Review of Science Mathematics and ICT Education最新文献

ICT Education: 50th Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2021, Johannesburg, South Africa, July 16, 2021, Revised Selected Papers 信息通信技术教育:第50届南非计算机讲师协会年会，SACLA 2021，约翰内斯堡，南非，2021年7月16日，修订版精选论文

Review of Science Mathematics and ICT Education Pub Date : 2022-01-01 DOI: 10.1007/978-3-030-95003-3

引用次数: 0

ICT Education: 51st Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2022, Cape Town, South Africa, July 21–22, 2022, Revised Selected Papers 信息通信技术教育:第51届南非计算机讲师协会年会，SACLA 2022，开普敦，南非，2022年7月21日至22日，修订论文选集

Review of Science Mathematics and ICT Education Pub Date : 2022-01-01 DOI: 10.1007/978-3-031-21076-1

引用次数: 0

Teacher education, students' autonomy and digital technologies: A case study about programming with Scratch 教师教育、学生自主性与数字技术——以Scratch编程为例

Review of Science Mathematics and ICT Education Pub Date : 2021-06-24 DOI: 10.26220/REV.3575

G. Gueudet, Sophie Joffredo-Le Brun

引用次数: 2

ICT Education: 49th Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2020, Virtual Event, July 6–9, 2020, Revised Selected Papers 信息通信技术教育:第49届南非计算机讲师协会年会，SACLA 2020，虚拟事件，2020年7月6日至9日，修订论文选集

Review of Science Mathematics and ICT Education Pub Date : 2021-01-01 DOI: 10.1007/978-3-030-92858-2

引用次数: 0

Acknowledging drawing as a mediating system for young children’s ideas concerning change of state of matter 承认绘画是幼儿关于物质状态变化的思想的中介系统

Review of Science Mathematics and ICT Education Pub Date : 2020-12-22 DOI: 10.26220/REV.3512

M. Kampeza, A. Delserieys

引用次数: 5

Valuing young children and promoting participation in early STEM education: Introduction 重视幼儿和促进早期STEM教育的参与：简介

Review of Science Mathematics and ICT Education Pub Date : 2020-12-22 DOI: 10.26220/REV.3539

M. Kampeza

引用次数: 0

Young children’s graphical sign lexicons and the emergence of mathematical symbols 幼儿图形符号词汇与数学符号的出现

Review of Science Mathematics and ICT Education Pub Date : 2020-12-22 DOI: 10.26220/REV.3368

Maulfry Worthington

引用次数: 0

What is the task about? Exploring the issues discussed by preschool children in engineering activities at kindergarten 这个任务是关于什么的?探讨学前儿童在幼儿园工程活动中讨论的问题

Review of Science Mathematics and ICT Education Pub Date : 2020-12-22 DOI: 10.26220/REV.3494

Josephine Convertini

{"title":"What is the task about? Exploring the issues discussed by preschool children in engineering activities at kindergarten","authors":"Josephine Convertini","doi":"10.26220/REV.3494","DOIUrl":"https://doi.org/10.26220/REV.3494","url":null,"abstract":"Problem solving tasks are one of the topics of investigation within the field of STEM and educational engineering involving children. However, young children have received much more little attention. Accordingly, this paper explores the issues discussed by preschool children during engineering activities. We focus on the issues participants discuss during three building problem solving proposed to preschool children at a kindergarten. The activities were audio-video recorded and the argumentative discussions were identified and transcribed. The argumentative analysis focused on different elements, such as the issuesoccurring in each argumentative episode, the standpoints, the arguments, and the argumentative structure. In particular, to explore the issues and their role in problem solving activities, three illustrative cases are presented. The findings show, from an argumentative perspective, a variety of issues explored by children in solving problems around building tasks. The task presented by the adult as a building activity represents something more for the participant children: for example, the children focus on the technical components to overcome possible obstacles, they refer to the collaboration with peers, to the possession of objects or to the utility of the working activities. As preschool children’s engineering work appears as a complex activity, the present study highlights the value of analyzing the issues that are discussed by preschool children during building activities.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49016646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

‘We make stories one meter long’: children’s participation and meaningful mathematical learning in Early Childhood Education “我们让故事一米长”:幼儿教育中孩子的参与和有意义的数学学习

Review of Science Mathematics and ICT Education Pub Date : 2020-12-06 DOI: 10.26220/REV.3511

M. Papandreou, Zoe Konstantinidou

{"title":"‘We make stories one meter long’: children’s participation and meaningful mathematical learning in Early Childhood Education","authors":"M. Papandreou, Zoe Konstantinidou","doi":"10.26220/REV.3511","DOIUrl":"https://doi.org/10.26220/REV.3511","url":null,"abstract":"By taking a cultural-historical perspective, the present case study put participatory pedagogies into practice for early mathematical learning and sought to delve into children’s emerging mathematising and the teacher’s role who attentively follows children’s initiatives. Drawing on a series of selected critical incidents that evolved as the children of a kindergarten classroom engaged with the investigation of linear measuring tools, we analysed both children’s mathematising processes and teacher’s responsive and mediational acts aiming to promote young learners’ mathematical thinking. With respect to children, the analysis demonstrated how through a series of ongoing mathematising processes, they elaborated and gradually developed key measurement concepts. Regarding the teacher's role, it was found that children’s emerging mathematising was supported by five lines of action enacted by her: (a) documenting thoroughly children’s actions, (b) posing challenging or clarifying questions, (c) introducing activities to the plenary as a response to children’s actions, (d) motivating children to ask their classmates for help, and (e) creating connections between children’s funds of knowledge and key mathematical ideas.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effects of the association of registers of semiotic representation on the resolution of problems of direct proportionality 符号表示语域的关联对直接比例问题求解的影响

Review of Science Mathematics and ICT Education Pub Date : 2020-06-24 DOI: 10.26220/REV.3347

Laetitia Dragone, Gaëtan Temperman, Bruno De Lièvre

引用次数: 0