This paper presents emerging findings based on 35 semi-structured interviews conducted with children and youth from the research project Children, Young People, and New Media in the Home. The objective of this research is to examine young people's use of the Internet by focusing on the overall media environment at home. Our study indicates that while children and young people are active and intrepid Internet surfers, they use the Internet to extend their local and school-based social ties, and that they have very little concern for offensive or illegal content issues. We argue that these experiences of children and young people need to be considered an intrinsic facet of Canadian Internet policy development treating children and young people as valid and active citizens.Résumé : Cet article présente de nouvelles données basées sur trente-cinq entrevues semi-structurées menées auprès d'enfants et de jeunes dans le cadre du projet de recherche « Les enfants, les jeunes, et les nouveaux médias au foyer ». L'objectif de cette recherche consiste à examiner l'utilisation d'Internet par les jeunes en tenant compte de leur milieu médiatique au foyer. Notre étude indique que les enfants et les jeunes, bien qu'ils soient des cybersurfeurs actifs et intré-pides, utilisent principalement Internet pour développer leurs réseaux locaux et scolaires, et qu'ils ne se préoccupent guère de questions de contenu offensif ou illégal. Nous soutenons qu'il faut tenir compte des expériences de ces enfants et jeunes dans l'élaboration d'une politique canadienne pour Internet qui traite ceux-ci comme des citoyens actifs à part entière.
The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine participants who were then interviewed and observed as they presented a session at the conference. Participants' statements revealed differences in their views of mathematical processes. The analysis led to an emergent framework for views of mathematical processes that includes three levels: participatory, experiential, and sense-making. Implications are shared for mathematics methods instructors, professional learning, and research. Discussion also relates the framework to the Standards for Mathematical Practice.
In this 3-part activity, students use paper-folding and an interactive computer sketch to develop the equation of a parabola given the focus and directrix.
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