scholarly journals Connecting Mathematics Education to my Relationship with the Cosmos

2020 ◽  
Vol 1 (1) ◽  
pp. 9-24
Author(s):  
Jiju Varghese
Keyword(s):  
Mathematics Teaching ◽  
Lived Experiences ◽  
Learning Needs ◽  
Human Beings ◽  
Cognitive Level ◽  
Tiny Particle ◽  
Mathematics Classrooms ◽  
Important Relationship ◽  
Teaching Learning ◽  
Mother Earth

I believe that human beings are closely interconnected to the cosmos in which we exist. Today, we hear a lot about caring for the Mother Earth. More and more humans are coming to realize the need to protect our environment and to stop the uncontrolled exploitation of the nature. With the exploration of the space, we have also come to understand that we are only a tiny particle in this vast cosmos. As a result, we are responsible towards the cosmos that surrounds us and in which we are part of. Often mathematics teaching-learning has been limited to the cognitive level and very seldom concerns of the ecology and issues related to the cosmos are brought up in mathematics classrooms. My mathematics teaching-learning life was no exception as there was hardly any connection to my relationship with the cosmos. Through this autoethnographic study, I show how mathematics teaching-learning needs to and can take into consideration the important relationship and responsibility we have towards the environment, universe and the cosmos and how we can teach pro-cosmological behaviours to our students through topics in mathematics they are learning. This will be done by narrating my lived experiences of missing the link with the cosmos in my mathematics classrooms both as a student and a teacher and by presenting a few examples of making mathematics teaching-learning cosmologically responsible in classrooms.

scholarly journals Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

A Disengaged Look at Disengagement Theory

1975 ◽  
Vol 6 (3) ◽  
pp. 215-227 ◽  
Author(s):  
Judith Bograd Gordon
Keyword(s):  
General Theory ◽  
Lived Experiences ◽  
Human Beings ◽  
The Core ◽  
New Methods ◽  
Middle Range ◽  
Key Concepts ◽  
Disengagement Theory ◽  
Aging People ◽  
Subjective Meanings

This paper suggests that Disengagement Theory can be used as a theory of the middle-range, but not as a general theory about normal aging. This proposition is supported by an examination of key concepts, postulates and methods used to formulate the theory. By use of phenemological notions, we can see the concept of disengagement forces us to pay attention to the subjective meanings of aging people. It is necessary to disengage from the core statements of the theory and engage in a search for new methods to study the lived experiences of human beings in order to further our understandings of the processes of growing old.

scholarly journals Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

2017 ◽  
Vol 6 (4) ◽  
pp. 354 ◽  
Author(s):  
Seyyed Heshmatollah Mortazavizadeh ◽  
Mohammad Reza Nili ◽  
Ahmad Reza Nasr Isfahani ◽  
Mohammad Hassani
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Lived Experiences ◽  
Local Community ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Materials ◽  
Statistical Population ◽  
Phenomenological Studies ◽  
Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

scholarly journals COMPLEMENTARY EDUCATION SPACES OF VENEZUELAN MATHEMATICS EDUCATORS. CASE: VENEZUELAN SCHOOL FOR THE TEACHING OF MATHEMATICS - EVEM

2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Social History ◽  
Mathematics Teaching ◽  
Scientific Field ◽  
Epistemology Of Science ◽  
Complementary Education ◽  
Mathematics Educators ◽  
Teaching Of Mathematics ◽  
Teaching Learning

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.

scholarly journals Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

2021 ◽  
Author(s):  
◽  
Raewyn Eden
Keyword(s):  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teaching ◽  
Participatory Design ◽  
Collaborative Inquiry ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Teacher Interviews ◽  
Teaching Learning ◽  
Teaching Inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work.  Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning.  The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose.  A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice.  This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

Live or be left to die? Deregulated bodies and the global production network: Expendable workers of the Bangladeshi apparel industry in the time of Covid

Organization ◽  
2021 ◽  
pp. 135050842110285
Author(s):  
Fahreen Alamgir ◽  
Fariba Alamgir ◽  
Faria Irina Alamgir
Keyword(s):  
Women Workers ◽  
Lived Experiences ◽  
Apparel Industry ◽  
Work Conditions ◽  
Production Network ◽  
Human Beings ◽  
Development Regime ◽  
Exchange Condition ◽  
Neoliberal Development ◽  
Global Production Network

This paper draws upon the experience of mainly women workers in the Bangladeshi apparel industry to explore whether deregulated bodies are the fundamental condition of work in the global production network (GPN). We organised the study during the first waves of Covid-19. To conceptualise how ‘deregulated bodies’ have been structured into the industry as the exchange condition of work, we draw on the work of transnational feminist and Marxist scholars. The study provides insights about how a gendered GPN emerged under the neoliberal development regime; the pattern of work and work conditions are innately linked to volatile market conditions. By documenting workers’ lived experiences, the paper enhances our empirical understanding of how workers depend upon work, and how a form of expendable but regulated life linked with work has been embedded in GPN. Our findings reveal that unlike those of other human beings, workers’ bodies do not need to be regulated by norms that enable protection from Covid-19. As for the workers, work implies earning for living and survival, so ‘live or be left to die’ becomes the fundamental employment condition, and the possibility of their death an overlooked consideration. This reality has not changed or been challenged, despite the existence of compliance regimes. We further argue that as scholars, we bear a responsibility to consider how we engage in research on the implications of such organisation practices in a global environment, when all of us are experiencing the pandemic.

Exploring My Images of Mathematics and Its Influence on Learning

2020 ◽  
Vol 11 ◽  
pp. 23-48
Author(s):  
Basanta Raj Lamichhane
Keyword(s):  
Mathematics Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Lived Experiences ◽  
Quality Standards ◽  
Ethnographic Research ◽  
Transformative Learning Theory ◽  
Pedagogical Approach ◽  
Negative Images ◽  
Teaching Learning

The major aim of this paper is to explore my images of mathematics and its influences on my teaching-learning strategies. I have employed an auto/ethnographic research design to excavate my lived experiences largely informed by interpretive and critical paradigms. To generate field texts dialectical and historical-hermeneutic approaches have been used. The Habermas’ knowledge constitutive interest and Mezorows’ transformative learning theory were used as theoretical referents. The writing as a process of inquiry has been used to create layered texts through thick descriptions of the contexts, critical self-reflexivity, transparent and believable writing aiming to ensure the quality standards of the research. The research illuminates that most of the negative images of mathematics have been emerged by the conventional transmissionist ‘one-size-fits-all’ pedagogical approach. Likewise, it has indicated that to transform mathematics education practices towards more empowering, authentic, and inclusive ones, it must be necessary to shift in paradigms of teaching and practitioners’ convictions, beliefs, values, and perspectives as well.

A Cyberbullying Portfolio for School Social Educators

2019 ◽  
pp. 293-319
Author(s):  
Gilberto Marzano ◽  
Joanna Lizut
Keyword(s):  
Elderly Persons ◽  
Human Beings ◽  
Online Harassment ◽  
Internet Safety ◽  
Cultural Attitudes ◽  
Use Of Technology ◽  
Cyber Safety ◽  
Technology Professional ◽  
Teaching Learning ◽  
Drug And Alcohol

In this chapter, a curriculum for school social educators will be presented and discussed. It aims to provide them with basic competences to combat cyberbullying and conduct internet safety programs in schools. In the previous chapters, multifarious aspects related to cyberbullying have been highlighted. Literature is rich in analysis and experiments that, nowadays, are being conducted everywhere, not only in Western countries. Cyberbullying is a global phenomenon, although there are differences depending on cultural attitudes (e.g., gender aspects and other factors related to the perception and evaluation of online harassment). Cyberbullying is closely connected to technology. Among human beings, harassing, harming, and defaming others is not a recent habit, but technology has exploded the scale of the harassment, harming, and defamation with hugely disruptive consequences. To combat the effect of the malicious use of technology, professional experts are necessary that should also be educators, since they should work inside the school. Cyber safety competences should be included in the curriculum of social educators in the same way as are competences to sustain children with behavioral disturbance, support mentally ill persons, assist elderly persons, rehabilitate drug and alcohol addicts, integrate migrants, and so on. From the experience of running a training course for social workers in Poland on cyber threats, and from comparison with other teaching-learning practices on cyberbullying prevention, a portfolio of competence has been defined.

A Framework for Digital Competence Assessment

2013 ◽  
pp. 196-212
Author(s):  
Antonio Cartelli
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Group Behavior ◽  
Competence Assessment ◽  
Human Beings ◽  
Digital Competence ◽  
Teaching Activities ◽  
Information And Communication ◽  
Teaching Learning

Today, life is more complex and difficult due to uncertainties in society. Liquid life (Bauman, 2006) is frenetic, rapidly changing and highly influenced from information and communication technologies, and forces subjects to adapt to group behavior avoiding exclusion. Human beings are experimenting with the digital age and the pervasiveness of computers and IT/ICT equipment, which are influencing learning and knowledge construction. This raises questions in regard to a privileged role for digital competences in the knowledge society, whether or not there is a framework for digital competence assessment, and possible hints, suggestions, experiments, protocols, or curricula helping teachers in hitting this target with students. This paper answers these questions, describing the evolution of psycho-pedagogical paradigms and their comparisons. A framework for digital competence assessment is proposed and teaching activities are suggested. A proposal of a teaching-learning process called OTS (Open Teaching Process) is also presented.

scholarly journals Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher

2018 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Binod Prasad Pant
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Teaching Mathematics ◽  
Algorithmic Problem ◽  
Academic Problems ◽  
Mathematical Concepts ◽  
Teaching Career ◽  
Beliefs And Practices ◽  
Mathematical Problems ◽  
Teaching Learning

I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.

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