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From Culture to place. Learning & researching in informal and environments. Challenges to School learning. Western hegemony is replaced by global diversity Educational economists point to the importance of investing in Early childhood education

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from culture to place

From Culture to place

Learning& researching in informaland environments

challenges to school learning
Challenges to Schoollearning
  • Western hegemony is replaced by global diversity
  • Educationaleconomists point to the importance of investing in Earlychildhoodeducation
  • Computational mediareshape the frontiers of individual and social action
  • Continuousproblems of educationalachievement
  • The knowledge society requiresinnovation and creativity ( schoolsarehardly the place !)
life learning in informal and formal environments u w seattle
LIFE(Learning in Informal and Formal Environments),U.W.,Seattle
  • PRINCIPLES
  • 1. Learning is situated in broad socio-economic and historical contexts and is mediated by local
  • culturalpractices and perspectives.
  • 2. Learning takes place not only in school but also in the multiple contexts and valued practices
  • of everyday lives across the life span.
  • 3. All learners need multiple sources of support from a variety of institutions to promote their personaland intellectualdevelopment.
  • 4. Learning is facilitated when learners are encouraged to use their home and community language resources as a basis for expanding their linguistic repertoires.
slide5
PreschoolMath the Institute of Education Sciences, U.S. Department of Education, through Grant R305H050035 to Carnegie Mellon University.
  • Encouraging results have been obtained for a variety of instructional programs developed to improve the mathematical knowledge of preschoolers and kindergartners, especially those from low-income backgrounds. There are effective techniques – derived from scientific research on learning – that could be put to work in the classroom today to improve children’s mathematical knowledge.”“Children’s goals and beliefs about learning are related to their mathematics performance. . . When children believe that their efforts to learn make them ‘smarter,’ they show greater persistence in mathematics learning.”
slide6
Issue in Mathematics Education: Low-Income Children Lag Behind in Mathematical Proficiency Even Before They Enter School
  • Children vary greatly in mathematical knowledge when they enter school
  • Numerical knowledge of kindergartners from low-income families trails far behind that of peers from higher-income families
applying theory to educational problem
Applying Theory to Educational Problem
  • Might inadequate representations of numerical magnitudes underlie low-income children’s poor numerical performance?
slide8
Applied Goal Raised New Theoretical Question: What Leads Anyone to Form Initial Linear Representation?
  • Counting experience is likely helpful and necessary, but insufficient
  • Children can count in a numerical range more than a year before they can generate a linear representation of numerical magnitudes in that range (Condry & Spelke, 2008; LeCorre & Carey, 2007; Schaffer et al., 1974)
playing board games
Playing Board Games
  • Board games might play a crucial role in forming linear representations of numerical magnitudes
  • Designed to promote interactions between parents and peers
  • Also provides rich experiences with numbers
key properties of board games like chutes and ladders
Key Properties of Board Games Like Chutes and Ladders
  • The greater the number a token reaches, the greater the
    • Distance that the child has moved the token
    • Number of discrete hand movements the child has made
    • Number of number names the child has spoken
    • Time spent by the child playing the game
  • Thus, playing number board games provides visuo-spatial, kinesthetic, auditory, and temporal cues to links between number symbols and their magnitudes
effects of playing the number board game
Effects of Playing the Number Board Game
  • Goal was to investigate whether playing the number board game:
    • Improves a broad range of numerical skills and concepts
    • Produces gains that remain stable over time