Ring-Pattern Dynamics in Smectic-C* and Smectic-C_A* Freely Suspended Liquid Crystal Films

Ring patterns of concentric 2pi-solitons in molecular orientation, form in freely suspended chiral smectic-C films in response to an in-plane rotating electric field. We present measurements of the zero-field relaxation of ring patterns and of the driven dynamics of ring formation under conditions of synchronous winding, and a simple model which enables their quantitative description in low polarization DOBAMBC. In smectic C_A* TFMHPOBC we observe an odd-even layer number effect, with odd number layer films exhibiting order of magnitude slower relaxation rates than even layer films. We show that this rate difference is due to much larger spontaneous polarization in odd number layer films.Comment: 4 RevTeX pgs, 4 eps figures, submitted to Phys. Rev. Let

The French Didactic Tradition in Mathematics

This chapter presents the French didactic tradition. It first describes theemergence and development of this tradition according to four key features (role ofmathematics and mathematicians, role of theories, role of design of teaching andlearning environments, and role of empirical research), and illustrates it through two case studies respectively devoted to research carried out within this traditionon algebra and on line symmetry-reflection. It then questions the influence of thistradition through the contributions of four researchers from Germany, Italy, Mexicoand Tunisia, before ending with a short epilogue

Using tasks to explore teacher knowledge in situation-specific contexts

This article was published in the journal, Journal of Mathematics Teacher Education [© Springer] and the original publication is available at www.springerlink.comResearch often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of x+x−1=0 of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore

Coalescence in the 1D Cahn-Hilliard model

We present an approximate analytical solution of the Cahn-Hilliard equation describing the coalescence during a first order phase transition. We have identified all the intermediate profiles, stationary solutions of the noiseless Cahn-Hilliard equation. Using properties of the soliton lattices, periodic solutions of the Ginzburg-Landau equation, we have construct a family of ansatz describing continuously the processus of destabilization and period doubling predicted in Langer's self similar scenario

Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series

The study we report here examines parts of what Chevallard calls the institutional dimension of the students’ learning experience of a relatively under-researched, yet crucial, concept in Analysis, the concept of infinite series. In particular, we examine how the concept is introduced to students in texts and in teaching practice. To this purpose, we employ Duval's Theory of Registers of Semiotic Representation towards the analysis of 22 texts used in Canada and UK post-compulsory courses. We also draw on interviews with in-service teachers and university lecturers in order to discuss briefly teaching practice and some of their teaching suggestions. Our analysis of the texts highlights that the presentation of the concept is largely a-historical, with few graphical representations, few opportunities to work across different registers (algebraic, graphical, verbal), few applications or intra-mathematical references to the concept's significance and few conceptually driven tasks that go beyond practising with the application of convergence tests and prepare students for the complex topics in which the concept of series is implicated. Our preliminary analysis of the teacher interviews suggests that pedagogical practice often reflects the tendencies in the texts. Furthermore, the interviews with the university lecturers point at the pedagogical potential of: illustrative examples and evocative visual representations in teaching; and, student engagement with systematic guesswork and writing explanatory accounts of their choices and applications of convergence tests

european didactic traditions in mathematics aspects and examples from four selected cases

In this paper, we report on the presentations and activities from the strand on "European Didactic Traditions" during the Thematic Afternoon at ICME-13. The focal point of the first hour of this afternoon were four key features that were identified as common in all European traditions and the second and third hours were devoted to the presentation of concrete examples from four specific traditions, organised in four parallel sessions

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

In this paper, we propose an approach to analysing teacher arguments that takes into account field dependence—namely, in Toulmin’s sense, the dependence of warrants deployed in an argument on the field of activity to which the argument relates. Freeman, to circumvent issues that emerge when we attempt to determine the field(s) that an argument relates to, proposed a classification of warrants (a priori, empirical, institutional and evaluative). Our approach to analysing teacher arguments proposes an adaptation of Freeman’s classification that distinguishes between: epistemological and pedagogical a priori warrants, professional and personal empirical warrants, epistemological and curricular institutional warrants, and evaluative warrants. Our proposition emerged from analyses conducted in the course of a written response and interview study that engages secondary mathematics teachers with classroom scenarios from the mathematical areas of analysis and algebra. The scenarios are hypothetical, grounded on seminal learning and teaching issues, and likely to occur in actual practice. To illustrate our proposed approach to analysing teacher arguments here, we draw on the data we collected through the use of one such scenario, the Tangent Task. We demonstrate how teacher arguments, not analysed for their mathematical accuracy only, can be reconsidered, arguably more productively, in the light of other teacher considerations and priorities: pedagogical, curricular, professional and personal