Making mathematics inclusive: interpreting the meaning of classroom activity.

The article discusses the view of the author on using hermeneutics. According to the author, hermeneutics is the theory of interpretation which is categorized in forms including conservative hermeneutics, moderate hermeneutics, and radical hermeneutics. The author also mentions that teachers must be provided with support and training that will enable them to make judgments

Niza: El segundo referéndum irlandés

El 19 de octubre de 2002, los electores irlandeses invirtieron su postura sobre el Tratado de Niza y votaron mayoritariamente a favor de la ratificación, consiguiendo el 63% frente al 37% de los votos negativos. El factor clave de este resultado fue el aumento de la participación. En el año 2001, votó menos del 35% del electorado, si bien la segunda votación atrajo una participación del 48.5%. Las cifras muestran que la mayor parte de los votantes adicionales apoyó la ratificación. El resultado fue celebrado inmediatamente por el Taoiseach (Primer Ministro), Bertie Ahern, como una reafirmación del compromiso de Irlanda con el proyecto europeo y con la ampliación. Fue también motivo de alivio para el gobierno, los partidos políticos y los grupos de la sociedad civil que habían organizado una campaña muy distinta, en intensidad y compromiso a la de 2001

Students as change agents: new ways of engaging with learning and teaching in higher education

This is a set of practitioner resources for those wanting to set up student-based research projects in their institutions

Transforming the self: a study of transition and teacher development

Personal and professional development of teachers and trainees is studied through the training period and beyond in England. This is a study of the changing self during transition to teaching, reported through an interpretative narrative of the transitional experience. Three contexts are used: 1. The early development of the author. 2. The author's teaching and research activities with primary trainees in HE. 3. A longitudinal study of secondary trainees. A reflexive approach is used to discuss initial professional development, the growth of personal knowledge and the emergence of a teacher-self. Significant events are identified in the researcher's workplace: teaching episodes, informal meetings and interviews are analysed through a search for noticed themes. A single case study is piloted. Results are used to inform a longitudinal study, with data derived from semi-structured interviews and repertory grids. Data analysis informs the construction of a narrative of transition for each participant using a psychodynamic perspective analyse the data for evidence of conscious influences and unconscious elements. The study draws on Winnicott's theory of transitional space and its application to classrooms. The construct of self is theorised from both intrapersonal and interpersonal perspectives. The emerging teacher-self is evidenced as complex, idiosyncratic and partly influenced by unconscious material from childhood and adolescence. Salient features of participants' transitions are used to extend the theory and elicit an account of each transition. The findings are interpreted from a holistic viewpoint that recognises cognitive, affective and psychic influences on the development of an emergent teacher-self, viewed in terms of agency, intrapersonal and interpersonal dimensions