The challenge of proportion: does it require rethinking of the measurement paradigm?

Vysotskaya, Elena; Lobanova, Anastasia; Rekhtman, Iya; Yanishevskaya, Maria

doi:10.1007/s10649-020-09987-8

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…Davydov's curriculum, in relation to algebra and proportional reasoning, offers a conceptual continuity since children are introduced, from the very start, to a general formulation that gets specified in greater and greater detail but never needs to be rejected. Two articles from the special issue (Polotskaia & Savard, 2020;Vysotskaya, Lobanova, Rekhtman, & Yanishevskaya, 2020) consider questions of proportional or multiplicative reasoning (which I take to be synonymous).…”

Section: Transposing a Curriculummentioning

confidence: 99%

“…This aim reminds me of a challenge the UKbased mathematics educator, Dick Tahta, would sometimes talk about: what are the canonical images of mathematics, a minimal set, that might be sufficient for the entire secondary curriculum as well? Vysotskaya et al (2020) also consider the role of proportional reasoning, and they are concerned with the critique of Simon and Placa (2012) which is that while Davydov's curriculum introduces several important forms of proportional reasoning, it does not give children access to reasoning about intensive quantities (defined below). Vysotskaya et al (2020) agree with this critique and find, within Davydov's writings, suggestions for a consideration of intensive quantities which they take up and develop.…”

Section: Transposing a Curriculummentioning

confidence: 99%

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Commentary on a special issue: Davydov’s approach in the XXI century

Coles

2021

Educ Stud Math

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The articles in this special issue, collectively, provide overwhelming evidence that a curriculum which has as its primary basis the counting of discrete objects (and hence which introduces numbers as discrete) is not an effective or rational organisation. In this commentary, I discuss the contribution of each article to an understanding of Davydov’s ontology and epistemology, issues around the transposition of a pedagogy or curriculum from one country to another, early algebra and proportional or multiplicative reasoning. From Davydov’s own research and the writing in these articles, we know children are able to understand abstract structures from an early age. The thinking in this special issue provides tools to investigate and question any context in which such understanding is not routinely taking hold.

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Section: Transposing a Curriculummentioning

confidence: 99%

Section: Transposing a Curriculummentioning

confidence: 99%

Commentary on a special issue: Davydov’s approach in the XXI century

Coles

2021

Educ Stud Math

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“…Há já consenso de que para ensinar Matemática é essencial ao professor conhecer ampla e profundamente os tópicos a serem ensinados (Ma, 1999). No entanto, o foco das pesquisas sobre o ensino de matemática tem sido maioritário nos conhecimentos dos alunos (Barret et al, 2012;Hiebert, 1984;Vysotskaya et al, 2020), deixando para segundo plano o conhecimento do professor e suas especificidades para ensinar, em particular, Medidas (Policastro et al, 2020;Ribeiro et al, 2018;Subramaniam, 2014). Sendo o conhecimento do professor um dos elementos que impacta nas aprendizagens e capacidades matemáticas dos alunos (Boyd et al, 2009;Hill & Chin, 2018) e nas ações e decisões que ele emprega em sua prática letiva (Charalambous, 2015;Ribeiro et al, 2012), torna-se essencial explorar algumas das especificidades desse conhecimento como forma de ampliar os entendimentos sobre seu conteúdo e as propostas de programas de formação de professores (Caldatto et al, 2018).…”

Section: Introductionunclassified

Uma Caracterização Do Conhecimento Especializado Do Professor De Matemática Da Educação Infantil E Anos Iniciais Em Tópicos De Medida

Policastro,

Ribeiro

2023

RELIME

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As dimensões matemática e pedagógica do conhecimento do professor são consideradas especializadas, e pretendese descrever o conteúdo do conhecimento revelado por participantes de um processo formativo com foco nos tópicos de Medida. Considerando o Mathematics Teacher’s Specialised Knowledge (MTSK), explora-se e descreve-se o conteúdo do conhecimento revelado por um grupo de professores ao resolverem uma Tarefa para a Formação, implementada em um curso para professores que atuam desde a Educação Infantil, no Brasil. Os resultados trazem um refinamento da categorização do conhecimento do professor, associada aos tópicos (KoT), ao considerar, de forma separada, o detalhamento do conteúdo desse conhecimento, relativamente a definições, propiedades e fundamentos. Além disso, no estudo, um conjunto de descritores de conhecimento evidenciam particularidades e especificidades dessa componente do conhecimento do professor, particularmente para os tópicos de Medida, possibilitando um tipo de mapeamento de elementos estruturais e estruturantes desse conhecimento.

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“…The planning of the qualitative research is superior for uncovering individual experiences, beliefs, and use of the expression in the real world(Polotskaia & Savard, 2021;van Gerven, 2021;Vysotskaya et al, 2021). The supporters of interpretivism claim that time and contextual free generalization are the manifold constructed certainties that are neither wanted nor achievable(Frost, 2021;Hill & Knox, 2021).…”

mentioning

confidence: 99%

Students Perception About the Role of Interview During M.PHIL and PH.D. Admission at a Public Sector University of Lahore, Punjab-Pakistan

Maqbool

Hashmi

Hassan

et al. 2021

HSSR

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Purpose of the Study: Focusing on the importance of the research interview, the researchers planned current qualitative research to explore students’ perceptions about the role of an interview conducted during the selection of M.Phil and Ph.D. admission in one of the public sector University of Lahore, Punjab-Pakistan. Methodology: The researchers adopted qualitative research leading to interpretivism paradigm. This study adopted a phenomenology research design. The researchers selected five M.Phil and five Ph.D. scholars were selected by using purposive technique. The researchers administered a self-constructed interview protocol to collect the data from the respondents. After signing a formal consent letter from participants, the researchers recorded interviews from the respondents in voice recorders and transcribed the interviews word by word. The researchers used thematic analysis approach to analyze the data. Main Findings: The results declared that the majority of the students agreed that personality has a better effect during the interview; slight sensation of nervousness before the interview; disturbed bodily condition before interview panel; friendly, cooperative, and supportive behaviour of interview panel; comfortable environment; enriched institute with qualified foreign faculty; fully confident after the interview for admission; asking of relevant questions and they get admission in to enhance their qualification for getting good-paying job and knowledge. Applications of this study: The results of the current research are applicable in public and private sector universities of Punjab, including district Lahore in which experiential and dynamic teachers are the members of the selection panel. They were aware of students perceptions while conducting interviews and familiar with their exact situations that happened in the committee rooms, as the students/applicant are the real observe of their teachers. Novelty/Originality of this study: This is the innovative and foremost research structured in Pakistani public sector educational institutions in which the authors highlighted the actual situations that happened between the interviewer and the interviewee during M.Phil and Ph.D admission. The authors have also contributed to the existing body of knowledge. The findings of the research have opened the horizon for future researchers to explore the dimension of the interviews focusing on the quantitative and mix-method design on a large sample of the participants.

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The challenge of proportion: does it require rethinking of the measurement paradigm?

Cited by 7 publications

References 20 publications

Commentary on a special issue: Davydov’s approach in the XXI century

Commentary on a special issue: Davydov’s approach in the XXI century

Uma Caracterização Do Conhecimento Especializado Do Professor De Matemática Da Educação Infantil E Anos Iniciais Em Tópicos De Medida

Students Perception About the Role of Interview During M.PHIL and PH.D. Admission at a Public Sector University of Lahore, Punjab-Pakistan

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