bluuebunny/crossref_metadata_2025 huggingface dataset:
Research, Reflection, Practice: Look Who's Talking: Differences in Math Talk between U.S. and Chinese Classrooms
Authors: Sims Linda
Published: December 2020

After twenty-three years of teaching, I stepped out of the classroom and into the world of education research. As part of a team of researchers comparing mathematics teaching and learning in the United States and China, I spent many hours watching videotaped mathematics lessons from fourth- and fifth-grade classrooms in both countries. It was fascinating. (To be honest, it was luxurious, since I was not also trying to grade spelling tests while I watched.) After I got past my initial reactions to the foreign setting—including bare walls, desks in rows, and over forty students per class—more substantive features of the differences between Chinese classrooms and what I was accustomed to seeing in U.S. classrooms began to capture my attention.
Transform Textbook Lessons
Authors: Hodges Thomas E. , Lanry Geri A. , Cady JoAnn
Published: December 2020

Transitioning conventional elementary textbook lessons into Standards-based teaching goes much deeper than placing a problem in context. If you do not know why or how—read on.
Contemporary Curriculum Issues: Using Curriculum to Build on Children's Thinking
Authors: Drake Corey , Cirillo Michelle , Herbel-Eisenmann Beth
Published: December 2020

“Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well” (The Teaching Principle, NCTM 2000, p. 16).
Problem Solvers: September 2009
Authors: Watt Carrie
Published: December 2020

What happens to rainwater after it hits the ground is an often-overlooked environmental issue. This question can lead to interesting discussions about estimating the amount of water runoff for areas around your school as well as finding ways to reduce the community's runoff coefficients. Simple acts, such as ensuring that roof downspouts are directed to green space and not pavement, make a big difference in the quality of the area's natural bodies of water. The context of the Storm-Water Management problem offers opportunities for curricular connections to science (water cycle, wetland ecosystems, environmental issues) and social studies (community development).
Gifted, Talented, and High-Achieving
Authors: Barger Rita H.
Published: December 2020

An experienced educator gives practical do-and-don't guidelines to maximize students' potential to advance mathematically every day.
Supporting Math Vocabulary Acquisition
Authors: Bay-Williams Jennifer M. , Livers Stefanie
Published: December 2020

Learn when and how teachers can use rich mathematical vocabulary to develop and maximize students' learning, particularly English Language Learners and struggling readers.
Techniques for small-group discourse
Authors: Kilic Hulya , Cross Dionne I. , Ersoz Filyet A. , Mewborn Denise S. , Swanagan Diana , Kim Jisun
Published: December 2020

Different types of instructional facilitation influence students' thinking and reasoning; reflecting on your own practices can help you determine your role as an instructor and increase your competence.
Contemporary Curriculum Issues: Transitions from elementary to middle school math
Authors: Schielack Janie , Seeley Cathy L.
Published: December 2020

The beginning of every school year provides challenges to students from a variety of sources. This year's teachers may structure their classroom differently from last year's teachers. Teachers at the same grade level may place greater emphasis on different topics. Teachers' expectations for how students participate in instructional activities may differ. Students also face the problem of forgetting what they learned last year, especially if they have not used particular mathematical knowledge or skills over the summer months. Such annual challenges are minor in comparison with the challenges that students face during crucial transition points: from elementary school to middle school, from middle school to high school, and from high school to postsecondary education.
In My Opinion: Practice what we preach
Authors: Watanabe Tad
Published: December 2020

“A mile wide and an inch deep” is an oftenrepeated criticism of U.S. mathematics curriculum. In 2006, NCTM published Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence to suggest important areas of emphasis for instruction. Many states produced new standards that were informed by the book. However, Charles (2008/2009) argues that we must address not only the mile-wide issue, by reducing the number of skill-focused standards, but also the inch-deep issue, by making essential understanding more explicit. Charles suggests that many useful resources are available to deal with the latter.
From the Classroom: My lucky day
Authors: Olvey Maura
Published: December 2020

Embarrassingly traditional. Isn't admitting your problem the first step to change? I confess: I was an embarrassingly traditional math teacher.
Early Childhood Corner: Enhancing think-pair-share
Authors: Tyminski Andrew M. , Richardson Sue Ellen , Winarski Elizabeth
Published: December 2020

Brendon's words hung in the air. The classroom seemed alive with energy. A murmur went around the room as each student mathematician considered what their colleague had shared and thought aloud about the method he had presented.
Teaching with cognates
Authors: Gómez Conrado L.
Published: December 2020

Words in two languages that share meaning, spelling, and pronunciation, cognates are an obvious bridge to English for Spanish-speaking learners to access mathematical knowledge.
Math by the Month: Grocery shopping math
Authors: Wilburne Jane
Published: December 2020

Shopping at the grocery store presents many opportunities to problem solve. Let's take a trip to the store and use different strategies to solve the following problems.
Math by the Month: Going Green
Authors: Kurz Terri L. , Garcia Jorge
Published: December 2020

Discover ways to raise your students' awareness of environmental issues by integrating problem-based activities focused on going green and recycling. Be part of the effort to conserve and recycle the objects after each activity
A reflection framework for teaching math
Authors: Merritt Eileen G. , Rimm-Kaufman Sara E. , Berry Robert Q. , Walkowiak Temple A. , McCracken Erin R.
Published: December 2020

Evaluate the quality of your instruction by using the eight dimensions of M-Scan, an observation tool that links math standards with day-to-day practice.
Math by the Month: I Can Hear the Math in This Book!
Authors: Lewis Cathie , Lewis Tom
Published: December 2020

These activities are designed to appeal directly to students. Students may work on the activities individually, in pairs, or in small groups. No answers are given so that students will look to themselves as the mathematical authority.
Early Childhood Corner: Exploring Data: Kindergarten Children Do It Their Way
Authors: Curcio Frances R. , Folkson Susan
Published: December 2020

In our experience, we have found that teachers often wonder if children would be able to collect and record data if they were not actually shown or told what to do.
Math by the Month: The Measure of Music
Authors: Rothenberg Barbara Skolnick
Published: December 2020

These activities are designed to appeal directly to students, giving them open-ended questions to engage their intellect through interests. Students may work on the activities individually, in pairs, or in small groups. No solutions are suggested or given so that students will look to themselves as the mathematical authority, thereby developing the confidence and critical-thinking skills necessary to validate their work.
Math by the Month: How Do You Measure Up?
Authors: McGregor Jan
Published: December 2020

These activities are designed to appeal directly to students, giving them open-ended questions to engage their intellect through their interests. Students may work on the activities individually, in pairs, or in small groups. No solutions are suggested or given for the activities so that students will look to themselves as the mathematical authority, thereby developing the confidence and critical-thinking skills necessary to validate their work.
A Teacher's Journal: Half-Time Day
Authors: Kuhns Catherine
Published: December 2020

In my multiage class of six- through eight-year-olds, I am always looking for ways to bring mathematics into the real world of the children, making it more relevant and much more enjoyable.
Early Childhood Corner: Doing What Comes Naturally: Talking about Mathematics
Authors: Andrews Angela Giglio
Published: December 2020

How did you figure out how to divide these cookies equally?” I asked the kindergarten children seated at the red table.
Mathematical Meaning in Context
Authors: Senger Elizabeth S. , Platte Sara B. , Zandt Julie Van
Published: December 2020

The thousand paper cranes that had been hanging from light fixtures in our Baton Rouge. Louisiana, classroom flew to Japan as a symbol of peace. The peace package resulted from a team-teaching effort involving origami, children's literature. Japanese culture, and a focus on social issues.
Number Operations from an Algebraic Perspective
Authors: Vance James H.
Published: December 2020

A student teacher whom I was observing in a first-grade classroom was concluding a lesson on addition in which one of the addends was 0 and the other, a number up to 5. After the books and materials had been put away, she asked the children to hold up their hands if they could tell her, without counting or using their fingers, the answer to 4 plus 0. Most hands went up immediately, and the children agreed that the sum was 4. She then asked if anyone could predict the answer to 0 plus 9.
Learning to Listen: Lessons from a Mathematics Seminar for Parents
Authors: Morse Amy B. , Wagner Polly
Published: December 2020

It is 6:00 on a Thursday evening. Twenty parents leave their children behind to finish dinner, to take baths, and to be read to by someone else. They then head off to school for another in a series of eight three-hour sessions on mathematics. Class does not quite start on time, as usual. Maria is late—the babysitter did not show up on time. Ed's spouse did not get home from work in time, and the children are too young to be left on their own. Lavinia calls from work; she cannot leave in time to get to school tonight, and she is very sorry to miss the class. Despite the slow start, our classroom begins to fill. Evan has brought food to share, a much appreciated dinner substitute. Tamiko brings her homework to the facilitator and asks if she may turn in a rough piece of writing or if she should take it home and work on it some more. Standing around the snack table, parents talk together for a few minutes about the traffic, the rush to gel here, a new mathematical idea they heard from their child….
Promising Research, Programs, and Projects: Networking to Make a Parent Project a Dream Come True
Authors: Levine Linda L.
Published: December 2020

In my job as program specialist for elementary mathematics for Orange County Public Schools in Orlando. Florida, the opportunities to network with colleagues, representatives of business and industry, members of the mathematics community, and community personnel are plentiful. One such networking episode enabled my dream for a parent project to come true.
A Data “Eggs” ploration
Authors: Chambless Martha S. , Blackwell Sarah , Redding Carol , Oswalt Angie
Published: December 2020

Using Chicken Sunday by Patricia Polacco (1992) as a springboard, partners in a University of Mississippi Professional Development School (PDS) instructional team implemented an “Eggs” ploration project with a second-grade class. This two-wcck project was based on a child-centered, problem-solving approach to connecting literature and writing with mathematics (NCTM 1989), an approach that cultivates students' natural curiosity and disposition to ask questions (Winograd and Higgins 1995). The project also supported Kilpatrick's (1985) assertion that discovering and creating authentic problems should he embedded in the learning environment of young children. “The experience of discovering and creating one's own mathematics problems ought to be part of every student's education” (Kilpatrick 1987. 123).
Critical Thinking through Estimation
Authors: Boucher Alfred C.
Published: December 2020

Young children are naturally intrigued with the world around them. They use everyday materials in their play not only to answer intrinsic questions but also to formulate new. more thought-provoking questions. The inquisitive nature of children is an excellent springboard to enhancing critical thinking through estimation.
In My Opinion: Ethnomathematics and Multicultural Mathematics Education
Authors: Zaslavsky Claudia
Published: December 2020

For over a decade, teachers, administrators, elders, and other community members of the Yup’ik Eskimo villages in southwest Alaska have been planning ways to integrate traditional Yup’ik mathematics and science into the school curriculum. introducing such topics as the Yup’ik base-twenty system of number words and the symmetry of patterns in clothing and basketry.
Math Storybooks
Authors: Zanger Virginia Vogel
Published: December 2020

How can we get parents actively involved in their children's mathematics learning—especially when mathematics class looks less and less like the parents’ own experiences in school? Teachers at the Joseph J. Hurley Elementary School in Boston faced this question head on three years ago when we launched a mathematics initiative to revamp our mathematics program. We came up with several strategies to involve and educate parents.
News from the Net: Cut-the-Knot
Authors: Lazerick Beth
Published: December 2020

This entertaining and challenging site is for teachers who want to explore mathematical puzzles, problems, and curiosities.
Tech Time: Using Computers for Algebraic Thinking
Authors: Sarama Julie , Clements Douglas H.
Published: December 2020

Computers help students develop algebraic thinking. Why? They can act as dynamic “function machines,” allowing students to explore variables and relationships among variables. They “run” and reveal patterns, helping students see relationships as they emerge. They serve as a bridge between concrete examples and algebraic representations.
News from the Net: PBS Mathline
Authors: Lazerick Beth
Published: December 2020

The Public Broadcasting System (PBS) is finding more ways to serve teachers and students.
Early Childhood Corner: Shape Up!
Authors: Oberdorf Christine D. , Taylor-Cox Jennifer
Published: December 2020

Geometry is an essential component of mathematics instruction. “Geometry helps us represent and describe in an orderly manner the world in which we live” (NCTM 1989, 48). Research in the field of early childhood mathematics education (Fuys and Liebov 1993; Del Grande 1985; Fruedenthal 1973) confirms that children are naturally intrigued by, and motivated to learn more about, the geometry that defines their worlds. Although it is important to provide a rich geometry program in the primary grades, research reveals that the little attention given to geometry is typically for exposure purposes (Bruni and Seidenstein 1990; Porter 1989). Therefore, any classroom time devoted to geometry is precious.
Math by the Month: Geometry
Authors: Jacobs Anne , Rak Sharon
Published: December 2020

The “Math by the Month” activities are designed to appeal directly to students. Students may work on the activities individually or in small groups. No solutions are suggested so that students will look to themselves as the mathematical authority, thereby developing the confidence to validate their work.
Integrating Mathematics with Problem Solving Using the Mathematician's Chair
Authors: Hildebrand Charlene , Ludeman Clinton L. , Mullin Joan
Published: December 2020

This article describes how Mullin, in collaboration with two college instructors, designed and carried out an action research study to answer her own instructional questions. Action research is a process of studying some aspect of teaching through the use of disciplined inquiry (Association for Supervision and Curriculum Development 1995). Teachers engage in action research to improve their instructional practices on the basis of a deeper understanding gained through the collection and analysis of relevant data. Action research can take place on three levels: an individual teacher might examine his or her classroom, a group of teachers might collaborate to research a shared interest, or an entire school might research an issue. In this study, the teacher-researcher looked most directly at the aspect over which she had control: the nature of instruction in mathematics problem solving.
A Teacher's Journal: What's in the Box? A Problem-Solving Lesson and a Discussion about Teaching
Authors: Bird Elliott
Published: December 2020

While holding up a small, thin, cardboard box, I asked, “What do you think is inside?” As I shook it, my class could hear the sounds of objects shuffling about. Puzzle pieces, playing cards, candy, and pencils were some of the responses that I received. “They are puzzle pieces of a sort,” I said, “because this is a puzzle and I will show you a piece only after you have identified it.
In My Opinion: A Dependence on Technology and Algorithms or a Lack of Number Sense?
Authors: Gordon Calvert Lynn M.
Published: December 2020

My students stop thinking when they are given a calculator. They just punch in numbers to get an answer. It doesn't take long before they are dependent on their calculators for even the simplest questions.”
Links to Literature: Amanda Bean and the Gator Girls: Writing and Solving Multiplication Stories
Authors: Wickett Maryann S.
Published: December 2020

Having children create and solve their own story problems is a valuable activity. It encourages the child to think carefully about and apply a concept to create and solve a problem. In addition, teachers can gain valuable insights into the child's thinking and level of understanding, enabling them to guide students' thinking more effectively. Several curriculum units written for third grade, such as Math by All Means: Multiplication, Grade 3(Burns 1991) and Investigations in Number, Data, and Space (TERC 1995), suggest using this strategy.
Engaging Children in the Work of Mathematicians
Authors: Jensen Carla , Whitehouse Tamara , Coulehan Rachael
Published: December 2020

A mathematician's work involves observing something in the natural world, making an abstraction, recording a finding, and then communicating the outcome using the language of mathematics (Devlin 1994). Mathematicians connect their observations with what they already know and attempt to fit it into some mathematical pattern (Pólya 1957).
Early Childhood Corner: Standards for Preschoolers
Authors: Clements Douglas , Sarama Julie
Published: December 2020

What position does Principles and Standards for School Mathematics (NCTM 2000) take on appropriate standards, goals, and activities for preschoolers? This article is a sample of the information from chapter 4, “Standards for Grades Pre-K–2,” which has been selected and annotated by the editors. Please read the chapter for the full story. You can find it on the World Web Web at standards.nctm.org.
The Decimal Dilemma
Authors: Glasgow Robert , Ragan Gay , Fields Wanda M. , Reys Robert , Wasman Deanna
Published: December 2020

If you are aware of the results given in the media reports about the Third International Mathematics and Science Study (TIMSS), you probably know that fourth graders from the United States (U.S.) scored above the international average in mathematics and that eighth and twelfth graders scored below average (Mullis et al. 1997). As an educator, you are aware of the dangers of looking only at averages of test scores. Rich information can be gleaned from the TIMSS data that will help us learn more about what our students know and are able to do. The data from a large-scale study, such as the TIMSS, often raise questions about what the numbers really mean. This article addresses one such question that arose from examining part of the third- and fourth-grade TIMSS data. The process that we used may be as valuable as the information that we found. Perhaps this process will help you answer questions that arise as you reflect on the TIMSS results.
Early Childhood Corner: Preschoolers' Mathematical Reading
Authors: Ginsburg Herbert P. , Seo Kyoung-Hye
Published: December 2020

Preschool children sometimes like to read books. They go to the reading area; select a book, perhaps one that the teacher has recently read to the group; and proceed to read it. Of course, they can almost never sound out or recognize individual words. Instead, they try to construct a story that more or less resembles their recollection of the teacher's reading or depicts their interpretation of the picture on the page.
Do Your Students Measure up Metrically?
Authors: Mark Taylor P. , Simms Ken , Kim Ok-Kyeong , Reys Robert E.
Published: December 2020

How are the results of the Third International Mathematics and Science Study (TIMSS) connected with your classroom? How would your students perform on these questions? How can you help your students perform well on questions like these? Do your students measure up metrically?
Kenta, Kilts, and Kimonos: Exploring Cultures and Mathematics through Fabrics
Authors: White Dorothy
Published: December 2020

Fabrics have always been a means of expressing cultural heritage. We can often identify different cultures and countries by the fabrics used in garments worn by their people. For example, garments made from kenta cloth, with its bold colors and designs, identify people from Africa or of African descent. Tartan plaids found in kilts and scarves identify people from Scotland, as well as the clan or family with which the wearer is associated. Kimonos displaying colorful flowers, birds, and other phenomena of nature identify people from Asian-Pacific countries, such as Japan. These fabrics are beautiful in and of themselves, but they also give us an opportunity to examine various cultures and mathematical concepts, including patterns, geometric shapes, and spatial reasoning.
Early Childhood Corner: April 2001
Authors: Lang Frances
Published: December 2020

Teachers often encounter difficulty in teaching estimation of quantity and measurement to young children. A typical estimation activity might be similar to the following: “Here is a jar of candy bars. How many do you think are in the jar? I want you to make a “good guess.” The person who gets the closest is the winner and can have one candy bar.” This activity is supposed to help children develop estimation skills, but children have no idea what the difference is between a guess and an estimate.
Alternative Algorithms: Increasing Options, Reducing Errors
Authors: Randolph Tamela , Sherman Helene
Published: December 2020

An algorithm is “a finite, step-by-step procedure for accomplishing a task that we wish to complete” (Usiskin 1998, p. 7). Algorithms have served as a major focus of mathematics education in the United States for decades. Because school-based mathematics focuses on computation and estimation, the tasks of developing number sense, place-value understanding, and strategies for computing with algorithms remain of great importance to elementary school teachers. “The use of algorithms allows students to look at math as a process rather than as a question answer type activity … they can choose from their toolbox. Algorithms provide a comfort zone for some students and encourage students to pursue better ways as they get comfortable with them” (Mingus and Grassl 1998, p. 56).
Calculators as Learning Tools for Young Children's Explorations of Number
Authors: Huinker DeAnn
Published: December 2020

The development of number concepts is a major emphasis of mathematics instruction with young children. This development includes acquiring an understanding of number, ways of representing numbers, and number relationships (NCTM 2000). Using calculators as learning tools can empower young children with the capacity to investigate number ideas in ways that were previously inaccessible to them. The calculator expands opportunities and possibilities for young children's explorations of number.
Principles and Standards (2002): Making Mathematical Arguments in the Primary Grades
Authors: Whitenack Joy , Yackel Erna
Published: December 2020

Students in Ms. Jones's second-grade class have just reconvened from working on several problems. Once the children are seated in the front of the room, Ms. Jones asks Casey to explain his answer of 16 for the following problem: “Aunt Mary has 31 pieces of candy on the counter and Uncle Johnny eats 15 pieces of candy.
Fractionberry Pie
Authors: Swarthout Mary
Published: December 2020

The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for K–6 teachers to try with their students. Every teacher can become an author: pose the problem, reflect on your students' work, analyze the classroom dialogue, and submit the resulting insights to this department. Every teacher can help us all better understand children's capabilities and thinking about mathematics with their contributions to the journal. Remember that even student misconceptions provide valuable information.
Teaching Mathematics through Cultural Quilting
Authors: Paznokas Lynda S.
Published: December 2020

My granny was a great one for quilting. She had this big flour sack full of scraps. Squares and triangles and diamonds and stripes, all colors. Soft shiny pieces of Mam's petticoats. Rough scratchy pieces from Pap's work pants” (Howard 1996, p. 1). Stories of quilts can be as comforting to children as quilted bed coverings. Quilt stories are found in children's books and in the quilts themselves, which can help unravel stories about real people that quilts have pieced together. Quilts have been made by all socioeconomic levels and all ethnic groups in America, making them valuable historical and artistic artifacts that tell stories of the past. Quilting is sometimes called “memory's art.”
Snack Math: Young Children Explore Division
Authors: Roberts Sally K.
Published: December 2020

Acolleague invited me to visit her kindergarten class during mathematics time. When I entered the room, I was not sure whether the class was having snack time or math time; clearly, however, the children were actively engaged in the assigned task. The students were seated at tables in groups of three and four. Each group had a plastic bag filled with animal crackers and was negotiating a solution to a problem. Before I arrived, the teacher had read the story Snack Attack by David Carter (1990), a pop-up book recounting a young child's imaginary encounter with animal crackers that appear to come to life only to be eaten as a snack.
Math By the Month: Computation Capers
Authors: Shreero Betsy , Sullivan Cindy , Urbano Alicia
Published: December 2020

The “Math by the Month” activities are designed to engage students to think like mathematicians. The activities allow for students to work individually or in small groups, or they may be used as problems of the week. No solutions are suggested so that students will look to themselves for mathematical justification and authority, thereby developing confidence to validate their work.
Promoting Mathematical Discourse through Children's Literature
Authors: McDuffie Amy M. Roth , Young Terrell A.
Published: December 2020

Discourse in mathematics instruction has received considerable attention since the Standards were first published (NCTM 1989, 1991, 2000); however, prompting mathematical discussions and creating an environment that fosters discourse are challenging tasks for teachers (Corwin 1996). Moreover, students who are not used to talking about mathematics may be uncomfortable with or reluctant to participate in discussions. Discourse in mathematics involves expressing and justifying mathematical thinking and ideas. The primary purposes of facilitating discourse are to help students become aware of others' perspectives and strategies, and to clarify and expand students' own thinking and approaches (NCTM 2000).
Is maternal exposure to childhood trauma associated with maternal-fetal attachment?
Authors: Stigger Rafaelle Stark , Martins Clarissa de Souza Ribeiro , de Matos Mariana Bonati , Trettim Jéssica Puchalski , da Cunha Gabriela Kurz , Scholl Carolina Coelho , Ramos Mariana Pereira , Motta Janaína Vieira dos Santos , Ghisleni Gabriele , Pinheiro Ricardo Tavares , Quevedo Luciana de Avila
Published: December 2020

Adults with childhood maltreatment history can face a difficult experience in transitioning to parenthood. Women with a history of emotional neglect in childhood tend to experience problematic attachment. The study's aim was to evaluate the relationship between childhood trauma and maternal-fetal attachment in pregnant women in a population-based study in Southern Brazil. This is a longitudinal study with pregnant women who were interviewed in two moments: before 24-weeks of pregnancy and 60 days after the first interview. We used the Childhood Trauma Questionnaire and the Maternal-Fetal Attachment Scale. The mean of maternal-fetal attachment in the general sample was 99.8 (± 10.8). The mean of emotional neglect was 8.9 (± 4.7); physical neglect 6.7 (± 2.8); sexual abuse 5.9 (± 3.0); physical abuse 6.8 (± 3.1) and emotional abuse 8.0 (± 4.1). After adjusted analysis, we found that pregnant women who suffered emotional neglect had 0.4 points less on the average on the maternal-fetal attachment, β = -0.4, CI 95% [-0.6, -0.2], and pregnant women who suffered emotional abuse had 0.2 points less on the average on the maternal-fetal attachment, β = -0.2, CI 95% [-0.5, -0.0]. Only emotional neglect and emotional abuse were associated with maternal-fetal attachment. This study showed that a history of childhood trauma can have a negative impact during the prenatal period, and can impair maternal-fetal attachment. The data found can assist health professionals in identifying factors that can protect and contribute to pregnant women who were victims of childhood trauma to face the transition to parenthood in the best possible way.
El Ministro de Educación en la escuela. El noticiario franquista NO-DO y las construcciones escolares en España
Authors: Prat Josep Casanovas , Pujadas Eulàlia Collelldemont
Published: December 2020

Este artículo trata sobre la política de construcciones escolares del franquismo a partir de los noticiarios del NO-DO como fuente de información. El análisis se centra en los noticiarios del NO-DO en los que el Ministro de Educación va a las escuelas de primaria. El artículo utiliza el NO-DO como fuente de información y los contrasta con la prensa escrita. El protagonismo del Ministro de Educación en el NO-DO es un reflejo de su política educativa, que respecto a las construcciones escolares estuvo marcada por numerosas deficiencias.
O (re)nascer digital do arquivo histórico: investigações metodológicas do arquivo digital em The Archived Web
Authors: Linkevicius Daniela
Published: December 2020

Resenha da obra:
BRÜGGER, Niels. The Archived Web: Doing History in the Digital Age. London: the MIT Press, 2018
Andar sem parar: as andanças de Maria Luiza Lacerda pelo teatro de bonecos
Authors: Sarraf Júlia
Published: December 2020

Este artigo procura “ligar os pontos” da trajetória de Maria Luiza Lacerda no teatro de bonecos, entre memórias e documentos, de 1965 a 1989. A partir de entrevista e depoimentos da própria bonequeira e de algumas mulheres da família, o artigo procura homenageá-la por sua contribuição para o teatro de bonecos no Brasil. Da criação do grupo pioneiro de teatro de bonecos para festas infantis do Rio de Janeiro, Fura Bolo, ao grupo Revisão de experimentação em teatro de animação, Maria Luiza esteve presente e atuante no início da ABTB, experimentou linguagens e recursos inéditos e conviveu e criou com grandes nomes do teatro de bonecos no Brasil.
Pioneirismo feminino no teatro de bonecos no Brasil: memórias de uma trajetória pessoal
Authors: Daly Clorys
Published: December 2020

O presente artigo consiste em um relato da autora, Clorys Daly, sobre sua trajetória desbravando ambientes tracionalmente masculinos; do momento da criação dos primeiros festivais de teatro de bonecos no Brasil, passando pela criação da Associação Brasileira de Teatro de Bonecos (ABTB), do Circo de Marionetes Bem-Me-Quer aos dias de hoje. Clorys reconta sobre o papel de sua mãe como fonte de inspiração feminina, sobre a percepção da época sobre seu trabalho enquanto mulher no teatro e teatro de bonecos e o assédio sofrido para a conquista de seu espaço. Em 2016 aos 82 anos Clorys tornou-se Cidadã Honorária da Cidade do Rio de Janeiro pelos seus serviços ao teatro de bonecos. Em 2020 aos 86 anos Clorys relata sua motivação para continuar ativa no teatro de bonecos. Clorys conclui com seus desejos e votos para as novas gerações. Este escrito tem por intuito estimular novas gerações de bonequeiras e produtoras a continuarem abrindo e batalhando pelos seus espaços no teatro de animação.
La perspectiva de los profesionales sobre la prevención basada en la evidencia
Authors: Pascual Barrio Belén , Sánchez Prieto Lydia , Orte Socías Carmen , Ballester Brage LLuís
Published: December 2020

Los programas de prevención basados en la evidencia cuentan con la calidad del profesional como un elemento clave para su aplicación efectiva. Aun así, actualmente la mayor parte de acciones preventivas no se basan en este tipo de programas, lo cual favorece la existencia de resistencias por parte de los propios profesionales. Esta percepción negativa del modelo estandarizado se relaciona con la supuesta incompatibilidad del mismo con la práctica socioeducativa –y con un adecuado acompañamiento de las familias–, lo cual no permite valorar las posibilidades que el mismo modelo ofrece –como es el seguimiento sistemático y el conocimiento de los resultados–.
El estudio analiza estas resistencias y las implicaciones prácticas de las mismas haciendo balance de la experiencia de los propios profesionales que desarrollan su tarea como formadores en un PBE. Se aplica una metodología cualitativa a través de una entrevista semiestructurada que permite analizar las competencias que intervienen en la calidad de las intervenciones, así como estudiar las posibilidades de articulación de un modelo de intervención estandarizada (y sus componentes fundamentales) con la flexibilidad suficiente del profesional que le permita mantener su capacidad de dinamización grupal y de interacción necesaria con las familias.

The quality of the facilitator in an evidence-based family prevention programs is a key element for an effective application. Even so, currently most preventive actions are not based on this type of program, which favors the existence of resistance on the part of the facilitators themselves. The negative perception of the standardized models is related to the supposed incompatibility of them with the socio-educational practice -and with an adequate guidance of the families-, which does not allow to evaluate the possibilities that the same model offers, such as systematic avaluation and knowledge about the results.

The research analyzes these resistances and the practical implications of them, considering the experience of the professionals who are trainers in an evidence-based program. A qualitative methodology is applied through a semi-structured interview that allows to analyze the competences requiered for the quality of the interventions as well as to define of a standardized intervention model (and its main components) with the sufficient flexibility of the facilitator that allows him to maintain his capacity for group dynamization and necessary interaction with families.
Mujeres migrantes en albergues para jornaleros agrícolas: una aproximación a la vulnerabilidad social
Authors: Chávez Torres, Guillermina
Published: December 2020

El estudio tiene como objetivo explorar la vulnerabilidad social a la que están expuestas las mujeres migrantes que viven temporalmente en albergues para jornaleros en el corte de caña en el municipio de Cuauhtémoc, Colima, México. Se diseñó un estudio cuantitativo para explorar elementos macro y micro objetivos que conforman el espacio temporal de mujeres migrantes a través de la categoría analítica de vulnerabilidad social. Los resultados preliminares del estudio[1] permitieron identificar que la vulnerabilidad social a la que están expuestas las mujeres estudiadas, se traduce en una pobreza generacional que se ha configurado por un sistema de exclusión que responde a su lugar de origen y el idioma indígena, una limitación al desarrollo de su capital humano por el rezago educativo y una restricción al desarrollo de su capital social por el desplazamiento pendular.
 
[1] Este artículo se deriva del proyecto Vulnerabilidad social de familias jornaleras migrantes en el corte de caña en Colima realizado de septiembre de 2018 a enero de 2020 con un financiamiento del Programa para el Desarrollo Profesional Docente (PRODEP) en la convocatoria de NPTC (2018).

The objective of this paper is to make an approach to the social vulnerability that migrant women, temporally living in the cane cutting laborer’s shelters of Cuauhtemoc, Colima Mexico, are exposed to. The quantitative study was made using the analytical category of social vulnerability. The main results were the identification of macro and micro objective factors that signal to the existence of a limitation to the human capital development due to the educational lag, the generational poverty is configured by an exclusion system starting from the place of origin and the indigenous language, and the pendular displacement that hinders the social capital development.
FISHING SPACES AND ETHNOECOLOGICAL KNOWLEDGE OF SNOOK AND KING MACKEREL ARTISANAL FISHING IN SOUTHERN ESPÍRITO SANTO - BRAZIL
Authors: Corrêa Josilene , Fernandes Joelson , Albino Jacqueline
Published: December 2020

This paper raises the ethnoecological knowledge of artisanal fishermen from Ubu and Parati, in southern Espírito Santo, in order to understand their strategies for using marine spaces to maintain subsistence and income. Focusing on ethnospecies of snooks and king mackerels, interviews were conducted (n=22) to acquire information on the fishing spaces, behavior of fish, capture techniques, in addition to climatic and oceanographic dynamics that interfere in fishing. Later, this information was correlated with data found in the scientific literature. We conclude, first, that knowledge about the environment allows the fishermen to diversify fishing efforts, techniques and places, provided by the environmental conditions brought every each seasonality. Second, there is a need for specific studies to support local fisheries management, and finally, there is a disagreement about fisheries regulations, considered incompatible with traditional way of working.
Charles Dickens’ A Tale of Two Cities and Data Librarians: Connections that Resonate
Authors: Raboin Regina
Published: December 2020

Key themes in Dickens’ novel, transformation and resurrection, darkness and light, and social justice are firmly connected to the work being done in data. Data librarians can make a difference in times like these: resurrecting data, transforming how students, researchers, or the public think about and use data; unearthing and bringing to light historical data that will give context and meaning to an issue; and that accessible data can help address, and perhaps solve, social justice issues.
Rearticulating Youth Subjectivity Through Gay-Straight Alliances (GSAs)
Authors: Herriot Lindsay
Published: December 2020

Populated by lesbian, gay, bisexual, trans*, queer (LGBTQ) and allied youth, school-based gay straight alliances (GSAs) offer a unique opportunity to re-imagine or redefine youth subjectivity, especially with regards to the intersections of sexual orientation, gender identity, and civic rights. Tracing the evolution of youth subjectivity from the emergence of Canadian schooling in the 1860s, I turn to Ontario’s Bill 13 as a recent example of how GSAs are subverting, or resisting these norms, and in so doing, operate as a kind of counter-public. Drawing from Jenks’ (2005) archetypes of the Dionysian and Apollonian child, I assert that GSAs can embody a third type of child subjectivity, the Athenian child (Smith, 2011; 2014) and, in so doing, provide theoretical space to reconstitute subjectivity for all youth.
A Critique of Anti-heterosexist Curriculum and Student Consent at the Toronto District School Board
Authors: Matrim Jair
Published: December 2020

Efforts to embed anti-heterosexist curriculum at the Toronto District School Board (TDSB) can become confused and contradictory because of the persistent subjection of the student to the curriculum, and by maintaining sex as a subject of danger and prohibition. Examples from the new TDSB anti-discrimination curriculum resource that were perceived as politically controversial in 2011 are briefly assessed with the popular queer(ed) theories of Foucault (1978/1990), Butler (1990; 1993), and Rubin (1984/1993). Deleuze's (1988) interpretation of Spinoza’s work is also plumbed to explain the consequences of heterosexist discourse in schools. The Deleuzian-Spinozan example of the caricatures of the “moralist trinity” shows that heterosexist discourses promote the production of “sad passions” throughout social relationships by creating “sad” characters within each individual. Finally, anti-heterosexist action in schools is described as modelling consent in curriculum and exposing relationships of subjection.
Catchalls and Conundrums: Theorizing “Sexual Minority” in Social, Cultural, and Political Contexts
Authors: Mizzi Robert C. , Walton Gerald
Published: December 2020

The term “sexual minority” functions in social, cultural, and political contexts as a catchall for minority sexuality categories. Yet, apart from serving as an umbrella term, its uses are contradictory. On the one hand, the term emphasizes “sexuality,” which serves the purposes of religious fundamentalist and political groups that demonize minority sexualities to the exclusion of identity, background or family status. On the other hand, the term can be useful for readers and researchers in sexuality studies to become more globally aware of, and to reconceptualize, sexuality outside of tightly contained LGBT boxes. Such a contradiction has implications for education practice and policy. We suggest, for instance, using the term cautiously when describing same-sex sexualities because, as an umbrella term, it can homogenize people who represent a highly diverse spectrum of racialized categories, class backgrounds, genders, sexualities, and other social markers of difference. As a pedagogical heuristic device, the term is useful in delineating the differences between queer and sexual minority pedagogies when deciding upon the approach that will best draw an audience into the discussion. Our overall goal through this critical exploration is to support new understandings and insights of sexual diversity in ways that effectively challenge heterosexism and homophobia.
Suffering “Like This”: Interpretation and the Pedagogical Disruption of the Dual System of Education
Authors: Gilham Christopher M.
Published: December 2020

In this paper I attempt to show how my graduate work in interpretive studies transformed my previous work as a special education consultant. Using Hans-Georg Gadamer's hermeneutics, as well as Ivan Illich's notions of iatrogenesis and counter-productivity, I discuss my work with a school team as they struggled throughout a school year with a special education classroom for students with diagnosed mental health disorders.
“But are we going to deal with the hard questions?”: Waves of Compassion in Halifax Regional Municipality
Authors: Walsh Susan , Gonzalez Fabiana , Joy Phillip , MacAulay Kim
Published: December 2020

Within broader social concern about compassion and learning to live well together in the world, a non-profit community-based organization called Waves of Compassion has emerged in Halifax Regional Municipality (HRM) in Nova Scotia, Canada. In this article, we explore how compassion relates to some “hard questions” that have arise for the organization—questions related to issues of marginalization and inclusivity: for example, what it might mean to “walk in another’s shoes,” particularly when that person or group of people is different from you in terms of age, race, ethnicity, sexual orientation, socioeconomic status, or citizenship. We also wonder what role the Waves organization might take up in terms of action and/or practice with regard to transforming inequity and promoting inclusivity in the community. We consider such questions in the context of data derived from a recent survey that Waves of Compassion undertook. We integrate found poems (many of which are derived from the survey data) and expository writing as means of underlining what some writers have said about compassion—that it involves both emotions and rational thought, the undoing of sharp distinctions between the two. We see compassion as a form of practice where boundaries and separations might be dissolved (at least at times) through being and knowing in different ways.
Libri ad Nauseam: The Critical Thinking Textbook Glut
Authors: Hamby Benjamin
Published: December 2020

Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic and argument revision, focusing on the analysis and evaluation of real arguments, and broadening the scope of critical thinking beyond argument analysis and evaluation. To support instructors in this regard, I critique one popular textbook now in its sixth edition that does not satisfy many of these criteria, Munson and Black (2012), and applaud one new textbook that I find does succeed on many of these fronts, Bailin and Battersby (2010).
Implementing Mindfulness: Practice as the Home of Understanding
Authors: Nelson Donald L.
Published: December 2020

The practice of mindfulness is a contemplative practice that has been implemented in educational settings as well as in various models of treatment for stress and other conditions. This paper examines how Western scientific psychology has participated in this implementation and the dangers to the practice and concepts of mindfulness inherent in shifting a practice from the cultural and philosophic ground in which it developed to another ground and another discourse. Some caveats for implementing contemplative practices are considered.
Integrating Advocacy and Environmental Education: A Response to Burns & Norris
Authors: Niblett Blair
Published: December 2020

This paper responds to David Burns and Stephen Norris whose article, “Open-minded Environmental Education in the Science Classroom”, appeared in Volume 18(1) of Paideusis. Burns and Norris (2009) suggest an incompatibility between environmental advocacy and science education because they feel that environmental advocacy necessarily promotes particular political agendas that are extra-scientific, and that such agendas subvert the development of open-mindedness (Hare, 1979; 2000; 2003). In this paper, I offer an alternative reading of Hare’s concept of open-mindedness that is more accepting of careful and thoughtful integrations of science education and social advocacy. I offer an epistemological justification that suggests that advocacy in education (in science and elsewhere) is not only compatible with the concept of open-mindedness, but may also serve as a vehicle for its flourishing.