scholarly journals Desenvolvimento do Pensamento Teórico de Professores dos Anos Iniciais sobre FraçõesDevelopment of the theoretical thinking of early years teachers about fractions

2020 ◽  
Vol 22 (2) ◽  
pp. 425-451
Author(s):  
Lidiane Chaves Zeferino ◽  
Vanessa Dias Moretti
Keyword(s):  
Teacher Education ◽  
Early Years ◽  
Cultural Perspective ◽  
Equivalent Fractions ◽  
A Subunit ◽  
The Creation ◽  
Continuous Quantities ◽  
Theoretical Thinking ◽  
Historical Theory

ResumoO artigo analisa o desenvolvimento de aspectos do pensamento teórico do professor sobre frações, em particular: mediação de grandezas contínuas e a equivalência de frações. Apoiada teoricamente na perspectiva histórico-cultural e na Teoria da Atividade, a pesquisa adotou a Atividade Orientadora de Ensino (AOE) como referência para a organização de ações de uma formação continuada de professores. A análise dos dados produzidos junto aos professores revela a superação da ideia de fração como a quantificação discreta de partes já dadas de um inteiro, a criação de subunidade como estratégia para a quantificação de grandeza contínua e a apropriação do sentido de comparação de frações por meio de frações equivalentes. Concluímos que tais elementos revelam aspectos da superação do pensamento empírico pelo pensamento teórico.Palavras-chave: Teoria Histórico-Cultural; Fração; Formação de Professores.                                          AbstractThe article analyzes the development of aspects of the teacher's theoretical thinking about fractions, in particular: the mediation of continuous quantities and the equivalence of fractions. Supported theoretically by the historical-cultural perspective and the Theory of the Activity, the research adopted the Teaching Guiding Activity (AOE) as a reference for the organization of continuous teacher education. The analysis of the data produced with teachers reveals the overcoming of the idea of the fraction as the discrete quantification of parts already given of a whole, the creation of a subunit as a strategy for the quantification of continuous magnitude and the appropriation of the sense of comparing fractions by means of equivalent fractions. We conclude that such elements reveal aspects of the overcoming of empirical thinking by theoretical thinking.Keywords: Cultural-Historical-Theory; Fraction; Teaching Guiding Activity. ResumenEl artículo analiza el desarrollo de aspectos del pensamiento teórico del profesor sobre fracciones, en particular: mediación de avances continuos y equivalencia de fracciones. Teóricamente apoyado en la perspectiva histórico-cultural y en la Teoría de la Actividad, una investigación adoptó la Actividad de Orientación Docente (AOE) como referencia para organizar acciones para la formación continua del profesorado. El análisis de los datos elegidos con los maestros revela una superación de la idea de fracción como una cuantificación de partes ya otorgadas un número entero, una creación de subunidad como estrategia para la cuantificación de magnitud continua y la apropiación del sentido de comparar fracciones por medio de fracciones equivalentes. Concluya que estos elementos revelan aspectos de superar el pensamiento empírico mediante el pensamiento teórico.Palabras clave: Teoría Histórico-Cultural; Fracción; Formación del profesorado

Restoration and re-creation in the Eastern Han

2018 ◽  
Author(s):  
Christopher Cullen
Keyword(s):  
Han Dynasty ◽  
Theory And Practice ◽  
Early Years ◽  
Technical Innovation ◽  
Astronomical Observation ◽  
Fundamental Innovation ◽  
The Creation ◽  
Zhang Heng ◽  
Eastern Han ◽  
New System

We look first at the situation in the early years of the restored Han dynasty. Liu Xin’s system continued in use for more than half a century. Then, in 85 CE, Liu Xin’s system was replaced. We have records of the practical and theoretical grounds on which the old system was rejected, and of the creation and implementation of a new system. Next we follow the story of how c. 92 CE Jia Kui advocated a fundamental innovation in both theory and practice: he insisted on the ecliptic as being central to astronomical observation and calculation. The richness of records from this period makes it easy to tell a detailed story of technical innovation in its fullest context, leading up to the work of Zhang Heng (78–139 CE), for whom astronomical calculation was just one of several fields in which he gained a reputation for exceptional originality.

Unfulfilled Promise: Palestinian Family Reunification and the Right of Return

2016 ◽  
Vol 45 (3) ◽  
pp. 24-39
Author(s):  
Nabila El-Ahmed ◽  
Nadia Abu-Zahra
Keyword(s):  
United Nations ◽  
Family Reunification ◽  
The State ◽  
Early Years ◽  
Successor State ◽  
Palestinian Refugees ◽  
Right Of Return ◽  
The Family ◽  
The Creation ◽  
The Right

This article argues that Israel substituted the Palestinian refugees' internationally recognized right of return with a family reunification program during its maneuvering over admission at the United Nations following the creation of the state in May 1948. Israel was granted UN membership in 1949 on the understanding that it would have to comply with legal international requirements to ensure the return of a substantial number of the 750,000 Palestinians dispossessed in the process of establishing the Zionist state, as well as citizenship there as a successor state. However, once the coveted UN membership had been obtained, and armistice agreements signed with neighboring countries, Israel parlayed this commitment into the much vaguer family reunification program, which it proceeded to apply with Kafkaesque absurdity over the next fifty years. As a result, Palestinians made refugees first in 1948, and later in 1967, continue to be deprived of their legally recognized right to return to their homes and their homeland, and the family reunification program remains the unfulfilled promise of the early years of Israeli statehood.

scholarly journals Linguagem matemática nos anos iniciais: a construção do número segundo piaget

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Mariana Lima Duro ◽  
Danielle Cenci
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
Learning Difficulties ◽  
Early Years ◽  
School Construction ◽  
Mathematical Learning ◽  
Genetic Epistemology ◽  
Practical Experiment ◽  
Continuous Quantities

Resumo: A gênese do número em crianças é um estudo que merece destaque quando tratamos da linguagem matemática nos anos iniciais, visto que a não compreensão deste conceito remete a dificuldades de aprendizagem na área da matemática. Sendo assim, entendemos que este estudo pode contribuir para a prevenção e para a intervenção de educadores no intuito de minimizar essas dificuldades. Este estudo busca responder ao seguinte questionamento: “O que garante dizer que uma criança, ao contar verbalmente uma sequência numérica, tenha de fato constituída a noção do número?” Através dos estudos realizados por Piaget, procuramos abordar alguns pontos que devam ser considerados pelos educadores, a fim de responder a este questionamento. Para isso, apresentamos um experimento prático que visa compreender as noções de conservação de quantidades contínuas. Em seguida, detalhamos a análise quanto às possíveis respostas dos sujeitos e aos três diferentes níveis de pensamento descritos por Piaget e Szeminska (1971). Por fim, discutimos sobre as implicações que a não compreensão do número acarreta no ensino e na aprendizagem de matemática nos anos iniciais do ensino fundamental. De fato, o que se observa é que a não compreensão do número por parte das crianças pode vir a interferir em toda sua trajetória de aprendizagem matemática. Palavras-chave: Epistemologia Genética. Matemática. Construção do número. MATHEMATIC LANGUAGE IN THE ELEMENTARY SCHOOL: CONSTRUCTION OF A NUMBER ACCORDING PIAGET Abstract: The genesis of the number in children is a study that intends to be highlighted when we think about the language of mathematics in the Elementary school, seeing as the non-understanding of this concept refers to learning difficulties in mathematics. Thus, we understand that this study can contribute to the the intervention of educators in order to minimize these difficulties. This study seeks to answer the following question: “What guaranties saying that a child when verbally counting a numeric sequence has in fact the notion of the number constituted?” Through the studies conducted by Piaget, we seek to address a few pointers that should be considered by educators, in order to answer to this question. For such, we present a practical experiment which aims to comprehend the notions of conservation of continuous quantities. Afterwards, we detail the analysis as to the possible answers from the subjects and the three different thinking levels described by Piaget and Szeminska (1971). Lastly, we discuss the implications that the non understanding of the number cause on the teaching and the learning of mathematics in the early years of the basic education. Indeed, what is observed is that the non understanding of the numbers by part of the children may interfere in the whole of their mathematical learning. Keywords: Genetic Epistemology. Mathematics. Construction of the number.  

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

Art and the Creation of Mexico’s Communist Party, 1919–1930

2018 ◽  
Author(s):  
Stephanie J. Smith
Keyword(s):  
Communist Party ◽  
Early Years ◽  
Government Officials ◽  
National History ◽  
Art And Politics ◽  
The Arts ◽  
The Creation

Chapter 1 focuses on the founding of Mexico’s Communist Party in 1919, and the Party’s links to the influential national and international artistic movement active in Mexico throughout the 1920s. Although during these early years the Party’s official membership numbers remained relatively insignificant, this chapter argues that the extraordinary influence of these creative participants, both female and male, on the politics of the period was far from trivial. Art and politics intertwined as artists played major roles in political affairs, and government officials appropriated the arts to transmit the “official” national history.

Evaluating Teacher Education Programs for Philology Students

2017 ◽  
pp. 93-111
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Graduate Students ◽  
Education System ◽  
Compulsory Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Academic Level ◽  
Language And Literature ◽  
The Creation

The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.

Using Digital Games to Develop Ethical Teachers

2011 ◽  
pp. 1434-1459
Author(s):  
Karen Schrier ◽  
Charles K. Kinzer
Keyword(s):  
Teacher Education ◽  
Case Studies ◽  
Digital Games ◽  
Learning Sciences ◽  
Potential Solution ◽  
Ethical Thinking ◽  
The Creation ◽  
Games And Simulations ◽  
Alternative Identities

Teacher education that emphasizes the understanding and assessment of ethics can support the creation of an ethically aware and critically engaged citizenship. But how do we develop teachers who are reflective and critical thinkers of ethics? One potential solution is to incorporate digital games and simulations into teacher education curricula. Game worlds might be suitable playgrounds for ethical thinking because they can encourage experimentation with alternative identities, possibilities, and perspectives, and can support a learning sciences framework where: 1) cognition is situated, 2) cognition is social, and 3) cognition is distributed. In fact, games themselves, like all media, reflect designed values systems that should be considered and analyzed. Using case studies of current commercial and more explicitly educational digital games, we create a set of recommendations for creating future games and simulations that teach ethics to educators.

Banishing Remains

2020 ◽  
pp. 22-50
Author(s):  
Maya Nadkarni
Keyword(s):  
Early Years ◽  
Public Officials ◽  
National History ◽  
The Creation ◽  
Communist Past ◽  
The City ◽  
Cover Up

This chapter narrates the early years of postsocialist transformation as Hungarians sought to make remake themselves as new national subjects amid the remains of multiple discredited pasts and failed historical trajectories. It explores how politicians, activists, and public officials initially conceptualized the problem of socialist remains in terms of physical remainders perceived to be emblematic of the former regime. Politicians, activists, and public officials battled to “spring clean” remains of the communist past in order to restore Hungary to the “authentic” course of national history. The chapter also focuses on the debates that resulted in the removal of Budapest's socialist-era statues to a Statue Park Museum on the outskirts of the city. Supporters justified the creation of the park as a democratic solution to the outrage that communist monuments inspired. Yet the removal of these statues was not a response to a crisis of defacements and public dissatisfaction, but an attempt to cover up the fact that little such crisis existed.

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