title: Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts

authors: Scott, Jonathan B.

subjects: education

abstract: In this article a thermodynamic view of learning is taken. Internalisation of a threshold concept, the so-called act of “passing through the portal”, is viewed as a phase change. It is postulated that threshold concepts are associated with learning that both involves a large entropy change and that has competing possible learning outcomes. Through analogy with enthalpy of matter, it is predicted that certain learning activities will aid students, especially in the case of reaching true understanding of threshold concepts, much as certain physical processes aid the formation of diamond in preference to graphite.

text: Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts In this article a thermodynamic view of learning is taken. Internalisation of a threshold concept, the so-called act of “passing through the portal”, is viewed as a phase change. It is postulated that threshold concepts are associated with learning that both involves a large entropy change and that has competing possible learning outcomes. Through analogy with enthalpy of matter, it is predicted that certain learning activities will aid students, especially in the case of reaching true understanding of threshold concepts, much as certain physical processes aid the formation of diamond in preference to graphite.

year: 2014

title: Conceptions, language, culture and mathematics and the New Zealand curriculum.

authors: Bailey, Judy

subjects: conceptions of mathematics

abstract: In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

text: Conceptions, language, culture and mathematics and the New Zealand curriculum. In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

year: 2010

title: How is the circular economy emerging in Aotearoa New Zealand? Research Brief

authors: Diprose, G

abstract: The results of the environmental scan show that there is grass-roots activity and that we have some high level conceptualisations of circular economies (CE) however there is little in-between. As such, it is in the middle that activity needs to occur to transition towards a circular economy. We see a need to move beyond business-as-usual with an entity focus to an ‘ecosystem phase.’ This means that for CE, partnerships are needed across business, organisations, Treaty partners, institutions, NGOs and stakeholders to form collaborations around material and people flows in order for ecosystems to form and create circular economies.

text: How is the circular economy emerging in Aotearoa New Zealand? Research Brief The results of the environmental scan show that there is grass-roots activity and that we have some high level conceptualisations of circular economies (CE) however there is little in-between. As such, it is in the middle that activity needs to occur to transition towards a circular economy. We see a need to move beyond business-as-usual with an entity focus to an ‘ecosystem phase.’ This means that for CE, partnerships are needed across business, organisations, Treaty partners, institutions, NGOs and stakeholders to form collaborations around material and people flows in order for ecosystems to form and create circular economies.

year: 2022