A NARRATIVE INQUIRY EXPLORING THE ROLE OF WRITING IN MATHEMATICS TO FOSTER UNDERSTANDING

In recent years, there has been a growing trend in mathematics education research circles, advocating for more opportunities to allow students to be able to communicate their mathematical reasoning process with their peers. This paper takes readers through a narrative inquiry into the role of writing in mathematics, and how creating opportunities for students to writedown their mathematical ideas and the procedures they undergo in solving a problem ‘in their own words’ can increase motivation and interest in the study of mathematics and at the same time help students with developing a deeper understanding of concepts in mathematics, and the skills associated with ‘learning how to learn’ in a safe and collaborative learning environment

AWAKENING: INVESTIGATING APPROACHES THAT PROMOTE AUTHENTIC FACILITATION OF CONTEMPLATIVE TEACHING IN THE CLASSROOM

Teaching as contemplative professional practice involves awareness and understanding of our inner self, aspects of how we conceptualize situations, and how we act in particular moments. The element of 'presence' is also required in teaching as contemplative practice to develop a heightened sensitivity for what is happening in the moment and to fully experience the present with all of our senses. In a time where schools put a lot of emphasis on both rational and sensory ways of knowing (dealing primarily with knowledge in the past and future) it may be difficult for teachers to see the rationale in bringing into the curriculum, the practice of contemplation that focus solely on the present. However, recent studies show that contemplative practice such as mindfulness meditation is effective in fostering self-awareness and increasing capacities such as creativity, empathy, compassion, and interpersonal skills in schools and in the workplace. The aim of this study is to develop a theoretical understanding of the process teachers (who have been asked to introduce mindfulness meditation practices into their day-to-day teaching) undergo and the methods they employ to ensure that students actively engage in learning ‘in the present’, using a　grounded theory approach. The study suggests that a process known as ‘awakening’ is an essential first step in establishing authentic and meaningful environment for contemplative learning and teaching to thrive

Research provocation: Creating opportunities for deeper authentic learning for teachers to improve teaching and learning in schools

ABSTRACT The goal of teacher professional development should not only be to improve knowledge of the subject matter, but also to provide opportunities for teachers to reflect on their own teaching practices and consider how they can better support learners in their classrooms. For professional development to be effective and purposeful, it must support teachers during the crucial implementation phase where they directly apply what they ʺlearnʺ to what they ʺdoʺ in their classrooms. This paper attempts to explore the implications of a social constructivist Vygotskian model as it applies to teacher development, and how it can increase opportunities for deeper authentic reflection on teaching practices in the classroom, and support the creation of environments that nurture authentic teacher collaboration and teacher autonomy

A Spectroscopic Survey of a Sample of Active M Dwarfs

A moderate resolution spectroscopic survey of Fleming's sample of 54 X-ray selected M dwarfs with photometric distances less than 25 pc is presented. Radial and rotation velocities have been measured by fits to the H-alpha profiles. Radial velocities have been measured by cross correlation. Artificial broadening of an observed spectrum has produced a relationship between H-alpha FWHM and rotation speed, which we use to infer rotation speeds for the entire sample by measurement of the H-alpha emission line. We find 3 ultra-fast rotators (UFRs, vsini > 100km/s), and 8 stars with 30 < vsini < 100 km/s. The UFRs have variable emission. Cross-correlation velocities measured for ultra-fast rotators (UFRs) are shown to depend on rotation speed and the filtering used. The radial velocity dispersion of the sample is 17 km/s. A new double emission line spectroscopic binary with a period of 3.55 days has been discovered, and another known one is in the sample. Three other objects are suspected spectroscopic binaries, and at least six are visual doubles. The only star in the sample observed to have significant lithium is a known TW Hya Association member, TWA 8A. These results show that there are a number of young (< 10^8 yr) and very young (< 10^7 yr) low mass stars in the immediate solar neighbourhood. The H-alpha activity strength does not depend on rotation speed. Our fast rotators are less luminous than similarly fast rotators in the Pleiades. They are either younger than the Pleiades, or gained angular momentum in a different way.Comment: 38 pages incl. 14 figures and 4 tables, plus 12 pages of table for electronic journal only; LaTeX, aastex.cls. Accepted 07/18/02 for publication in The Astronomical Journa