| 1 |
Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Is it possible to teach social justice as lived capability? ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Is it possible to teach social justice as lived capability? ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Is it possible to teach social justice as lived capability?Item ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
OER in University Language Courses
|
|
|
|
In: World Languages and Literatures Faculty Publications and Presentations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
What counts as knowing
|
|
|
|
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
|
|
Keyword:
390109 Mathematics and numeracy curriculum and pedagogy; 390303 Higher education; curriculum design; enactive mode; heuristics; mathematics; movement; New Zealand; problem solving; problematisations
|
|
URL: https://hdl.handle.net/10652/5629
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
How do L2 student moderators facilitate a peer-led discussion forum?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Cultural Representations in Indian English Language Teaching Textbooks
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Systemic and personal factors that affect students' elective language other than English enrollment decisions
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Language learning motivation in a multilingual Chinese context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Shaping science, technology, engineering and mathematics curriculum in Australian schools: an ecological systems analysis
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2022)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
|
|
|
|
In: Doctoral Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective Work
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Pedagogical innovation in uncertain times: Redesigning assessments for online delivery, and preparing students for changing industry practices
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
