Enacting Inquiry Learning in Mathematics through History

International audienceWe explain how history of mathematics can function as a means for enacting inquiry learning activities in mathematics as a scientific subject. It will be discussed how students develop informed conception about i) the epistemology of mathematics, ii) of how mathematicians produce mathematical knowledge, and iii) what kind of questions that drive mathematical research. We give examples from the mathematics education at Roskilde University and we show how (teacher) students from this program are themselves capable of using history to establish inquiry learning environments in mathematics in high school. The realization is argued for in the context of an explicit-reflective framework in the sense of Abd-El-Khalick (2013) and his work in science education

Análisis multimodal del lenguaje articulado e inarticulado en la traducción de las onomatopeyas en el manga Haikyuu

Existe un consenso general respecto a que el lenguaje articulado e inarticulado son empleados en los cómics para construir la narrativa, y que las onomatopeyas son parte esencial del lenguaje empleado en los mangas. Por ello, la presente investigación se centra en analizar la influencia de la traducción de las onomatopeyas japonesas al castellano en la narrativa del manga Haikyuu. En este contexto, el análisis de todos los elementos del manga es crucial para analizar las onomatopeyas, es decir, se planteará un análisis multimodal que permita una interpretación más completa de las onomatopeyas. Esto a su vez nos permitirá observar si la narrativa se podría ver afectada por las elecciones tomadas para la traducción de las onomatopeyas. Se propone una revisión inicial completa del manga en japonés y luego del manga en castellano para observar cómo se ha llevado a cabo la traducción de las onomatopeyas japonesas.There is a general consensus that articulate and inarticulate language are used in comics to construct the narrative, and that onomatopoeias are an essential part of the language used in manga. Therefore, the present research focuses on analyzing the influence of the translation of Japanese onomatopoeias into Spanish in the narrative of the manga Haikyuu. In this context, the analysis of all the elements of the manga is crucial to analyze the onomatopoeias, i.e., a multimodal analysis will be proposed to allow a more complete interpretation of the onomatopoeias. This in turn will allow us to observe whether the narrative could be affected by the choices made for the translation of the onomatopoeias. An initial complete review of the manga in Japanese and then of the manga in Spanish is proposed in order to observe how the translation of the Japanese onomatopoeias has been carried out.Trabajo de investigació

Original Sources in the Mathematical Classroom

International audienceThis discussion group seeks to bring together individuals who are interested in the use of original sources in the mathematics classroom, from the perspective of a classroom teacher or a mathematics education researcher, for a discussion of issues and concerns related to their educational potential and effects. Each of the two sessions will focus on a different theme related to the use of original sources in the mathematics classroom. The two sessions will structured around a common framework but sufficiently independent of each other to allow interested individuals to participate in the second session, even if they did not participate in the first session. Both novice and more experienced users of original sources are strongly encouraged to participate in both sessions

History of Mathematics in Mathematics Education: Recent devlopments

International audience<p>This is a concise survey on the recent developments (since 2000) concerning research on the relations between History and Pedagogy of Mathematics (the <i>HPM domain</i>). Section 1 explains the rationale of the study and formulates the key issues. Section 2 gives a brief historical account of the development of the <i>HPM domain</i> with focus on the main activities in its context and their outcomes. Section 3 provides a sufficiently comprehensive bibliographical survey of the work done in this area since 2000. Finally, section 4 summarizes the main points of this study.</p

Tackling the barriers to achieving Information Assurance

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy.This original, reflective practitioner study researched whether professionalising IA could be successfully achieved, in line with the UK Cyber Security Strategy expectations. The context was an observed changing dominant narrative from IA to cybersecurity. The research provides a dialectical relationship with the past to improve IA understanding. The Academic contribution: Using archival and survey data, the research traced the origins of the term IA and its practitioner usage, in the context of the increasing use of the neologism of cybersecurity, contributing to knowledge through historical research. Discourse analysis of predominantly UK government reports, policy direction, legislative and regulatory changes, reviewing texts to explore the functions served by specific constructions, mainly Information Security (Infosec) vs IA. The Researcher studied how accounts were linguistically constructed in terms of the descriptive, referential and rhetorical language used, and the function that serves. The results were captured in a chronological review of IA ontology. The Practitioner contribution: Through an initial Participatory Action Research (PAR) public sector case study, the researcher sought to make sense of how the IA profession operates and how it was maturing. Data collection from self-professed IA practitioners provided empirical evidence. The researcher undertook evolutionary work analysing survey responses and developed theories from the analysis to answer the research questions. The researcher observed a need to implement a unified approach to Information Governance (IG) on a large organisation-wide scale. Using a constructivist grounded theory the researcher developed a new theoretical framework - i3GRC™ (Integrated and Informed Information Governance, Risk, and Compliance) - based on what people actually say and do within the IA profession. i3GRC™ supports the required Information Protection (IP) through maturation from IA to holistic IG. Again, using PAR, the theoretical framework was tested through a private sector case study, the resultant experience strengthening the bridge between academia and practitioners

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe