Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen‐year‐olds from two classrooms participated in the seven‐week long quasi‐experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business‐as‐usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations.
Arvostelu teoksesta: Milligan, Ian 2019. History in the Age of Abundance? How the Web Is Transforming Historical Research. Montreal & Kingston: McGill-Queen’s University Press. 310.
Many recent approaches to history education—such as those related to historical thinking, historical reasoning, or inquiry-based learning—have brought the practice of historiography (i.e. historical research and writing) to the center of learning about history. Students are to learn about how historical knowledge is constructed, and this is often pursued by instructional methods such as modeling or simulating expert historians’ practices in classrooms. In this paper, we approach historiography primarily as an epistemic practice that is shaped in part by (historians’) aims or goals. Understanding those aims can contribute significantly to our understanding of the historical inquiries that ensue. Yet education has not made these aims a central focus of research or instruction. Therefore, we explored academic historians’ aims in their practices of historiography. We interviewed 26 Finnish historians about their ongoing research endeavors. Our results display a range of aims in academic historiography, including general epistemological concepts (e.g. knowledge), dialogical aims (e.g., questioning existing ideas), textual products, dissemination (e.g., popularizing), bringing about societal change (e.g., influencing a sense of possibilities), connection to present, and emotions. These findings improve our understanding of the diversity of historiography as an intentional practice, and thus provide a better ground for developing the kind of history education that builds on historians’ practices.
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