title: Teaching probability: A socio-constructivist perspective

authors: Sharma, Sashi

subjects: Probability

abstract: There is a considerable and rich literature on students' misconceptions in probability. However, less attention has been paid to the development of students' probabilistic thinking in the classroom. This paper offers a sequence, grounded in socio-constructivist perspective for teaching probability.

text: Teaching probability: A socio-constructivist perspective There is a considerable and rich literature on students' misconceptions in probability. However, less attention has been paid to the development of students' probabilistic thinking in the classroom. This paper offers a sequence, grounded in socio-constructivist perspective for teaching probability.

year: 2015

title: Combining Hydromorphic and Shape-Shifting Effects for Programmable Passive Actuation in 4D-Printed Biocomposites

authors: Bachmann, Phil Aron

abstract: 4D printing involves the fabrication of structures that respond dynamically to external stimuli. While various actuation mechanisms have been extensively studied, the integration of multiple actuation effects remains relatively unexplored. This study examines the combined influence of hydromorphic and shape-shifting effects in a biocomposite containing 40 wt% cellulose fibres. The biocomposite was combined with polylactide (PLA) and processed via 3D printing to produce bi-material strips, which were then comprehensively analysed for their material properties and shape-changing behaviour. Upon immersion in water, the biocomposite expanded by 3.2 % perpendicular to the printing direction and exhibited a marked decrease in Young’s modulus with increasing water content. Bi-material strips 1 mm thick displayed pronounced hydromorphic behaviour, achieving maximum curvatures of 0.036 - 0.052 mm-1 depending on the passive-to-active layer thickness ratio. Thicker strips (4 mm) reached 0.012 mm-1 under the same conditions. When both heat and water were applied as external stimuli, the biocomposite and neat PLA layers became simultaneously active, and curvatures of up to 0.057 mm⁻¹ were obtained for 4 mm strips. This curvature surpassed the hydromorphic-only and shape-shifting-only responses by factors of 4.77 and 1.82, respectively. The results demonstrate that integrating water- and heat-induced stimuli increases achievable curvature and accelerates the response, enabling high-curvature deformations even in relatively thick structures. The approach therefore holds promise for applications that demand significant shape transformations without compromising structural integrity.

text: Combining Hydromorphic and Shape-Shifting Effects for Programmable Passive Actuation in 4D-Printed Biocomposites 4D printing involves the fabrication of structures that respond dynamically to external stimuli. While various actuation mechanisms have been extensively studied, the integration of multiple actuation effects remains relatively unexplored. This study examines the combined influence of hydromorphic and shape-shifting effects in a biocomposite containing 40 wt% cellulose fibres. The biocomposite was combined with polylactide (PLA) and processed via 3D printing to produce bi-material strips, which were then comprehensively analysed for their material properties and shape-changing behaviour. Upon immersion in water, the biocomposite expanded by 3.2 % perpendicular to the printing direction and exhibited a marked decrease in Young’s modulus with increasing water content. Bi-material strips 1 mm thick displayed pronounced hydromorphic behaviour, achieving maximum curvatures of 0.036 - 0.052 mm-1 depending on the passive-to-active layer thickness ratio. Thicker strips (4 mm) reached 0.012 mm-1 under the same conditions. When both heat and water were applied as external stimuli, the biocomposite and neat PLA layers became simultaneously active, and curvatures of up to 0.057 mm⁻¹ were obtained for 4 mm strips. This curvature surpassed the hydromorphic-only and shape-shifting-only responses by factors of 4.77 and 1.82, respectively. The results demonstrate that integrating water- and heat-induced stimuli increases achievable curvature and accelerates the response, enabling high-curvature deformations even in relatively thick structures. The approach therefore holds promise for applications that demand significant shape transformations without compromising structural integrity.

year: 2025

title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008