Mathematical Caring Relations in Action

2010 ◽  
Vol 41 (3) ◽  
pp. 236-273 ◽  
Author(s):  
Amy J. Hackenberg
Keyword(s):  
Student Teacher ◽  
Teaching Experiment ◽  
Small Scale ◽  
Mathematical Activity ◽  
Teacher Interaction ◽  
Mathematical Learning ◽  
Teacher Interactions ◽  
Caring Relations ◽  
Scale 8 ◽  
Teacher's Perspective

In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain mathematical caring relations (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student–teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student–teacher interaction can be viewed as a linked chain of perturbations; in student–teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers.

scholarly journals ARS Interactive Teaching Mode for Financial Accounting Course based on Smart Classroom

2019 ◽  
Vol 14 (03) ◽  
pp. 38 ◽  
Author(s):  
Shenglei Dai
Keyword(s):  
Student Teacher ◽  
Teaching Method ◽  
Teaching Experiment ◽  
Financial Accounting ◽  
Teacher Interaction ◽  
Learning Collaborative ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Smart Classroom ◽  
Training Quality

Many problems exist in traditional financial accounting course teaching, such as old-fashioned information-based teaching method, singe teaching method, and insufficient student-teacher interaction in the teaching process. These problems influence the effect of course teaching. To enhance student-teacher interaction, improve learning effect, and promote training quality of financial accounting talents, an ARS interactive teaching mode for financial accounting course that integrates Smart Classroom was proposed in this study. Cognitive flexibility theory was used as the theoretical guidance, and Smart Classroom teaching environment was combined to introduce ARS system and multimedia circuit system technology with the PowerPoint (PPT) function of the next page preview. The complete ARS interactive teaching mode based on Smart Classroom was constructed from the following: pre-class, in-class, and after-class integrated teaching; feedback teaching; and Peer Class. Meanwhile, a teaching experiment was conducted in financial accounting course. ARS interactive teaching mode based on Smart Classroom could significantly promote students' autonomous learning, collaborative communication, classroom activity, and innovative thinking. The teaching mode was welcomed and supported by students. The mode plays a great promotion role in driving integration of information technology and education, achieving educational informationization, and improving the teaching effect of a financial accounting major.

Video-Based Instruction: Issues of Effectiveness, Interaction, and Learner Control

1992 ◽  
Vol 21 (1) ◽  
pp. 45-50 ◽  
Author(s):  
John Barnard
Keyword(s):  
Student Teacher ◽  
Learner Control ◽  
Future Research ◽  
Teacher Interaction ◽  
Broadcast Television ◽  
New Methods ◽  
Based Instruction

Decades of research has shown that television, as a medium for delivering instruction, is at least as effective as classroom lecture. Although many educators have expressed concern over the quality and frequency of student/teacher interaction available through televised courses, studies indicate that different learners may have distinct needs for varying types of interaction. As the use of videocassette recorders has become widespread possibilities have increased for new methods of video-based instruction. The increasing use of videocassettes for delivery of instruction has also raised questions for possible future research on how student use of this medium differs from broadcast television or live classroom lecture.

Live versus videotaped student-teacher interaction

1969 ◽  
Vol 17 (1) ◽  
pp. 47-51
Author(s):  
David R. Taylor ◽  
Edra Lipscomb ◽  
Robert Rosemier
Keyword(s):  
Student Teacher ◽  
Teacher Interaction

The role of digital technologies in student — teacher interaction during graduate design work preparation

2021 ◽  
pp. 89-97
Author(s):  
Viktor Kuzmichev ◽  
Irina Zhukova ◽  
Albina Malinskaya ◽  
Nataliya Sakharova ◽  
Marina Surikova
Keyword(s):  
Student Teacher ◽  
Digital Technologies ◽  
Teacher Interaction ◽  
Design Work

STUDENTS’ INFORMAL HYPOTHESIS TESTING IN A PROBABILITY CONTEXT WITH CONCRETE RANDOM GENERATORS

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
PER NILSSON
Keyword(s):  
Hypothesis Testing ◽  
Teaching And Learning ◽  
Formal Education ◽  
Statistics Education ◽  
Probability Distributions ◽  
Teaching Experiment ◽  
Small Scale ◽  
Uniform Probability ◽  
Data Production

This study examines informal hypothesis testing in the context of drawing inferences of underlying probability distributions. Through a small-scale teaching experiment of three lessons, the study explores how fifth-grade students distinguish a non-uniform probability distribution from uniform probability distributions in a data-rich learning environment, and what role processes of data production play in their investigations. The study outlines aspects of students’ informal understanding of hypothesis testing. It shows how students with no formal education can follow the logic that a small difference in samples can be the effect of randomness, while a large difference implies a real difference in the underlying process. The students distinguish the mode and the size of differences in frequencies as signals in data and used these signals to give data-based reasons in processes of informal hypothesis testing. The study also highlights the role of data production and points to a need for further research on the role of data production in an informal approach to the teaching and learning of statistical inference. First published December 2020 at Statistics Education Research Journal: Archives

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