keyword(s):  
Early Childhood ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Number Sense ◽  
Deep Understanding ◽  
Dominant Focus ◽  
Computational Fluency ◽  
Types Of Knowledge ◽  
Recent Recommendation ◽  
Different Types

Educators tend to think of computational fluency and number sense as two different types of mathematical knowledge. Computational fluency seems to entail a well-practiced and efficient use of procedures to compute how many items are in a set or how many there will be if sets are joined or separated. Number sense seems related to a deep understanding of the meaning of numbers. Through the phrasing of its major curriculum recommendations, NCTM may have unintentionally reinforced the tendency to think of these two types of knowledge as distinct or as opposed in some fundamental way. An oppositional frame of mind about these forms of knowledge is prompted by the suggestion that mathematics teaching should move away from an emphasis on facts and procedures and toward a focus on number sense (NCTM 1989), as well as a more recent recommendation that number sense should remain the dominant focus in mathematics teaching but computational fluency should not be neglected (NCTM 2000). One begins to wonder whether the two types of knowledge are acquired in different contexts and whether they require different methods of teaching. Nothing could be further from the truth.

scholarly journals Solution Selling in B2B: Perception of Solution Selling in Challenging Times of Management, Salesperson and Customers

2021 ◽  
Author(s):  
Guenther Maier
Keyword(s):  
Present Article ◽  
Scientific Literature ◽  
Present Review ◽  
Actual Situation ◽  
Leadership Position ◽  
Negative Effects ◽  
Extant Literature ◽  
Individual Perception ◽  
New Challenges ◽  
The Individual

Globalization and digitalization have yielded new challenges in the B2B sales environment. Besides positive also negative effects appeared in the last decades. Customer behaviour is becoming more complex, and the rivalry between the firms is getting more aggressive. Especially product-centred firms strive to fulfil their financial targets. The actual situation of COVID-19 amplify this situation. This new challenge entails firms and salespeople to find new resilient ways to survive and overcome crisis’s and resist the rivalry of competitors. The present article is based on the theoretical and extant literature of solution selling and customer solutions in different industries. Potential effects on solution selling will be discussed and contributed through empirical interviews with people in a leadership position in sales. This article analyses the individual perception of related stakeholders in B2B sales and will provide valuable insights on solution selling concerning their resilient attribute. This present review will contribute scholars on the existing literature and firms which are seeking for methods to distinct from competitors and to overcome crisis´s. Finally, the gaps in the scientific literature will be discussed for further research.

scholarly journals Online education in new period of sustainable development after the pandemic

2021 ◽  
Vol 244 ◽  
pp. 11053
Author(s):  
Oksana Barabash ◽  
Dmitry Sknarev ◽  
Irina Maslova ◽  
Marina Bereznyatskaya ◽  
Alena Prakhova
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Natural Science ◽  
Scientific Literature ◽  
Sharp Decrease ◽  
Research Topic ◽  
Sociological Research ◽  
Online Distance Learning ◽  
Online Distance ◽  
Online Format

The article is devoted to the problem of assessing the effectiveness of the online distance learning format, based on the results of work during the first wave of the COVID-19 pandemic. The purpose of the article is to identify specific problems faced by students of various education profiles: natural science and humanitarian. The objectives of the article are to analyze the scientific literature on the research topic, as well as present the results of the empirical research conducted by the authors among two groups of respondents. The methodology of the article is based on a systematic approach and includes a group of general scientific methods (analysis, synthesis, deduction, induction), as well as special methods: content analysis of scientific literature on the research topic, the method of sociological research (questionnaire survey), as well as the method of statistical analysis. Based on the results of the study, the authors came to the following conclusions: the online format of distance learning is not compatible with a number of natural science disciplines, which leads to a sharp decrease in the quality of education, especially in the field of applied sciences.

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