Возобновляемая энергетика как приоритетное направление инновационного развития АР Крым

Целью данной статьи является комплексный анализ возобновляемых энергетических ресурсов (ВЭР) и возможных путей их использования в экономике АР Крым

Листування П. Мартиновича з Г. Хоткевичем

Based on the findings of an error analysis revealing that Indonesian ninth- and tenth-graders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students’ difficulties in solving these tasks. An analysis framework was developed to investigate the characteristics of tasks in textbooks from four perspectives: the type of context used in tasks, the purpose of context-based tasks, the type of information provided in tasks, and the type of cognitive demands of tasks. With this framework, three Indonesian mathematics textbooks were analyzed. Our analysis showed that only about 10 % of the tasks in the textbooks are context-based tasks. Moreover, at least 85 % of these tasks provide exactly the information needed to solve them and do not leave room for students to select relevant information by themselves. Furthermore, of the context-based tasks, 45 % are reproduction tasks requiring performing routine mathematical procedures, 53 % are connection tasks requiring linking different mathematical curriculum strands, and only 2 % are reflection tasks, which are considered as tasks with the highest level of cognitive demand. A linkage between the findings of the error analysis and the textbook analysis suggests that the lacking opportunity-to-learn in Indonesian mathematics textbooks may cause Indonesian students’ difficulties in solving context-based tasks. Based on the results of this study, recommendations are given for improving the opportunities-to-learn to solve context-based tasks as well as for doing further research on this topic

Die Schweizerdeutschen dialecte

В статье рассматриваются диалекты Швейцарии, а также, основные грамматические, лексические и словообразовательные особенности швейцарского варианта немецкого языка

Modelling children's Gear task strategy use with the Dynamic Overlapping Waves Model

The Dynamic Overlapping Waves Model (DOWM) can model strategy use in problem-solving tasks for strategies that can be construed as developmentally and hierarchically ordered (Boom, 2015). We observed children's (M age = 11 years, SD = 6 months) strategy use during a task in which they had to find the rotation direction of the last gear in a series of connected gear chains, given the rotation direction of the first gear. Using DOWM, we found that strategy use was ordered as expected, from unskilled sensorimotor strategies to abstract strategies, and from less to more efficient in terms of speed and accuracy. This order aligns with the idea that perceptual learning is central to the emergence of abstract conceptual knowledge. Moreover, the current study shows that the DOWM does not preclude forward and backward transitions and even occasional transitions that skip certain strategies in the ordering. The DOWM seems a promising tool to developmentally capture the breadth of behavioral repertoire children display when they adopt new strategies for various problem-solving tasks

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

Curricular orientations to real-world contexts in mathematics

A common claim about mathematics education is that it should equip students to use mathematics in the ‘real world’. In this paper, we examine how relationships between mathematics education and the real world are materialised in the curriculum across a sample of eleven jurisdictions. In particular, we address the orientation of the curriculum towards application of mathematics, the ways that real-world contexts are positioned within the curriculum content, the ways in which different groups of students are expected to engage with real-world contexts, and the extent to which high-stakes assessments include real-world problem solving. The analysis reveals variation across jurisdictions and some lack of coherence between official orientations towards use of mathematics in the real world and the ways that this is materialised in the organisation of the content for students

Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task

This article offers reflections on task design in the context of a Grade R (reception year) in-service numeracy project in South Africa. The research explores under what conditions, and for what learning purpose, a task designed by someone else may be recast and how varying given task specifications may support or inhibit learning, as a result of that recasting. This question is situated within a two-pronged task design challenge as to emerging gaps between the task designer’s intentions and teacher’s actions and secondly between the teachers’ intentions and students’ actions. Through analysing two teachers and their respective Grade R students’ interpretations of a worksheet task, provided to teachers in the project, we illuminate the way explicit constraints, in the form of task specifications, can be both enabling and constraining of learning. In so doing we recast this ‘double gap’ as enabling productive learning spaces for teacher educators, teachers and students