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Chapter 7 Mathematics Teacher Educators’ Learning through Self-Based Methodologies

her practice. Her goal was to improve her practice and to develop her knowledge and understanding of pedagogy in teacher education by living her values more fully in her practice. She became aware of a contradiction between her practice and beliefs that prompted her to question why she did not always

In: International Handbook of Mathematics Teacher Education: Volume 4
Chapter 13 Becoming a Mathematics Teacher Educator

: Usually villages don’t give good education in my country, so I wasn’t good at mathematics. I always tried to solve any kind of questions by using application of this topic in daily life, but it was not always possible. Maybe that is a reason why I didn’t like mathematics. Interestingly, both had

In: International Handbook of Mathematics Teacher Education: Volume 4
Chapter 8 Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content Courses
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courses focuses more on “integrated studies,” with an emphasis on cross-curricular thematic projects that teachers can later implement with their students to promote individuality, a sense of ethics, and “zest for living” ( Hooghart, 2006 , p. 291; MEXT, 2001). Some parts of the world (including the

In: International Handbook of Mathematics Teacher Education: Volume 4

philosophical source of zero existed in India, and discuss word-numerals as living evidence of the Indian origin of the mathematical zero. We make a few general comments on the time of origin of zero in section 5, and summarize this chapter in section 6. 2 Did Mathematical Zero Originate Due to a

In: The Origin and Significance of Zero
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on our own life as human beings living in the modern Western world. When reading the novel, we enter into a rabbit hole (as will be explored in Chapter 6 ) that leads to the imaginary world created by the author. However, visiting this Wonderland is a justified move as long as it is an entrance

In: Conceptual Mathematics and Literature
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1 On the Lesson We May Learn from a Riddle In the previous chapter, I paid close attention to the reading of a single scene in Vian’s surreal novel Foam of the Daze (1947/2003). Through this reading, and motivated by Matte-Blanco’s ideas, I aimed to methodologically interpret the scene

In: Conceptual Mathematics and Literature
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’s life (Janice and Tothero; see Figure 36 ). The introduction of this new potential significant other enables us to understand how important sex seemingly is to Harry. Like Bunny Munro, for Harry, living a meaningful life seems to be deeply associated in his mind with sex. Significant others, whether

In: Conceptual Mathematics and Literature
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themselves as (potentially) reflective creatures. The question of identity may be answered in a range of ways with varying degrees of complexity. In some cases, human beings are described by authors as rather simple creatures and identity is presented as a single axis around which a character’s life and

In: Conceptual Mathematics and Literature

’s supply chain—the protection of high carbon stock forests when establishing new plantations—had motivated its support of a first carbon inventory. Data collected across the plot network were used to estimate a national average carbon stock and helped to set the upper limit of the high carbon stock

Open Access
In: Translating Technology in Africa. Volume 1: Metrics

life was routed through mobile phones, it was incumbent on the telephone company to better notify people of the impending loss of their account: “I mean, we get birthday texts, it is not any more difficult to implement.” Perhaps it was a job for the regulator, some suggested. Others on the group chat

Open Access
In: Translating Technology in Africa. Volume 1: Metrics