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Towards an international lexicon
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In: ISSN: 1863-9690 ; EISSN: 1863-9704 ; ZDM ; https://hal.archives-ouvertes.fr/hal-03625972 ; ZDM, Springer Verlag, 2022, ⟨10.1007/s11858-022-01349-3⟩ (2022)
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Exploring elementary teachers’ facilitation of discussion in developing students’ mathematical agency
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Plurilinguisme et enseignement des mathématiques ; Plurilinguisme et enseignement des mathématiques: Mise en perspectives des Journées Plurimaths 2020
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In: https://hal.archives-ouvertes.fr/hal-03553842 ; Éditions Lambert-Lucas, 2022 (2022)
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Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits ...
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work ...
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Exploring How a University Mathematics Teacher’s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study
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In: Education Sciences; Volume 12; Issue 4; Pages: 257 (2022)
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“It Is Like a Feeling”: Theorizing Emotion in Mathematics through Complex Embodiment
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In: Mathematics; Volume 10; Issue 6; Pages: 937 (2022)
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Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
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In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022)
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Error Analysis of Preservice Secondary Mathematics Teachers’ Proof Writing
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In: Georgia Southern University Research Symposium (2022)
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Enseñar y aprender matemáticas en lengua indígena. La experiencia del proyecto T'arhexperakua en Michoacán, México
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work
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What counts as knowing
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Abstract:
In educational research, and in teaching, we often privilege students’ verbalisations and written artifacts as demonstrations of their knowing. Increasingly, however, research in a variety of fields, including cognitive science, neurophysiology and education, shows how the body and body movement are enmeshed in students’ thinking and knowing. From Ingold’s post-humanist perspective, thinking and movement are inseparable in animate human bodies. Movement, from this viewpoint, is not a support for, or an expression of, thinking, rather human bodies spontaneously think in movement. My research investigates how a small group of tertiary students use body movement as they engage with a mathematical problem task. Using a thick descriptive analysis, my research illustrates how students think mathematically in movement. These findings suggest educators may need to reevaluate what they consider as students’ thinking and knowing. By ignoring students’ thinking in movement are we, as teachers and researchers, missing important aspects of students’ thinking? In readdressing what is permitted and privileged as thinking, in the classroom and in research, we need to rethink what counts as students knowing
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Keyword:
390109 Mathematics and numeracy curriculum and pedagogy; 390303 Higher education; curriculum design; enactive mode; heuristics; mathematics; movement; New Zealand; problem solving; problematisations
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URL: https://hdl.handle.net/10652/5629
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Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling
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In: Northwest Journal of Teacher Education (2022)
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Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
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In: Eurasia Journal of Mathematics, Science and Technology Education ; https://hal.archives-ouvertes.fr/hal-03538861 ; Eurasia Journal of Mathematics, Science and Technology Education, 2021, 17 (12), pp.em2055. ⟨10.29333/ejmste/11425⟩ (2021)
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Enabling mathematical discourse for English learners during secondary mathematics lessons
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Using Digital Games in the Science Classroom
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In: Boise State University Theses and Dissertations (2021)
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