bluuebunny/crossref_metadata_2025 huggingface dataset:
Assessing Students through Data-Exploration Tasks
Authors: Peressini Dominic , Bassett Judy
Published: December 2020

As students strive to develop their mathematical power in a society grounded in technology and communication, it is critical that they be able to interpret a variety of data. Data exploration has become an essential aspect of the mathematics curriculum as the “information age” has evolved. Teachers need to assess students involved in data exploration so that they can understand students' knowledge of this content. This assessment is an integral component of the instructional process in mathematics education. Performance tasks constitute a powerful tool for assessing students' abilities in mathematics. This article examines students' responses to a performance-assessment task in which students are engaged in exploring data.
Links to Literature: Assessing Children's Reasoning: It's an Age-Old Problem
Authors: Smith Jacque
Published: December 2020

Could you have gotten further along in the lesson if you hadn't allowed the children to stray from the subject so much?”
Peer Tutoring with Mathematics Manipulatives: A Practical Guide
Authors: Barone Michelle M. , Taylor Lyn
Published: December 2020

Are you looking for a teaching method that enhances mathematical communication, develops self-awareness, builds mathematical confidence, and improves interrelationships among students, as recommended by the NCTM's Professional Standards for Teaching Mathematics (1991)?
What I Learned from Teaching Second Grade
Authors: Burns Marilyn
Published: December 2020

Since the 1988-1989 school year, I have been leaching mathematics to classes at Park School in Mill Valley, California. For two of the years. I taught mathematics to a class of second graders for an hour each day, just alter second recess and before lunch. Although I was not the children's “regular” teacher, I was the “regular mathematics” teacher, and I assumed full responsibility for planning and teaching through the middle of May. These two years were the first time in my thirty years as a professional educator that I had taught second graders on an ongoing basis.
Implementing the Assessment Standards for School Mathematics: Portfolios as Agents of Change
Authors: Karp Karen S. , Huinker DeAnn
Published: December 2020

As teachers in elementary classrooms examine the assessments they use in an effort to link the learning and evaluation process, so, too, must university education professors investigate the use of alternative-assessment techniques.
Research into Practice: Concept Learning in Geometry
Authors: Fuys David J. , Liebov Amy K.
Published: December 2020

How well do primary students understand such geometric concepts as angle, rectangle, and cube? How might your students show that they understand them? These are important questions, since the geometry strand for K–4 programs contains a host of concepts involving two- and three-dimensional shapes.
Spreadsheets, Patterns, and Algebraic Thinking
Authors: Ploger Don , Klingler Lee , Rooney Michael
Published: December 2020

What is the first Fibonacci number greater than a million? Can elementary teachers use a challenging problem, such as this, to enhance the algebraic thinking of their students? Even with a calculator, the computations are quite tedious. The computer is certainly the right tool for the job; the problem is to find appropriate software. We have found that elementary school students can productively explore such questions using a computer spreadsheet.
NCTM's Standards in Japanese Elementary Schools
Authors: Sawada Daiyo
Published: December 2020

In recent years, the NCTM's Standards (1989, 1991) and Asian mathematics education (Becker et al. 1990; Stevenson and Stigler 1992; Stedman 1994; and many others) have, each in its own right, received a great deal of attention. I believe, however, that to look at the connections between the two areas would greatly benefit teaching. In this article, five classroom situations taken from observational studies of mathematics teaching in Japanese elementary schools are described and interpreted from the perspective of the two Standards documents (1989, 1991). More specifically, the classroom situations are examined from the perspective ot the first four standards found in the Curriculum anil Evaluation Standards (1989): Mathematics as Problem Solving. Mathematics as Communication. Mathematics as Reasoning, and Mathematical Connections.
Investigations: It's the Berries
Authors: Hopkins Martha H. (Marty)
Published: December 2020

This section is designed for teachers who wish to give students new insights into familiar topics in grades K-6. This material can he reproduced by classroom teachers for use in their own classes without requesting permission from the National Council of Teachers of Mathematics. Readers are encouraged to send manuscripts appropriate for this section to editors Marty Hopkins, University of Central Florida, Orlando, FL 32816, or Trevor Brown, York University Faculty of Education, North York, ON M3J IP3. This investigation's subject matter would work well with November's Thanksgiving activities and cranberry availability.
Ways of Sharing Student-Authored Story Problems
Authors: Winograd Ken
Published: December 2020

Increasingly, mathematics educators recommend that students have regular opportunities to write their owrn mathematics problems (NCTM 1989; Kilpatrick 1987; Bums 1992; Whitin, Mills, and O'Keefe 1990; Brown and Walter 1983).
Teach Time's News from the Net: Third International Mathematics and Science Study
Authors: Lazerick Beth
Published: December 2020

The Third International Mathematics and Science Study (TIMSS) offers teachers a comprehensive look at its work at this site.
Promising Research, Programs, and Projects: Developing Number Sense and Computational Strategies in Problem-Centered Classrooms
Authors: Trafton Paul R. , Hartman Christina L.
Published: December 2020

For the past several years, over forty primary-grade teachers have been involved in a project that focused on a problem-centered approach to mathematics teaching. When a problem or task is posed, the teacher briefly discusses resources and working arrangements.
Parents as Partners: Supporting Children's Mathematics Learning Prior to School
Authors: Anderson Ann G.
Published: December 2020

A focus on the “crucial role that families, communities, and business and industry have” in “promoting children's mathematics learning at the pre-K-6 levels” (NCTM 1996. 447) allows us to examine the contributions made by significant others in the home and in the broader community.
Math by the Month: Take It Outside!
Authors: Lewis Thomas R. , Lewis Catherine H.
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 authorities, thereby developing the confidence to validate their work.
Investigations: Mining Mathematics—Stake Your Claim to Learning
Authors: Ford Marilyn Sue , McKay Donna , Litz Kathleen , Speer William
Published: December 2020

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematical instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in various classroom settings.
Promising Research, Programs, and Projects: Using Technology to Foster Teachers’ Reflections about Children's Arithmetical Thinking
Authors: Whitenack Joy W. , Knipping Nancy , Novinger Sue , Coutts Linda , Reys Barbara
Published: December 2020

Twenty-eight primary-grade teachers, working in pairs, stared intently at the screens of their computers as they watched a CD-ROM containing QuickTime movie excerpts of students responding to mathematical tasks during an interview.
Standards 2000: Refining Our Efforts
Authors: Lappan Glenda
Published: December 2020

Since its inception in 1920, the National Council of Teachers of Mathematics (NCTM) has assumed the responsibility of providing broad national leadership in mathematics education. To establish a focus for discussion on improving the mathematics education of every student in states and provinces across North America. NCTM published three Standards documents from 1989 to 1995, addressing curriculum, teaching, and assessment. The Standards present a focus and vision—not a single path or algorithm—for building excellent math-ematics programs.
Exploring Interplanetary Algebra to Undrstand Earthly Mathematics
Authors: Berkman Robert M.
Published: December 2020

At the beginning of class with my fifth graders one day. I draw a diagram (fig. 1) on the chalkboard. I tell a story about a visitor from another galaxy who spots a group of Earthlings sitting in an unusual fonnation in a field somewhere on Earth.
Promising Research, Programs, and Projects: Developing Mathematical Understanding through Invented Games
Authors: Hildebrandt Carolyn
Published: December 2020

For several years, I have been examining invented games as a means of promoting mathematical reasoning and problem solving in primary-grade children. My research began in fall 1995 when I served as a volunteer in Ruth Kelleher's second-grade classroom in Waterloo, Iowa. Kelleher graciously allowed me to play with small groups of children once a week during her regularly scheduled mathematics period. I presented a series of games that children could modify to serve their growing mathematical needs and interests.
Problem Solvers: Take Two: Fair or Unfair?
Authors: Sakshaug Lynae
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 students' work, analyze the classroom dialogue, and submit the resulting insights to this department. Remember that even student misconceptions can be interesting.
Subitizing: What Is It? Why Teach It?
Authors: Clements Douglas H.
Published: December 2020

Three pictures hang in front of a sixmonth- old child. The first shows two dots, the others show one dot and three dots. The infant hears three drumbeats. Her eyes move to the picture with three dots.
Generative Topics: Building a Curriculum around Big Ideas
Authors: Ritchhart Ron
Published: December 2020

Data from the Third International Mathematics and Science Study (TIMSS) point out “a comparative lack of focus and coherence in the American mathematics curriculum” and an absence of “meaningful connections between the big ideas of mathematics” (Schmidt 1997). These findings, along with those reported in other international comparisons (e.g., Stevenson and Stigler 1992), suggest that we must carefully examine the actual content of both our written and our implemented mathematics curriculum to be sure that it gives students the focus and coherence they need to develop mathematical understanding. Although teaching methodology is important, no issue is as fundamental to the heart of teaching or as important to reform in mathematics education as our decision about what to teach.
News from the Net: Online Resources from McREL
Authors: Lazerick Beth
Published: December 2020

McREL is an acronym that stands for the Mid-continent Regional Educational Laboratory. This Web site offers teachers a wealth of links to resources through the Internet in addition to information about McREL's own programs, which include classes and projects for teachers.
On the Keeping of Several Things in Mind
Authors: O'Brien Thomas C. , Moss Ann C.
Published: December 2020

For the past several years, an unusual teaching-learning situation has taken place in two fifth-grade classes: a university professor and the classroom teacher have been doing most of the learning. An initial opportunity for the professor to field-test some problems for a textbook that he was writing has turned into a long-term investigation of how youngsters generate and apply problem-solving strategies in various situations. Over the years, students have been exposed to nontraditional problems and asked to explore them individually, in groups, or together in one large group, depending on the situation. Wonderful observations have been made and used by both the professor and the classroom teacher to improve instruction.
Problem Solvers: The Mathematics of Motion
Authors: Sakshaug Lynae
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. Remember that even student misconceptions are interesting.
Links to Literature: How Do You Measure a Dad?
Authors: Kubota-Zarivnij Kathy
Published: December 2020

Boys and girls, you need to ask your mom for permission to borrow one of your dad's shoes for two weeks. It should be a shoe that he wouldn't use during this time because we don't want him to know that it is missing. You're going to use that shoe to prepare a special Father's Day gift,” announced Mrs. Porter to her class of second-grade students. “What if I don't have a dad?” asked a few students. “Would you like to prepare a special gift for an uncle? Your grandfather? Your older brother? A special family friend?” asked Mrs. Vivona.
News from the Net: Through the Glass Wall
Authors: Prejean Andrea
Published: December 2020

How can children learn significant mathematics from computer games? What patterns exist in girls' and boys' approaches to games and in the ways that they learn from these games? What are the characteristics of games, and of game-playing contexts, that support learning?
Creating and Developing Promising Young Mathematicians
Authors: Sheffield Linda Jensen
Published: December 2020

A method for helping children become powerful thinkers who explore mathematical ideas deeply and creatively as they develop their mathematical promise.
Young Children's Ideas about Geometric Shapes
Authors: Clements Douglas H. , Sarama Julie
Published: December 2020

Atoddler, after some experimentation, puts a square peg into a square hole. What does she know about shapes? What more will she learn in preschool and elementary school. What might she learn?
Math by the Month: Notable Numbers
Authors: Damjanovich Mary Lou , Martain Jane S.
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.
Links to Literature: Basketball Math
Authors: Watters Deborah M.
Published: December 2020

The Professional Standards for Teaching Mathematics (NCTM 1991) recommends using worthwhile tasks to engage students in studying mathematics. Worthwhile tasks promote understanding and encourage communication. They develop skills and draw on background experiences. Such tasks build confidence in mathematics, help students make connections, and display the power of mathematics through a variety of applications (Steen 1989).
Investigations: Uncovering the Magic
Authors: O'Connor Peggy
Published: December 2020

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles.
Problem Solvers: No Pegs Allowed
Authors: Olson Melfried
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. Remember that even student misconceptions are interesting.
Math by the Month: Election Mathematics
Authors: Porzio Joseph A. , Mistretta Regina M.
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.
Problem Solvers: Patterns in Squares
Authors: Voorst Conrad Van
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. Remember that even student misconceptions are interesting.
News from the Net- February 2001
Authors: Eglash Ron
Published: December 2020

Students and teachers who are looking for multicultural approaches to mathematics will find a wealth of Web sites at the homepage for the International Study Group on Ethnomathematics (ISGEm). These links can be found at www.rpi.edu/~eglash/isgem.dir/links.htm and are categorized in a table to give visitors quick access to their areas of interest. The first six categories divide ethnomathematics by ethnic groups—African, Native American, Pacific Islander, Latino, African American, and European. Each of these categories contains a vibrant collection of sites, including factual information, images, online animations, and even interactive software.
Math By the Month: February 2001
Authors: Mistretta Regina , Porzio Joseph A. , Lumpkin Beatrice
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.
Early Childhood Corner: March 2001
Authors: Butterworth Susan , Lo Cicero Ana Maria
Published: December 2020

As teachers of young children, we perceive a tension between the demands of parents and elementary schools—that young children be academically prepared to enter increasingly challenging kindergarten programs—and our philosophy of early childhood education—that fourand five-year-old children should experience creative nurturing in a setting that encourages free expression of childhood through spontaneous play. In the early childhood education community, we have embraced the Reggio Emilia approach, the idea that a successful curriculum grows from the children's own interests and that effective projects encompass multiple disciplines and may develop and change over an extended period.
Math By the Month: December 2001
Authors: Cloke Gayle , Ewing Nola , Stevens Dory
Published: December 2020

The “Math by the Month” activities are designed to appeal directly to students. The activities could be used with students individually, in small groups, or as “Problems of the Week.” No solutions are suggested so that students will look to themselves as the mathematical authority, thereby developing confidence to validate their work.
Links to Literature: December 2001
Authors: Usnick Virginia , McCarthy Jane , Alexander Shirley
Published: December 2020

A popular topic of discussion among educators is the concept of integrating the curriculum. While literacy educators advocate integration through “writing across the curriculum,” mathematics educators expound on the “connections” in mathematics. Connections are possible between topics within mathematics and between mathematics and other content areas (Coxford 1995). How can both types of connections be integrated into the upper elementary school mathematics classroom?
Bike Trike
Authors: Hartweg Kim
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 are interesting.
In My Opinion: The Potentials and Pitfalls of Integrating Literature into the Mathematics Program
Authors: Whitin David J.
Published: December 2020

If you have visited exhibits at NCTM conferences lately, you probably have noticed that literature booths are some of the most popular places to be. If you have looked at the list of program sessions, you have probably seen how many are devoted to this mathematics-literature connection. If you look in any mathematics series for children or textbook for beginning teachers, you will most likely find a section related to literature. This interest is well deserved because literature offers exciting potential for exploring mathematical ideas. Good books afford the possibility of drawing out the voices of our students. Using good books is not just another curricular gimmick that we can “do” with children. Rather, literature gives children an opportunity to raise questions, make personal connections, frame mathematical ideas in their own language, and extend stories in their own ways. By using literature, we celebrate children's voices and build inquisitive mathematical communities.
Early Childhood Corner: Preschool and Kindergarten Mathematics: A National Conference
Authors: Clements Douglas H. , Sarama Julie , DiBiase Ann-Marie
Published: December 2020

NCTM's Principles and Standards for School Mathematics (2000) addresses preschool mathematics education, which is a first for the NCTM's Standards documents. We celebrate this initial coverage but wonder whether Principles and Standards has enough detail for early childhood teachers and caregivers. We are concerned that although the document offers a good start, it might not provide sufficient guidelines. Without these guidelines, we face the danger that a wide variety of incoherent standards will be produced, some of which may be developmentally inappropriate. A lack of consistency across various standards and guidelines will continue to result in “mile wide and inch deep” curricula (National Center for Education Statistics 1996) as publishers struggle to meet a variety of different content standards and guidelines. Because we believe in the importance of supporting early communication and coordinating efforts among educational leaders and agencies, we held a national Conference on Standards for Preschool and Kindergarten Mathematics Education in May 2000, in Arlington, Virginia.
Early Childhood Corner: Listening to Teachers: Planning for Professional Development
Authors: Sarama Julie
Published: December 2020

“Teachers are the key to academic achievement for students.” This statement is widely accepted, but professional development in early childhood mathematics education faces a number of barriers. What are those barriers? What do teachers have to say about developing their own knowledge of the teaching and learning of mathematics? What should be done to address these problems? Answering these questions was the goal of a recent project funded by the National Science Foundation called “Planning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 2000.” This article shares some of the answers I found in the course of that project.
Last One Standing: Creative, Cooperative Problem Solving
Authors: Green David A.
Published: December 2020

Eyes darted around the circle as some students just followed along and others counted ahead, trying to figure out if they would survive or not. “In,” said one student. “Out,” said the next, and then sat down. So the game went, around and around the circle, with every other player sitting out until only one third grader remained standing—the winner.
Research, Reflection, Practice: Assessing Children's Understanding: Doing Mathematics to Assess Mathematics
Authors: Corwin Rebecca B.
Published: December 2020

“So, Jamie, where do you think you get stuck in math?” I asked. Fourth grader Jamie looked up at me with his sunny smile. “I don't think it's so bad now,” he replied, “because my tutor is helping me with multiplication and division.” He went on to tell me stories about his tutor and what they had done in mathematics the day, week, and month before. I was intrigued by the way he described division and multiplication as procedures rather than concepts.
Toward Computational Fluency in Multidigit Multiplication and Division
Authors: Fuson Karen C.
Published: December 2020

Traditionally in the United States and Canada, students have first learned how to compute with whole numbers and then have applied that kind of computation. This approach presents several problems. First, less-advanced students sometimes never reach the application phase, so their learning is greatly limited. Second, word problems usually appear at the end of each section or chapter on computation, so sensible students do not read the problems carefully: They simply perform the operation that they have just practiced on the numbers in the problem. This practice, plus the emphasis on teaching students to focus on key words in problems rather than to build a complete mental model of the problem situation, leads to poor problem solving because students never learn to read and model the problems themselves. Third, seeing problem situations only after learning the mathematical operations keeps students from linking those operations with aspects of the problem situations. This isolation limits the meaningfulness of the operations and the ability of children to use the operations in a variety of situations.
When Flash Cards Are Not Enough
Authors: Phillips Linda J.
Published: December 2020

“Why do you always make me tell you so many ways?” puffed eight-year-old Ashleigh. Then she laughed. “OK, OK, I guess I don't really mind when you ask me that. So here goes. … I know the answer for 9 + 7 is 16 because if I put 1 more with the 9 I'll have 10; then I have 1 less with the 7, so 10 + 6 is 16. I also know the answer is 16 because 8 and 8 make 16, and if I give 1 to 7 that will be 8, and now 9 has only 8 and that makes it like 8 and 8, which is one of my doubles that I already know. Hey, wait, I could use my doubles strategy because now I see another double! Seven plus 7 is 14, and 2 more from the 9 makes 16. …”
Action research improves math instruction
Authors: Beckett Paula F. , McIntosh Deb , Byrd Leigh-Ann , McKinney Sueann E.
Published: December 2020

Three Suffolk, Virginia, elementary school teachers—Paula Beckett, Deb McIntosh, and Leigh-Ann Byrd—are also new graduate-school candidates who have enrolled in the mathematics specialist program at their local university. Upon learning that an action research class was one of their first requirements, all were feeling a bit intimidated and quite overwhelmed. That soon changed as they began the “practitioner-based” research process in their math classrooms. Beckett, McIntosh, and Byrd share their journeys of self-study and the spirit of critically examining their own mathematics instructional practices. Their discussions highlight the research projects and illustrate how teachers can take charge of their development as well as investigate issues related to student achievement within the confines of their classrooms.
Professional development delivered right to your door
Authors: Breyfogle M. Lynn , Spotts Barbara
Published: December 2020

What are you doing to grow professionally and improve instruction when no one is looking?
Building understanding of fractions with LEGO® bricks
Authors: Gould Heather T.
Published: December 2020

Why use these well-loved manipulatives to teach students to understand fractions? Using manipulatives to demonstrate mathematical concepts can be an extraordinarily effective teaching technique to develop students' understanding. Experienced teachers recognize that for manipulatives to work effectively, activities must engage students and activate their prior knowledge and intuition. Using LEGO bricks in the mathematics classroom not only fulfills these requirements for a good lesson with manipulatives, they can also teach a wide variety of mathematical concepts at a relatively low cost.
Eating up mathematics
Authors: Geist Eugene A. , Duffrin Melani W. , Overholt Sara M.
Published: December 2020

Young children regularly learn important math concepts from examining the world around them. As a matter of fact, for the first five years of life, they construct math through everyday interactions with parents and care givers (Geist 2008). Daily activities, such as snack time and lunch, can serve as mathematical opportunities. When children distribute plates or crackers, they learn oneto- one correspondence. When they have a bowl of raisins, a parent can ask, How many? and count them with the child. And when cooking food, the mathematical opportunities increase exponentially.
Online Marriage Education During COVID-19 Home Lockdown: A Multiple-Baseline Single-Case Experimental Design
Authors: Chalmers Jennifer Harley
Published: December 2020

Flexible-delivery marriage education (ME) has many advantages over traditional alternatives in reaching couples during the time of COVID-19 lockdown or other national emergencies. In an effort to add to the research of flexible-delivery ME, this exploratory study evaluated an online class adapted from an empirically-validated, marriage curriculum (Four Gifts of Love Class, [FGL]) under home lockdown conditions lasting over 2 months caused by COVID-19 government restrictions. Using a concurrent multiple-baseline single-case experimental design, three distressed couples residing in the Philippines completed seven online lessons over 7 weeks while experiencing home lockdown. Visual analysis of the data suggested that all three couples responded positively to the intervention. The Tau-U and SMDall analyses for each couple ranged from a small to large effect size on measures of marital adjustment (weighted average Tau-U = .50, p < .05; BC-SMD = 0.34) and romantic love (weighted average Tau-U = .52, p < .01; BC-SMD = 0.31), with increases reaching clinical and statistical significance for one couple out of the three. In addition, there was no attrition. The promising results from this preliminary study suggested that the online adaptation of FGL as a flexible-delivery ME could mitigate marital decline, especially during times of calamity when traditional-delivery ME is unavailable and marital decline is predicted. Further study of this program and other online ME programs are recommended to expand the limited research in this area of flexible-delivery ME.
A Biblioteca Pública do Maranhão como espaço de sociabilidade na Primeira República (1898-1902)
Authors: Silva Diana Rocha da
Published: December 2020

Estudo sobre a Biblioteca Pública do Maranhão como uma instituição promotora de práticas culturais socialmente compartilhadas por públicos distintos na Primeira República. Objetiva investigar as principais estratégias criadas pelo diretor desta Biblioteca visando promover a sociabilidade entre os diferentes públicos frequentadores desta instituição cultural. A pesquisa se caracteriza como histórica, pautada no arcabouço teórico e metodológico da História cultural. A compreensão da categoria teórica “sociabilidade” está centrada nas análises de Simmel (2006) e sociabilidade na biblioteca, Grogan (2001). A pesquisa documental, foi amparada nas análises do Relatório de Antônio Lobo, de 1900, 1901; os Relatórios encaminhados ao governador do Maranhão em 1902. Para a contextualização do período histórico, recorre-se a autores maranhenses como Viveiros (1960), Meireles (2011), Moraes (1973) e para a contextualização da Biblioteca Pública do Maranhão no período republicano utilizam-se os estudos de Silva e Castro (2012) e Moraes (1973). Como resultados de pesquisa, pode-se apontar que Antônio Lobo apresentava a Biblioteca Pública como um bem cultural público e visando dar visibilidade à Biblioteca, bem como, às suas próprias ações, cria e adapta espaços e eventos, a exemplo da sala de leitura para o público feminino; sala de leitura infantil; galeria de arte e seção de autógrafo. Por fim, constata-se que os empreendimentos de Lobo favorecem o crescimento e visibilidade da biblioteca, incentivando a aproximação, as conversas espontâneas e as relações antes consideradas improváveis de serem mantidas em um espaço público.
Bônus tributário das empresas azul e gol em relação à cobrança de “IPVA” sobre suas aeronaves
Authors:   Universidade Federal de Santa Catarina, Silva Janaína Daniele Pereira da , Petri Sérgio Murilo ,   Universidade Federal de Santa Catarina
Published: December 2020

O imposto sobre propriedade de veículos automotores (IPVA) é de competência dos estados e do Distrito Federal, ou seja, o imposto é regido por legislação estadual. Houveram discussões no Supremo Tribunal Federal (STF) a respeito da incidência deste imposto sobre embarcações e aeronaves, contudo, o STF decidiu isentar a cobrança de IPVA sobre os bens em questão. Deste modo, é necessária a elaboração de lei específica para que se possa implementar um IPVA sobre aeronaves no Brasil. Companhias aéreas que não possuem recurso financeiro para a compra de aeronaves, podem optar pela obtenção das mesmas por meio de contratos de leasing. A presente pesquisa buscou nas demonstrações contábeis das empresas de transporte aéreo Azul e Gol, os respectivos valores correspondentes às posses de suas aeronaves. Sobre este valor foi aplicado e calculado à alíquota de IPVA. A alíquota utilizada corresponde ao estado sede de cada companhia aérea Azul e Gol, que são respectivamente São Paulo e Rio de Janeiro. Ambos os estados possuem a alíquota de 4% para a cobrança de IPVA dos veículos terrestres. Dados importantes foram revelados em relação ao desembolso que as empresas de transporte aéreo presente na B3 deveriam fazer em 2019 referente a cobrança de IPVA sobre suas aeronaves. Está cobrança para as empresas seriam vistas como mais uma obrigação tributária a ser paga, ou seja, para as mesmas isso refletiria negativamente. Porém para os estados que receberam esse montante, ajudaria a fortalecer suas finanças.
Perfil industrial das exportações do estado de Santa Catarina e a hipótese de desindustrialização
Authors:   Universidade Federal de Santa Maria, Coronel Daniel Arruda , Copetti Leonardo Sangoi ,   Universidade Federal de Santa Maria
Published: December 2020

Este trabalho tem como objetivo analisar o perfil industrial do Estado de Santa Catarina, visando responder à seguinte questão: está ocorrendo um processo de desindustrialização no Estado de Santa Catarina? Nesse sentido, foram ajustados dois modelos Vetorial de Correção de Erro (VEC), com as seguintes variáveis dependentes: exportações da indústria de transformação (alta intensidade, média-alta, média-baixa e baixa intensidade) do Estado de Santa Catarina e exportações de produtos não industriais deste Estado. As variáveis independentes foram taxa de câmbio real efetiva; índice de preços das commodities; e coeficiente do grau de abertura comercial. Os resultados indicaram que as exportações dos produtos não industriais apresentaram um aumento maior do que os produtos da indústria de transformação. Em relação às importações dos produtos não industriais, constatou-se um aumento muito menor do que a indústria de transformação. Com relação à estimação do VEC, os resultados indicaram que a desvalorização cambial não estimula as exportações da indústria de transformação, que a abertura comercial foi extremamente prejudicial às exportações deste setor e que a variável índice de preço das commodities apresentou sinal contrário ao esperado.
Perspectiva de género en la búsqueda creativa
Authors: Tejeda Carolina
Published: December 2020

Comparto algunas reflexiones acerca de la creación escénica. Lo hago como mujer, pero no lo hago desde una visión binaria. Hablo desde ese rótulo porque aún lo habito, porque lo sigo resignificando. En un contexto en donde creo posible la transformación, nos pregunto ¿Cómo nos pensamos hoy frente al hecho artístico? En el camino de ésta interpelación anidan nuevas expresividades y procesos creativos, nuevas dramaturgias, nuevos encuentros con une y con les otres.
Mindful Pedagogy: Invocating the Concept of Play Beyond the Confines of Recess
Authors: Blom Rob , Lu Chunlei , Mgombelo Joyce
Published: December 2020

Recess is often a topic overlooked in pedagogical theory due to its presumed simplicity. The essence of recess connects with play as a physical counterpart to a well-rounded education. In this article we explore the relationship play has with recess and well-being and explore its pragmatikos (systematic usefulness) as regards schooling in lieu of deep ecological frameworks of systems (wholism) theory and systemic, nonlinear dynamics. We argue that recess in its current conceptualisation—in contradistinction to work or study—is a counterfeit to metaphysical play based on the writings of Ananda K. Coomaraswamy who sheds light on its spiritual premise. By bringing to the forefront metaphysical Ideas of play we encounter similitudes between the Platonic doctrine of ēdūcere and anamnesis with Buddhist phenomenology, especially regarding the practice of Mindfulness (sati); both extol a “recollection” as opposed to a “memorisation” which arguably occupies much of Westernised curriculum. Finally, in traditional, premodern education, emphasis was placed on Spirit and heartfelt intuition, a remembrance of who we are, our Buddha-nature or Christhood, not on cerebral ratiocination whose mental operation, according to Plato, was tenebrous and illusory. Our aspiration is not an education that includes mindfulness, rather, a mindfulness-based education.
Respect Without Recognition: A Critique of the OCSTA’s “Respecting Difference” Policy
Authors: Bialystok Lauren
Published: December 2020

In 2012, a provincial bill amended the Ontario Education Act to provide more focused measures to eliminate bullying on the basis of sexual orientation. Bill 13 specifically requires that students be allowed to establish gay-straight alliances (GSAs), including in the publicly-funded Catholic school system. The Ontario Catholic School Trustees’ Association responded by proposing an alternative policy, called “Respecting Difference,” on the grounds that GSAs run contrary to Catholic teaching. Respect is a complex ethical notion with a long philosophical history. Through an overview of what philosophers from different traditions (including Kant, Buber, Levinas, Hegel, and Rawls) have said about respect, it becomes apparent that the kind of respect that is due to all persons requires recognition, or a willingness to accept the other as a self-identifying subject who is irreducible to my experience. In its discussion of LGBT students, the OCSTA fails to accord them such recognition, even while it emphasizes the meaning of difference. Consequently, there is reason to conclude that it does not truly respect sexual minority students and that it is not fully committed to eradicating homophobia-based bullying in the Catholic school system. “Respecting Difference” declines to heed best evidence about the factors that actually protect LGBT students from bullying, and uses the guidelines for “Respecting Difference” groups as an opportunity to reinforce its pathologization of LGBT identity itself.
LGBTQ Role Models and Curricular Controversy in Canada: A Student Symposium
Authors: Boulay Nadine , Yeung Betty , Leung Charmaine , Burns David P.
Published: December 2020

As a subject for philosophizing about education, there are few topics as rich and significant as the role of public schools in fostering respect for sexual and religious diversity. The liberal state, it is said, has a clear mission to teach students to respect the rights of others to lead fundamentally different ways of life, and to provide students with the tools needed to make similarly fundamental choices about their own lives. The liberal state must do this, however, without undue or excessive infringement on the rights of children and parents who believe that some common ways of life are, writ large, morally objectionable. This symposium paper features three arguments, each formulated by a different student in education or a related field. The first argues that LGBTQ role models must be provided in schools (through school resources or in person). The second argues that teachers are being placed in a very difficult position when such provision causes controversy with the surrounding community. The third argues that parents must not be given unchecked power over their children’s exposure to LGBTQ role modeling.
Law and Disorder: Ontario Catholic Bishops’ Opposition to Gay-Straight Alliances
Authors: Callaghan Tonya D.
Published: December 2020

Originating in the United States, a Gay/Straight Alliance (GSA) is an in-school student club whose focus is on making the school a safe space for lesbian, gay, bisexual, transgender and queer students and their straight allies by raising awareness about, and hopefully reducing, school-based homophobia. The ongoing struggle for GSAs in Canadian Catholic schools is one example of how clashes continue to be played out between Catholic canonical law and Canadian common law regarding sexual minorities. This paper draws upon Foucault’s Discipline and Punish: The Birth of the Prison, and The History of Sexuality Vol. 1: An Introduction to analyze one particularly influential curricular and policy document entitled Pastoral Guidelines to Assist Students of Same-Sex Orientation from the Ontario Conference of Catholic Bishops. This paper posits that Catholic doctrine about non-heterosexuality functions as a Foucaultian Panopticon enabling Catholic education leaders to observe and correct the behaviour of non-heterosexual teachers and students that they deem runs counter to the values of the Vatican. This paper argues that successful resistance to the powerful disciplining regime of the Catholic school is possible.
Engaging Bodhisattva Compassion in Pedagogical Aporias
Authors: Hoyt Mei
Published: December 2020

In teaching culturally sensitive and difficult issues, tensions and interruptions may arise, and educators and students may retreat to their respective comfort zones to avoid conflict and suffering, a pedagogical aporia occurs. This article introduces and examines Bodhisattva compassion from the Buddhist tradition, which offers insights and wisdom in transforming unexamined emotional responses into healthy and nonviolent expressions and embodiment of difference and dissonance. By tracing the Chinese etymological history of the term compassion and its use in Buddhist literature, I argue that Bodhisattva compassion embodies 悲心, a somatic, but unattached and awakened responsive heartmind. Bodhisattva compassion recognizes and accepts the unavoidability of human suffering, but it also liberates us from the common assumption of fellow-feeling and pity subsumed in sorrow and suffering. Guided by the concepts of wisdom and transforming the mind in Buddhism, bodhisattva compassion focuses on lucid awareness of one’s responsive heartmind and skillful actions to engage suffering. Pedagogy enlightened by bodhisattva compassion has curricular and instructional implications. In the struggle of identity politics or for social justice, it is probably more critical to develop ethical and undifferentiated compassion pedagogy than wrestling with power dynamics in our teaching.
What is Existential Educational Encounter?
Authors: Koskela Jani , Siljander Pauli
Published: December 2020

This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept of encounter, and b) to clarify its relationship to the humanistic concept of formation (or unfolding; Bildung), in order to establish the tension between Bildung-theory and the existential theory of human formation. The paper claims that, for a more elaborated understanding of the human educative process, the tension between the processes of encounter and Bildung should be seen as the core tension behind the holistic view of becoming human. Also, c) for an analysis of the Anglo-American reception of the concept, a phenomenological view of the encounter as a transcendental aspect of a learning process will be made in order to gain a wider view of the concept.
Towards Skillful Global Citizenship Education
Authors: Nguyen Tram Truong Anh
Published: December 2020

This article examines the implications of aspects of Buddhist philosophy for contemporary Global Citizenship Education. With primary reference to the writings of Thich Nhat Hanh, it specifically considers Buddhist understandings of suffering, the doctrine of no-self, the notion of store-consciousness, and the law of karma. The article subsequently introduces a skillful global citizenship education that is built on three pillars; namely, skillful awareness of interdependence, skillful compassion, and skillful awareness of intention.
Choosing to Love
Authors: Hinsdale Mary Jo
Published: December 2020

This essay proposes a pedagogical ethic of love based on the four brahma-viharas -- also called the divine abodes-- of Theravada Buddhism. Witnessing, Kelly Oliver’s theory of mutual subjectivity, finds practical expression in the brahma-viharas, a comprehensive way to train the mind and heart to sustain an ethic of love in all of our relationships. Together, witnessing and the brahma-viharas offer an approach whereby we may choose to love students and to cultivate more open, responsive and egalitarian relations with them, in spite of academic asymmetries of power. In perplexing or vexing interactions with students, I draw strength from three of the four divine abodes: metta (lovingkindness), karuna (compassion), and upekkha (equanimity). Consistently applying the contemplative practices associated with these states begins to disentangle the threads of complicated social relations.
Recovering Ancient and Medieval Contemplative Taxonomies as an Alternative to Bloom’s Taxonomy of Educational Objectives
Authors: Steel Sean
Published: December 2020

Bloom’s taxonomy has become a pedagogical orthodoxy in schools. This paper challenges Bloom’s assumptions about thinking (the cognitive domain) and willing (the affective domain). A careful examination of ancient and medieval understandings – and of Thomas Aquinas’ contemplative taxonomy in particular – demonstrates how Bloom’s taxonomy is both disordered and reductionistic. The thesis of this paper is that, if education is to be truly aimed at our “highest happiness,” we must begin, in some small ways at least, to relate our educational efforts to the pursuit of wisdom. This pursuit, it is argued, involves engaging components of thinking and willing that transcend Bloom’s taxonomy.