Results 171 to 180 of about 783,918 (199)
Professionalism on camera: results of a telehealth etiquette pilot curriculum on health profession students' competency. [PDF]
Front Health ServPittmann R +4 more
europepmc +1 more source
Mathematics and Didactic Contract in Swedish Preschools
European Early Childhood Education Research Journal, 2016 The purpose of this article is to study and analyse how a teacher implements an outdoor realistic problem situation for children aged 4–5 in a Swedish preschool. By an ‘outdoor realistic problem situation', I mean a situation initiated by a teacher in which children come into contact with mathematical concepts and in which the outside environment is ...
Delacour, Laurence, Delacour, Laurence,
exaly +3 more sources
Using the Construct of the Didactic Contract to Understand Student Transition Into University Mathematics Education [PDF]
Policy Futures in Education, 2014 In this article the concept of the Didactic Contract is used to investigate student ‘transition’ from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course taught at a ...
Birgit E.U. Pepin
exaly +4 more sources
Examining the Didactic Contract When Handheld Technology Is Permitted in the Mathematics Classroom
ZDM - International Journal on Mathematics Education, 2010 The use of mathematics analysis software (MAS) including handheld scientific and graphics calculators offers a range of pedagogical opportunities. Its use can support change in the didactic contract. MAS may become an alternative source of authority in the classroom empowering students to explore variation and regularity, manipulate simulations and ...
Kaye Stacey, Robyn Pierce, Roger Wander
exaly +4 more sources
The Didactic Contract in Times of Accreditation
Higher Education Research, 2021 Walter Arnaldo Cordoba +2 more
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Some of the next articles are maybe not open access.
Negotiating the Meaning of Questions in Didactic and Experimental Contracts
European Journal of Psychology of Education, 1993In recent years, the notion of communication contract has stimulated a lot of research in social developmental psychology as well as in education. This article presents two series of investigations using different methods for the study of the didactic and experimental contracts. The discussion focuses on some theoretical issues raised by these studies:
Michèle Grossen
exaly +3 more sources
Didactic Contract at the Beginning of University: A Focus on Resources and Their Use
International Journal of Research in Undergraduate Mathematics Education, 2018In this paper we introduce a link between the Theory of Didactical Situations and the Documentational Approach to Didactics, in order to study teaching/learning phenomena at the beginning of university mathematics studies. Specifically, we investigate the didactic contract at three levels: institutional, mathematical subject, and specific mathematical ...
Birgit E.U. Pepin, Ghislaine Gueudet
exaly +3 more sources
International Journal of Science and Mathematics Education, 2009 The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem- solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding of this concept.
Iliada Elia +2 more
exaly +4 more sources
ZDM, 2013
One of the manifestations of learning is the student’s ability to come up with original solutions to new problems. This ability is one of the criteria by which the teacher may assess whether the student has grasped the taught mathematics. Obviously, a teacher can never teach the ability to invent new solutions (at least not directly): he/she can ask ...
Bernard Sarrazy, Jarmila Novotná
openaire +1 more source
One of the manifestations of learning is the student’s ability to come up with original solutions to new problems. This ability is one of the criteria by which the teacher may assess whether the student has grasped the taught mathematics. Obviously, a teacher can never teach the ability to invent new solutions (at least not directly): he/she can ask ...
Bernard Sarrazy, Jarmila Novotná
openaire +1 more source