scholarly journals Recent Nordic Research in Mathematics Education Illustrated by Examples from NORMA17

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 803
Author(s):  
Barbro Grevholm
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Age Groups ◽  
Small Scale ◽  
Research Activity ◽  
Baltic Countries ◽  
Theoretical Investigations ◽  
Learning And Cognition ◽  
Didactics Of Mathematics

A characterization of recent Nordic research in didactics of mathematics is presented based on the 32 research reports from the Nordic and Baltic countries in the proceedings from NORMA17 (The eighth Nordic conference on didactics of mathematics). Recent Nordic research in didactics of mathematics is observed from several aspects such as choice of problem, theory, method, result, and target for the message. The analyses of the papers on different levels and from a manifold of perspectives build up an image of what Nordic research in DM (didactics of mathematics) contains and represents currently. The closeness and cooperation between researchers in the Nordic countries is characteristic as well as the breadth and variation in the choice of questions, theories, and methods. Research activity seems to flourish most in Norway. Small-scale studies as well as larger projects are visible. A variety of messages about mathematics teaching and learning for all age groups are directed to students, mathematics teachers, teacher educators, and policymakers. Quantitative and qualitative empirical studies dominate. Conceptual or theoretical investigations are rare. Studies of outcomes of interventions, including teaching approaches and experiments are most common, followed by studies of learning and cognition, including problem-solving. There is a need for surveys and overviews as so many new results are exposed.

Exploring the meaning of movement capability in physical education teacher education through student voices

2019 ◽  
Vol 26 (1) ◽  
pp. 144-158 ◽  
Author(s):  
Gunn Nyberg ◽  
Erik Backman ◽  
Håkan Larsson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Point Of View ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

scholarly journals Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature

2021 ◽  
Vol 13 (5) ◽  
pp. 2622
Author(s):  
Yiannis Georgiou ◽  
Andreas Ch. Hadjichambis ◽  
Demetra Hadjichambi
Keyword(s):  
Systematic Review ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Environmental Crisis ◽  
Private Sphere ◽  
Review Of The Literature ◽  
Critical Question ◽  
Teachers Perceptions ◽  
Environmental Citizenship ◽  
Individual Dimension

As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizenship, (b) are narrowed down to the local scale, individual dimension and private sphere, (c) affect teaching practices, (d) are multi-dimensional, defined by inter-related components, (e) vary according to teachers’ educational/cultural background and personal identity, (f) affect other environmental constructs defining teachers’ professional identity, (g) can be enhanced during teacher education, (h) can be also improved during professional development initiatives. These findings bear significant implications for researchers, policymakers, as well as for teacher educators in the field of Environmental Education.

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gillian Judson ◽  
Ross Powell ◽  
Kelly Robinson
Keyword(s):  
Teacher Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Cognitive Tools ◽  
Affective Engagement ◽  
Research Praxis ◽  
Imaginative Education ◽  
Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

The three R’s: reading, (W)Riting, and researching through multi-genre project

2017 ◽  
Vol 12 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Kathryn Roberts ◽  
Kristy Brugar
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Peer Interactions ◽  
Student Response ◽  
Methods Course ◽  
Research Approach ◽  
Historical Inquiry ◽  
Social Studies Methods ◽  
Content Type ◽  
Action Research Approach

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

Drilling Riser VIV Tests With Prototype Reynolds Numbers

2013 ◽  
Author(s):  
Halvor Lie ◽  
Henning Braaten ◽  
Jamison Szwalek ◽  
Massimiliano Russo ◽  
Rolf Baarholm
Keyword(s):  
Cross Flow ◽  
Effect Study ◽  
Full Scale ◽  
Scale Model ◽  
Small Scale ◽  
Scaling Effects ◽  
Research Activity ◽  
Forced Motion ◽  
Auxiliary Lines ◽  
Viv Suppression

For deep-water riser systems, Vortex Induced Vibrations (VIV) may cause significant fatigue damage. It appears that the knowledge gap of this phenomenon is considerable and this has caused a high level of research activity over the last decades. Small scale model tests are often used to investigate VIV behaviour. However, one substantial uncertainty in applying such results is scaling effects, i.e. differences in VIV response in full scale flow and small scale flow. To (partly) overcome this obstacle, a new innovative VIV test rig was designed and built at MARINTEK to test a rigid full scale riser model. The rigid riser model is mounted vertically and can either be elastically mounted or be given a forced motion. In the present version, the cylinder can only move in the cross-flow (CF) direction and is restricted in the in-line (IL) direction. The paper reports results from a drilling riser VIV experiment where the new rest rig has been used. The overall objective of the work is to study possible VIV suppression to improve operability of retrievable riser systems with auxiliary lines by adding riser fins. These fins are normally used as devices for protection of the auxiliary lines. The test program has recently been completed and analysis is an on-going activity. However, some results can be reported at this stage and more results are planned to be published. A bare riser model was used in a Reynolds number (Rn) scaling effect study. The riser model was elastically mounted and towed over a reduced velocity range around 4 – 10 in two different Rn ranges, 75 000 – 192 000 (subcritical regime) and 347 000 – 553 000 (critical regime). The difference in the displacement amplitude to diameter ratio, A/D, is found to be significant. The elastically mounted riser was also towed with various drilling riser configurations in order to study VIV/galloping responses. One configuration included a slick joint riser model with 6 kill & choke lines; another has added riser fins too. The riser model is based on a specific drilling riser and the kill and choke lines have various diameters and have a non-symmetrical layout. The various riser configurations have also been used in forced motion tests where the towed model has been given a sinusoidal CF motion. Forces have been measured. Determination of the force coefficients is still in progress and is planned to be reported later. Scaling effects appear to be a significant uncertainty and further research on the subject is recommended. The slick joint drilling riser configuration generally increased the displacements compared to displacements of the bare riser model. The drilling riser configuration with protection fins, kill and choke lines generally reduced the displacements compared to displacements of the bare riser model. For both riser systems, tests showed that the response is sensitive to the heading of the current.

scholarly journals Supply chain resilience in a developing country context: a case study on the interconnectedness of threats, strategies and outcomes

2017 ◽  
Vol 22 (6) ◽  
pp. 486-505 ◽  
Author(s):  
Benjamin Tukamuhabwa ◽  
Mark Stevenson ◽  
Jerry Busby
Keyword(s):  
Supply Chain ◽  
Developing Country ◽  
Large Scale ◽  
Empirical Studies ◽  
Small Scale ◽  
Supply Network ◽  
Catastrophic Events ◽  
Content Type ◽  
Supply Chain Resilience

Purpose In few prior empirical studies on supply chain resilience (SCRES), the focus has been on the developed world. Yet, organisations in developing countries constitute a significant part of global supply chains and have also experienced the disastrous effects of supply chain failures. The purpose of this paper is therefore to empirically investigate SCRES in a developing country context and to show that this also provides theoretical insights into the nature of what is meant by resilience. Design/methodology/approach Using a case study approach, a supply network of 20 manufacturing firms in Uganda is analysed based on a total of 45 interviews. Findings The perceived threats to SCRES in this context are mainly small-scale, chronic disruptive events rather than discrete, large-scale catastrophic events typically emphasised in the literature. The data reveal how threats of disruption, resilience strategies and outcomes are inter-related in complex, coupled and non-linear ways. These interrelationships are explained by the political, cultural and territorial embeddedness of the supply network in a developing country. Further, this embeddedness contributes to the phenomenon of supply chain risk migration, whereby an attempt to mitigate one threat produces another threat and/or shifts the threat to another point in the supply network. Practical implications Managers should be aware, for example, of potential risk migration from one threat to another when crafting strategies to build SCRES. Equally, the potential for risk migration across the supply network means managers should look at the supply chain holistically because actors along the chain are so interconnected. Originality/value The paper goes beyond the extant literature by highlighting how SCRES is not only about responding to specific, isolated threats but about the continuous management of risk migration. It demonstrates that resilience requires both an understanding of the interconnectedness of threats, strategies and outcomes and an understanding of the embeddedness of the supply network. Finally, this study’s focus on the context of a developing country reveals that resilience should be equally concerned both with smaller in scale, chronic disruptions and with occasional, large-scale catastrophic events.

scholarly journals Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

2017 ◽  
Vol 12 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Gerwyn Huw Jones
Keyword(s):  
Mental Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Nurses ◽  
The Body ◽  
Student Experiences ◽  
Small Scale ◽  
Content Type ◽  
Degree Classification

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

scholarly journals Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

2017 ◽  
Vol 10 (4) ◽  
pp. 140 ◽  
Author(s):  
Kanghui Wang
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Self Directed Learning ◽  
Support Functions ◽  
English Pronunciation ◽  
Chinese English Learners

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

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