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Semiotics is the systematic study of sign processes (semiosis) and meaning making. Semiosis is any activity, conduct, or process that involves signs, where a sign is defined as anything that communicates something, usually called a meaning, to the sign's interpreter. The meaning can be intentional such as a word uttered with a specific meaning, or unintentional, such as a symptom being a sign of a particular medical condition. Signs can also communicate feelings and may communicate internally or through any of the senses: visual, auditory, tactile, olfactory, or gustatory (taste). Contemporary semiotics is a branch of science that studies meaning-making and various types of knowledge.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.
In contemporary education, mathematics education – known on the European continent as the didactics or pedagogy of mathematics – is the practice of teaching, learning and carrying out scholarly research into subjects related to the transfer of mathematical knowledge.
Laurentian University, officially the Laurentian University of Sudbury, is a mid-sized bilingual public university in Greater Sudbury, Ontario, Canada, incorporated on March 28, 1960. Laurentian offers a variety of undergraduate, graduate-level, and doctorate degrees. Laurentian is the largest bilingual provider of distance education in Canada.
Hans Freudenthal was a Jewish-German-born Dutch mathematician. He made substantial contributions to algebraic topology and also took an interest in literature, philosophy, history and mathematics education.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
This is an index of education articles.
Constructivist teaching is based on constructivist learning theory. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.
This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with D – F. Select a letter from the table of contents to find terms on other articles.
The International Commission on Mathematical Instruction (ICMI) is a commission of the International Mathematical Union and is an internationally acting organization focussing on mathematics education. ICMI was founded in 1908 at the International Congress of Mathematicians (ICM) in Rome and aims to improve teaching standards around the world, through programs, workshops and initiatives and publications. It aims to work a great deal with developing countries, to increase teaching standards and education which can improve life quality and aid the country.
Thomas S. Popkewitz is an Professor in the Department of Curriculum and Instruction, University of Wisconsin–Madison School of Education, USA. His studies explore historically and contemporary education as practices of making different kinds of people that distribute differences. He has written or edited approximately 40 books and 300 articles in journals and book chapters translated into 17 languages. Recent studies focus on the comparative reason of educational research as cartographies and architectures that produce phantasmagrams of societies, population and differences. The studies entail theoretical, discursive, ethnography, and historical studies that explore school, professional identities, and the relation to conceptions of differences inscribed childhood, learning and cultural differences.
Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research: learning science in learning communities, coteaching, authentic school science education, cultural-historical activity theory, social studies of science, gesture studies, qualitative research methods, embodied cognition, situated cognition, and the role of language in learning science and mathematics.
Modern elementary mathematics is the theory and practice of teaching elementary mathematics according to contemporary research and thinking about learning. This can include pedagogical ideas, mathematics education research frameworks, and curricular material.
Said Hadjerrouit is a professor of informatics and computer science at the University of Agder in Kristiansand, Norway. He got a doctoral degree (Dr.Ing) in 1992 in the field of medical expert systems and artificial intelligence, and a master's degree (1985) in software engineering from the Technische Universität Berlin, Germany. His teaching in Berlin focused mostly on informatics and society, philosophical and ethical issues of computing, and computers in developing countries. In 1991, he moved from Berlin to Kristiansand, Norway, and worked at the Institute of Electronic Data processing at the University of Agder. In 1994, he moved to the Institute of Mathematical Sciences at the same university, where he was appointed as an associate professor for teaching object-oriented programming, Web engineering, software development, and databases. From 2004, his work shifted to didactics of informatics and computer science education, ICT in mathematics education, ICT-enhanced learning, Web-based learning resources, social software, and Web 2.0 technology. In 2008, Hadjerrouit made a major shift in his research focus from didactics of informatics and Computer Science to mathematics education and use of digital tools in teaching and learning mathematics. He has been teaching the doctoral course “Theories in the Learning and Teaching of Mathematics” since 2014. He is also supervising two PhD students in the field of Flipped Classroom and documentational approach to mathematics education. Hadjerrouit has more than 140 publications in international journals and conference proceedings. He was awarded for Best Paper at Society for Information Technology and Teacher Education Conference in San Diego, California, United States, and IADIS e-Society conference 2012 in Berlin, Germany.
Marian Small is a Canadian educational researcher, academic, author, and public speaker. She has co-authored mathematics textbooks used in Canada, Austria, and the United States, and is a proponent of a constructivist approach to mathematical instruction within K–12 classrooms.
Critical mathematics pedagogy is an approach to mathematics education that includes a practical and philosophical commitment to liberation. Approaches that involve critical mathematics pedagogy give special attention to the social, political, cultural and economic contexts of oppression, as they can be understood through mathematics. They also analyze the role that mathematics plays in producing and maintaining potentially oppressive social, political, cultural or economic structures. Finally, critical mathematics pedagogy demands that critique is connected to action promoting more just and equitable social, political or economic reform.
Jillian Beryl Adler née Smidt is a South African Professor of Mathematics education at the University of the Witwatersrand and the President of the International Commission on Mathematical Instruction (2017–2020). Adler's work has focused on the teaching and learning of mathematics particularly in multilingual classrooms.
Arthur Bakker is a Dutch mathematics education researcher and associate professor at the Freudenthal Institute, Utrecht University, Netherlands. He is Fellow at the University of Bremen.
Anna Sierpińska is a Polish-Canadian scholar of mathematics education, known for her investigations of understanding and epistemology in mathematics education. She is a professor emerita of mathematics and statistics at Concordia University.
References
- ↑ "Luis Radford's Webpage!". Archived from the original on 2012-09-02. Retrieved 2010-05-30.
- ↑ "The Hans Freudenthal Medal for 2011 goes to Luis Radford, Université Laurentienne, Sudbury, Canada" (PDF), ICMI Column, Newsletter of the European Mathematical Society , 84: 49–50, June 2012.
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