Cognition in Practice

Mind, Mathematics and Culture in Everyday Life

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Author: Jean Lave

Publisher: Cambridge University Press

ISBN: 9780521357340

Category: Mathematics

Page: 214

View: 9370

In this innovative study, Jean Lave moves the analysis of one particular form of cognitive activity--arithmetic problem-solving--out of the laboratory and into the domain of everyday life. In so doing, she shows how mathematics in the "real world", such as that entailed in grocery shopping or dieting, is, like all thinking, shaped by the dynamic encounter between the culturally-endowed mind and its total context, a subtle interaction that shapes both the human subject and the world within which it acts.

Review of Adult Learning and Literacy, Volume 4

Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

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Author: John Comings,Barbara Garner,Cristine Smith

Publisher: Routledge

ISBN: 1135622388

Category: Education

Page: 360

View: 5882

The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4 is the newest addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Volume 4 opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States: *issues of race, class, gender, and sexual orientation; *the role of workplace education in building adults' basic skills; *the role of new learning technologies in adult education and literacy; *adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and *traditional and contemporary adult learning theories, including an annotated bibliography of key resources. Intended for policymakers, scholars, and practitioners dedicated to improving the quality of adult basic education, adult English for speakers of other languages, and adult secondary education programs, Review of Adult Learning and Literacy, Volume 4 is an essential resource for the field.

Encyclopedia of Educational Theory and Philosophy

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Author: D. C. Phillips

Publisher: SAGE Publications

ISBN: 1483364755

Category: Education

Page: 952

View: 8064

Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.

How Students Learn

History, Mathematics, and Science in the Classroom

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Author: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on How People Learn, A Targeted Report for Teachers

Publisher: National Academies Press

ISBN: 0309133033

Category: Education

Page: 632

View: 7635

How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students’ knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children’s education.

Basic and Applied Perspectives on Learning, Cognition, and Development

The Minnesota Symposia on Child Psychology

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Author: Charles A. Nelson

Publisher: Psychology Press

ISBN: 1134792336

Category: Psychology

Page: 256

View: 2414

Although current views of cognitive development owe a great deal to Jean Piaget, this field has undergone profound change in the years since Piaget's death. This can be witnessed both in the influence connectionist and dynamical system models have exerted on theories of cognition and language, and in how basic work in cognitive development has begun to influence those who work in applied (e.g., educational) settings. This volume brings together an eclectic group of distinguished experts who collectively represent the full spectrum of basic to applied aspects of cognitive development. This book begins with chapters on cognition and language that represent the current Zeitgeist in cognitive science approaches to cognitive development broadly defined. Following a brief commentary on this work, the next section turns to more applied issues. Although the focus here is on arithmetic learning, the research programs described have profound implications for virtually all aspects of education and learning. The last chapter views cognitive development from the perspective of ethology and evolutionary biology, and in so doing provides a theoretical perspective that is novel and in some ways, prescient: specifically, how can our views of cognition incorporate recent work in biology?

The Sociocultural Turn in Psychology

The Contextual Emergence of Mind and Self

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Author: Suzanne Kirschner,Jack Martin

Publisher: Columbia University Press

ISBN: 0231519907

Category: Social Science

Page: 312

View: 9860

The sociocultural turn in psychology treats psychological subjects, such as the mind and the self, as processes that are constituted, or "made up," within specific social and cultural practices. In other words, though one's distinct psychology is anchored by an embodied, biological existence, sociocultural interactions are integral to the evolution of the person. Only in the past two decades has the sociocultural turn truly established itself within disciplinary and professional psychology. Providing advanced students and practitioners with a definitive understanding of these theories, Suzanne R. Kirschner and Jack Martin, former presidents of the American Psychological Association's Division of the Society for Theoretical and Philosophical Psychology, assemble a collection of essays that describes the discursive, hermeneutic, dialogical, and activity approaches of sociocultural psychology. Each contribution recognizes psychology as a human science and supports the individual's potential for agency and freedom. At the same time, they differ in their understanding of a person's psychological functioning and the best way to study it. Ultimately the sociocultural turn offers an alternative to overly biological or interiorized theories of the self, emphasizing instead the formation and transformation of our minds in relation to others and the world.

Everyday and Academic Mathematics in the Classroom

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Author: Mary E. Brenner,Judit N. Moschkovich

Publisher: National Council of Teachers of English

ISBN: N.A

Category: Mathematics

Page: 153

View: 2456

The monograph series is published by NCTM as a supplement to the Journal for Research in Mathematics Education (JRME). Each monograph has a single theme related to the learning or teaching of mathematics. Number 11 in the JRME monograph series, this monograph attempts to clarify what we mean by everyday and academic mathematics, to provide empirical analyses of what happens when we bring particular aspects of everyday practises into classrooms and to consider how workplace practises relate to school mathematics.

Religion in Contemporary China

Revitalization and Innovation

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Author: Adam Yuet Chau

Publisher: Routledge

ISBN: 1136892257

Category: Religion

Page: 264

View: 1202

Before the modernist transformations of the twentieth century, China had one of the richest and most diverse religious cultures in the world. The radical anti-traditionalist policies of both the Republican and Communist regimes as well as other socio-historical factors posed formidable challenges to China’s religious traditions but, this book argues, these conditions also presented new opportunities for re-generation and innovation. It shows that economic reforms and the concurrent relaxation of religious policies have provided fertile ground for the revitalization of a wide array of religious practices, including divination, ancestor worship, temple festivals, spirit mediumism, churchgoing, funeral rites, exorcism, pilgrimages, sectarianism, sutra chanting, and the printing and distribution of morality books. Equally new forms of religious practices have emerged such as lay Buddhist preachers, "Maoist shamans", and a range of qigong sects/schools. Written by an international, interdisciplinary team of experts who have all conducted in-depth fieldwork research in China, this book provides a wide-ranging survey of contemporary religious practices in China. It examines the different processes and mechanisms of religious revivals and innovations, and, more broadly, relates the Chinese example of religious revitalization to larger issues of social and cultural continuity and change.

Discursive Practice in Language Learning and Teaching

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Author: Richard Young

Publisher: Wiley-Blackwell

ISBN: N.A

Category: Language Arts & Disciplines

Page: 267

View: 3357

Discursive Practice is a theory of the linguistic and socio-cultural characteristics of recurring episodes of face-to-face interaction; episodes that have social and cultural significance to a community of speakers. This book examines the discursive practice approach to language-in-interaction, explicating the consequences of grounding language use and language learning in a view of social realities as discursively constructed, of meanings as negotiated through interaction, of the context-bound nature of discourse, and of discourse as social action. The book also addresses how participants’ abilities in a specific discursive practice may be learned, taught, and assessed.

Thinking through Creativity and Culture

Toward an Integrated Model

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Author: Vlad Petre Glaveanu

Publisher: Transaction Publishers

ISBN: 1412854490

Category: Psychology

Page: 330

View: 720

Creativity and culture are inherently linked. Society and culture are part and parcel of creativity’s process, outcome, and subjective experience. Equally, creativity does not reside in the individual independent of culture and society. Vlad Petre Glveanu’s basic framework includes creators and community, from which new artifacts emerge and existing artifacts are developed. He points to a relationship between self and other, new and old, specific for every creative act. Using this multifaceted system requires that researchers employ ecological research in order to capture the heterogeneity and social dimensions of creativity. Glveanu uses an approach based on cultural psychology to present creativity in lay terms and within everyday settings. He concludes with a unitary cultural framework of creativity interrelating actors, audiences, actions, artifacts, and affordances.