Investigating Representations of Ratio among Prospective Mathematics Teachers: a Study of Student-Teachers and Students of Mathematics in an Irish University (original) (raw)
Related papers
Education for the challenges of the future
Pedagogijska istraživanja, 2013
Proper planning of education in the light of the challenges of the future is not a simple task. education planned for those who are born in 2010 should enable them to have successful careers perhaps as far in the future as 2080. Short-term strategies thus initially fail. even more so as there is no strategy for the development of the country itself. The events of the second half of the 20 th century and the beginning of the 21 st century have utterly changed the assumptions for planning successful education for the following period. There are two segments of education that should be distinguished-formal education and lifelong learning. The notion of lifelong learning should primarily include education for performing new tasks that never existed during the period of formal education, such as the introduction of computers or microelectronics in the previous period. Reorganisation of the entire education system from the nursery school to doctoral studies is a far more difficult pursuit. In the area of formal education we should carry out maximal generalisation. Generalisation refers to a synthesiological and fully comprehensive approach with the aim of carrying out the identifying functions. These considerations are based on the results of my own research during the last quarter of the century. education is seen as an information system for which we should define a system of aims (non-existent) and determine an entry into that system. A particular problem with education as this system's environment and a base of a successful career is the fact that the world is becoming ever more virtual, cyber-oriented, extremely information-determined, robotical and avatarised. A sophisticated educational pyramid comprising seven levels is offered as an entry into the system of education. The first three levels, essential and invariable, are mathematics, physics and chemistry. A complete transformation is introduced on the fourth level, called general techniques, where biology is one of the essential although not sufficient conditions for successful teaching. The concept of general techniques requires the introduction of archaeology of nature (natural science) and archaeology of culture. everyone should be learning the materials the generalisation of which would benefit from a new systematisation and the study of production procedures irrespective of material type. A systematic theory is a powerful tool in this instance. everyone should be familiar with 6 basic techniques. The concept of general techniques development from the Big Bang to infinity significantly contributes to the predictions. The concept of humane cultural studies is explained. What is asked for is teaching from the perspective of transcendental human needs.
Our view of learning and education
Understanding is critical to solving the problems in The Skills Gap and changing education because it is the mastery learning skill and it is not possible to achieve understanding consistently in our current education system! Understanding is achieved by experiencing something first-hand and this means that the teaching and assessment process is complex and not manageable in the way we do things now. Vivagogy understands Understanding! We have designed and are building a complex online system for capturing the data for all learning formal and informal which means for the first time we can deliver personalised experiential learning, assess and managing it. It is a system which can deliver Understanding. Skills Skills are the proficiencies developed through training, or experience. A skill is a thing you can do. It's the basis of " I can do " statements and it is demonstrated and assessed easily in formal learning There is a fine line between skills and abilities. Abilities are the qualities of " being able to do " something. The differentiator is whether the thing in question was learned or innate. If a student has an innate skill it is called natural ability. Knowledge Knowledge is information acquired. Knowledge is theoretical but skills are more practical. Knowledge is knowing about something without necessarily being able to do it. It is the area that has most radically changed with internet usage which puts knowledge in the hands of everyone although they may not know how to make use of this knowledge. Knowledge is a measure of the ability to perform fast, reliable, retrieval of facts and information. It used to be totally the teacher's domain or found in books but due to technology it is now anyone's and therefore student's attitudes have changed. Teachers roles have also changed as they are no longer the font of knowledge. Keywords in the measurement of knowledge include: Know that, can tell you that, Understanding
The Teacher of the Future: The Challenges of Self-Development and the Stakes of Academic Knowledge
Undoubtedly, the teacher plays a fundamental and central role in the life of the child and in the future of the Ummah in general. He provides him with science, knowledge, morals, behaviour, belief and ambition as they spend together almost eight hours a day full of activity, vitality and vigour. These hours are longer than those the child spends with his parents and relatives. Accordingly, the teacher holds the position of the fundamental educator, the first teacher and the central actor in the life and upbringing of the child. If the teacher is good, the child and the society will be definitely good, because the “industry” of the educated, responsible and believing person is the cornerstone of the edification of society, civilization, culture and the future. The teacher is therefore really a prophet as said the prince of poets Ahmed Shawqi (1): Rise in reverence for the teacher The teacher is almost like a prophet, Do you know any more honourable and venerable person than The one who builds up and brings up spirits and minds? Praise be to you my God, the best teacher Who taught with the pen the first centuries, You brought this mind out of its darkness And guided it to the path of enlightenment, And marked it in teacher touch Sometimes rusty, sometimes acute To overcome the several challenges facing it now and in the future and to guarantee its continuity as an active and interactive civilization and culture, the Arab Islamic world should reconsider its educational paradigm, especially its three main elements: the teacher, the learner and the curriculum, with special attention to the teacher, who is the driving force of the educational system in its totality. It is over the time of the “teacher-lion” of whose roar children were afraid and the violent fear of whom seized them when he showed up in the classroom or in the street. With this type of traditional teacher, the educational strategy was based on overpowering and despotic authority and unfair parenthood, while providing a huge bulk of unpractical information to the child, encouraging him to memorize them and then reciting them as a proof that he had learned them, whereas he had not understood them and had not benefited therefore from their content. One of the causes of the failure of this educational system throughout history is that the accumulation of information for the child in this traditional, authoritarian and non-interactive environment led to the production of cognition “clichés” instead of producing knowledge in the true meaning. This led the Arab Islamic world to lag behind the progress of civilization due to the scientific and technological backwardness and made of it a mere consumer of immediately available technology without playing any role in its production. Effective education is associated more with the psychological characteristics of the teacher than with his cognitive characteristics. Purposeful interaction influences despotic authority and aims at developing the personality of the teacher through eradicating his educational and psychological illiteracy so that he becomes a “knowledge facilitator” instead of becoming an “information provider”. The learner can receive today all the information he wants through the internet, the mass media and television as well as through the other technological means available in the age of scientific influx and digital revolution. He remains, nonetheless, in need of a teacher to accompany him in the learning process and facilitate for him the extraction of scientific and functional knowledge from the huge bulk of information he gets inside and outside the school. The teacher of the future is required to face the educational challenges with determination, firmness and professionalism. He should also face the stakes of information influx with perseverance, wisdom and rationality, through lifelong continuing training “the teacher’s lifelong learning” to preserve his “teaching fitness”. He is further required to have appropriate capabilities that enable him to adjust to the educational new developments, keep abreast of the age and improve his teaching means and methods. The present paper aims at studying thoroughly the teacher of the future and discovering his professional obligations, knowledge rights, and ways to reconsider his training so that he meets the knowledge needs of his age and becomes a main actor in the process of sustainable development.
Some Thoughts on Education for the Future
Some Thoughts on Education for the Future, 2023
Education is undergoing a historic transformation. Throughout history, access to higher education has changed from being a privilege of birth or talent (elite phase) to becoming a property of those with specific qualifications (expert phase). Nowadays, a higher education diploma is required for most occupations, both now and in the future, while the boundaries of common knowledge continue expanding (universal phase). Nowadays, educators overwhelmingly recognize that new generations will need to rely on multidisciplinary knowledge to comprehend solutions to real problems. Furthermore, it is not sufficient to develop the motivational and self-guiding capacity of individuals. The collective future requires embedding an attitude amenable to knowledge sharing. The advances in information technology have brought us a plethora of means for accessing, classifying, storing, and displaying virtually any portion of the knowledge treasures, at the speed of magnetic waves. The digital myriad has soon enfolded the education sector along with the rest of the socio-economic domains. Technical barriers that obstruct the implementation of trends such as Problem/Project/Team-based Learning, Massive Open Online Courses, and Authentic Assessments have literally disappeared.
2015
Abstract: There is poverty extreme poverty, in the world, despite increased literacy rates. This means education has fallen short of its promise, because it has left a very large number of human beings deprived of basic needs of existence. In addition, bizarre diseases, related to the aberrations of the mind, have increased considerably over the years, despite the growth of research in medicine. Why is there dissatisfaction with education despite increase in literacy rates and such elaborate discussions throughout the world on how to make learning interesting and effective? The answer to this is obvious. We link education to passing examinations and going to the next class but not to excellence of existence. Teachers rarely realize that knowledge is not power. Thinking does not come automatically to human beings. They can at best manage arbitrary or elementary thinking. Creative and purposeful thinking has to be taught in schools much more than providing random information Key words...
Some Reflections on the Future of Education
Eruditio, 2018
Far from offering a tentative structured theory or solution regarding the urgently needed reforms concerning education in the 21 st century, we limit ourselves to some punctual considerations of how education can prepare students for the future. Even if they are not directly connected, we hope they may help in creating the indispensable radical paradigm shift in the way we teach and learn, which is needed to meet the multi-dimensional challenges confronting global society in the 21 st century. They involve the following points: an attitudinal change from memorizing to understanding; openness to the internet requirements of the present 4 th Industrial Revolution; and developing a connection to Nature and our inner Self or essence, so students can get guidance in their lives and also to help find solutions for the many problems humanity faces today.
1985
S ............................................................................................................... 12 Keynote Presentations ........................................................................................................................... 12 Thematic Section 1: Comparative and International Education & History of Education ............................... 13 Thematic Section 2: Teacher Education .................................................................................................. 15 Thematic Section 3: Education Policy, Reforms & School Leadership ........................................................ 17 Thematic Section 4: Higher Education, Lifelong Learning & Social Inclusion .............................................. 19 Thematic Section 5: Law and Education ................................................................................................. 20 Thematic Section 6: Research Education & Research Practice ...........................
About Education as a Fundamental Human Dimension
SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE
People are, above all, cultural beings; the central elements of culture are values, they direct the spirit of any culture and function as a selective grid towards cultural creation and diffusion. Culture involves all the products of human activity, values and modes of behavior objected by certain communities to other human communities and subsequent generations. As a global process, education could be characterized as a quick and abridged recapitulation-because it is selective-of the cultural experience of humanity as a whole and, in particular, the experience of the community and the reference group. Biopsychological maturation processes, socialization and culture can only be conceived through intimate correlation, they are three facets of a single process. Therefore, the mature psychological individual, the social and the cultural being are just hypostases of the Ego, because it is an existential unity.