12 research outputs found
A Comparison of 2,4-Dichlorophenoxyacetic Acid Metabolism in Cultured Soybean Cells and in Embryogenic Carrot Cells
Mathematics teaching development as a human practice: identifying and drawing the threads
This article was published in the journal, ZDM Mathematics Education [© FIZ Karlsruhe] and the definitive version is available at: http://dx.doi.org/10.1007/s11858-012-0437-7The didactic triangle links mathematics,
teachers and students in a consideration of teaching–
learning interactions in mathematics classrooms. This
paper focuses on teachers and teaching in the development
of fruitful learning experiences for students with mathematics.
It recognises primarily that teachers are humans
with personal characteristics, subject to a range of influences
through the communities of which they are a part,
and considers aspects of teachers’ personhood, identity and
agency in designing teaching for the benefit of their students.
Teaching is seen as a developmental process in
which inquiry plays a central role, both in doing mathematics
in the classroom and in exploring teaching practice.
The teacher-as-inquirer in collaboration with outsider
researchers leads to growth of knowledge in teaching
through development of identity and agency for both
groups. The inclusion of the outsider researcher brings an
additional node into the didactic triangle
Inhibition of 2,4-Dichlorophenoxyacetic Acid Conjugation to Amino Acids by Treatment of Cultured Soybean Cells with Cytokinins
The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning
The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-012-0421-2.This paper focuses on the semiotic resources
used by an experienced sixth-grade teacher when her pupils
are working on a mathematical task involving written text
and the two inscriptions of figure and diagram. Socio-cultural
analytical constructs such as semiotic bundle, space of
joint action and togethering are applied in order to enable
and frame the collective activity of the teacher and pupils.
Four extracts from different situations in the classroom
illustrate the important role of both teacher gestures and
pupil gestures, interacting with other modalities such as
speech and inscription, in the process of making sense of
pupils’ appropriation of coordinating two dimensions in a
diagram. It is argued that the nature of the mathematical
task is an important entry point into early algebraic reasoning.
The study emphasises the mediating role of the
dynamics of semiotic bundles produced in teacher–pupil
dialogues as a promising way to address the fundamental
relationships between mathematics, pupil and teacher in a
classroom context in order to provoke pupil involvement
and engagement when experiencing mathematics