This article presents an analysis of how current immigration policy affects educators and their efforts to educate in schools serving immigrant families. The focus was on those factors that play a critical role in meeting the needs of immigrant students including access to schools and school programs; assessment and placement; differentiated curricula; school climate; availability of support services and community involvement. The analysis suggests that immigration policy affects education by its facilitation of a massive increase in school enrollment of immigrant students whose presence is a major stimulus for school restructuring and curricular reform. Furthermore, their level of education will strongly affect the quality of the future labor force and the demand for public services. This indicates that educational leaders must focus on reform efforts that realize, at the minimum, high school graduation and college attendance. Moreover, the public must advocate reforms that encourage naturalization and expedite English proficiency for adult immigrants already living and working in all regions of the nation.
Research in the didactics of mathematics has shown the importance of the problem of the particular and its relation to the general in teaching and learning mathematics as well as the complexity of factors related to them. In particular, one of the central open questions is the nature and diversity of objects that carry out the role of particular or general and the diversity of paths that lead from the particular to the general. The objective of this article is to show how the notion of semiotic function and mathematics ontology, elaborated by the onto-semiotic approach to mathematics knowledge, enables us to face such a problem.
La promoción del pensamiento algebraico en alumnos de primaria requiere implementar acciones formativas específicas para los profesores, lo que a su vez implica elaborar instrumentos de evaluación del estado de sus conocimientos didáctico - matemáticos sobre el tema. En este trabajo presentamos resultados del estudio realizado para la construcción de un cuestionario de evaluación de los conocimientos didáctico - matemáticos de estudiantes de magisterio sobre razonamiento algebraico elemental. Describimos las categorías de conocimientos algebraicos tenidas en cuenta (estructuras, funciones y modelización) y las categorías de conocimientos didácticos (facetas epistémica, cognitiva, instruccional y ecológica). Así mismo se describen y analizan las tareas incluidas en el cuestionario informando de la validez de contenido del mismo.
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