Pythagoras最新文献_第6页

Erratum: A commognitive perspective on Grade 8 and Grade 9 learner thinking about linear equations 勘误表：从认知的角度看待八、九年级学生对线性方程的思考

IF 1.2

Pythagoras Pub Date : 2019-12-05 DOI: 10.4102/pythagoras.v40i1.519

Anthea Roberts, Kate le Roux

引用次数: 1

Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers 数学教师水平对技术教学内容知识与信息通信技术的整合存在障碍

IF 1.2

Pythagoras Pub Date : 2019-12-01 DOI: 10.4102/pythagoras.v40i1.431

Gabriel De Freitas, E. Spangenberg

引用次数: 15

Social science students’ concept images and concept definitions of anti-derivatives 社科学生的概念意象与不定积分的概念定义

IF 1.2

Pythagoras Pub Date : 2019-11-13 DOI: 10.4102/pythagoras.v40i1.484

E. K. Moru, Makomosela Qhobela

引用次数: 5

Webs of development: Professional networks as spaces for learning 发展网络:作为学习空间的专业网络

IF 1.2

Pythagoras Pub Date : 2019-06-27 DOI: 10.4102/PYTHAGORAS.V40I1.409

K. Ngcoza, S. Southwood

{"title":"Webs of development: Professional networks as spaces for learning","authors":"K. Ngcoza, S. Southwood","doi":"10.4102/PYTHAGORAS.V40I1.409","DOIUrl":"https://doi.org/10.4102/PYTHAGORAS.V40I1.409","url":null,"abstract":"The concept of the inter-related structure of social reality, made famous over 50 years ago by Martin Luther King (1967), and scientifically articulated by the likes of Capra (1996), focuses on the complexity of life, the underlying connectedness, the systemic nature of our existence. Conventional linear thought and mechanistic reductionism necessarily yield to ideas of complexity, viewing the world as a systemic organism. Rather than studying parts to understand the whole, understanding of the whole is attempted through analysis of the relationships and connections making up the whole. Yet, the way in which we approach life is so often to deny this complexity. For instance, there is a tendency to split life into compartments or boxes, give them labels, and even give those who work in them labels, and then proceed to operate within those boxes, often ignoring and thereby negating the relationships and connections between them (Katz & Earl, 2010). The discipline-fragmented curriculum in most educational institutions is evidence of this. As Breen points out in his article on dilemmas of change, we ‘zoom’ in, ‘fixing’ one part, negating the ‘complexity of the phenomenon’. We deal with ‘the complicated rather than the complex and so only a part and never the whole’ (Breen, 2005).","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/PYTHAGORAS.V40I1.409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46882694","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: 0

Corrigendum: Metacognitive awareness and visualisation in the imagination: The case of the invisible circles 勘误:想象中的元认知意识和可视化:看不见的圆圈的情况

IF 1.2

Pythagoras Pub Date : 2019-02-13 DOI: 10.4102/pythagoras.v40i1.464

D. Jagals, M. V. D. Walt

引用次数: 0

Table of Contents Vol 39, No 1 (2018) 目录第39卷第1期(2018)

IF 1.2

Pythagoras Pub Date : 2018-12-24 DOI: 10.4102/pythagoras.v39i1.466

Editorial Office

引用次数: 0

‘Eighteen hands high’: A narrative reading of Animal Farm from a mathematical perspective 《十八手高》:从数学角度解读《动物庄园》

IF 1.2

Pythagoras Pub Date : 2018-11-15 DOI: 10.4102/PYTHAGORAS.V39I1.403

Liveness Mwale, W. Mwakapenda

{"title":"‘Eighteen hands high’: A narrative reading of Animal Farm from a mathematical perspective","authors":"Liveness Mwale, W. Mwakapenda","doi":"10.4102/PYTHAGORAS.V39I1.403","DOIUrl":"https://doi.org/10.4102/PYTHAGORAS.V39I1.403","url":null,"abstract":"These excerpts from Animal Farm are examples of the many instances in which mathematical ideas, especially those connected to number, are used in the book. The author used his ‘common’ knowledge of mathematics and his familiar language to present the story of Animal Farm using mathematical ideas explicitly or implicitly. It is possible that the author’s intentions were not to present mathematics or mathematical ideas, but because some storylines needed the use of mathematical language, he could not do so without using mathematics. This article emerges from a study that assessed learners’ abilities to interpret what they read and in particular, to ‘see’ mathematical aspects in the book Animal Farm. The study sought to find out learners’ abilities to read mathematically since mathematics is a specialised language that requires a specialised domain of practice. Animal Farm was one of the English Home Language literature books for high school learners in Grades 10–12 in South Africa in the 2015 academic year. According to the Department of Basic Education (2014), other novels for English Home Language were The Great Gatsby (Fitzgerald, 2008) and Pride and Prejudice (Austen, 2008). Learners were presented with excerpts from Animal Farm such as the ones quoted above. They were required to identify the mathematics part of the excerpts and to interpret what the excerpts meant. In the first excerpt, the mathematics part is ‘eighteen hands high’. According to conversion rates one adult hand is approximately 0.1016 m long. Therefore, Boxer’s height in metres was approximately 1.83 m. It was important for learners to understand this mathematical aspect in order to make sense of the extract. Without this understanding, the statement: ‘eighteen hands high’, does not make sense as one reads it in the printed media. Understanding what one is reading and how one needs to read is a critical skill required in relation to learning and achievement in education generally and mathematics education specifically.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/PYTHAGORAS.V39I1.403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45824218","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

Tracking Grade 10 learners’ geometric reasoning through folding back 通过折叠跟踪十年级学生的几何推理

IF 1.2

Pythagoras Pub Date : 2018-11-15 DOI: 10.4102/PYTHAGORAS.V39I1.371

Sam Mabotja, K. Chuene, S. Maoto, Israel Kibirige

引用次数: 3

Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools 探索教师在夸祖鲁-纳塔尔省学校数学教学中使用技术的情况

IF 1.2

Pythagoras Pub Date : 2018-11-14 DOI: 10.4102/PYTHAGORAS.V39I1.342

Odette Umugiraneza, S. Bansilal, D. North

引用次数: 26

Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics 专业学习社区中的对话：教师数学学习机会分析

IF 1.2

Pythagoras Pub Date : 2018-10-31 DOI: 10.4102/PYTHAGORAS.

M. Chauraya, K. Brodie

{"title":"Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics","authors":"M. Chauraya, K. Brodie","doi":"10.4102/PYTHAGORAS.","DOIUrl":"https://doi.org/10.4102/PYTHAGORAS.","url":null,"abstract":"The growing perception of professional learning communities as an effective professional development approach needs to be supported with knowledge of how such communities create learning opportunities for teachers. Activities in professional learning communities are underpinned by collegial conversations that foster learning, and in this article we analysed such conversations for learning opportunities in one professional learning community of mathematics teachers. Data consisted of audio-recorded community conversations. The focus of the conversations was to understand the thinking behind learners’ errors, and teachers engaged in a number of activities related to learner errors and learner reasoning. Our analyses show how opportunities for learning were created in identifying the origins of learners’ errors as well as learners’ thinking underlying their errors. Results also showed that the teachers had opportunities for learning how to identify learners’ learning needs and in turn the teachers’ own learning needs. The teachers also had opportunities for deepening their own understanding of the conceptual meaning of ratio. The learning opportunities were supported by the following: having a learning focus, patterns of engagement that were characterised by facilitator questioning, teacher responses and explanations, and sharing knowledge. Such mutual engagement practices in professional learning communities resulted in new and shared meanings about teachers’ classroom practices. Our findings also show the critical role of a facilitator for teacher learning in professional learning communities.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43839331","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: 14