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Record Nr. |
UNINA9910438332303321 |
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Autore |
Zazkis Rina |
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Titolo |
Lesson Play in Mathematics Education : A Tool for Research and Professional Development / / by Rina Zazkis, Nathalie Sinclair, Peter Liljedahl |
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Pubbl/distr/stampa |
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New York, NY : , : Springer New York : , : Imprint : Springer, , 2013 |
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ISBN |
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9781283945691 |
128394569X |
9781461435495 |
1461435498 |
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Edizione |
[1st ed. 2013.] |
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Descrizione fisica |
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1 online resource (287 p.) |
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Altri autori (Persone) |
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SinclairNathalie |
LiljedahlPeter |
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Disciplina |
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Soggetti |
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Mathematics - Study and teaching |
Teachers - Training of |
Mathematics Education |
Teaching and Teacher Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Lesson Play in MathematicsEducation; Preface; Contents; Part I; 1 Planning for Instruction; Legacy of the Tylerian Lesson Plan; Lesson Plan: An Example; Alternative Models; Conclusion; 2 Introducing Lesson Play; Developing the ''Lesson Play''; Potential Interactions; A Sample Lesson Play; Virtual Planning: What the Lesson Might Be; 3 Evolution of the Task; Lesson Play: Iterative Design; First Iteration; Next Iterations; Final Iterations; Lesson Play: Toward 'Real Teaching'; Part II; 4 Linear Measurement: How Long is a Stick?; Diverting Teacher--Student Interaction; ''Who else?'' |
''Place blockshellip and count them''Funneling Through Telling; ''Important rules for measuring''; ''When we are measuring we have to start at 0''; ''There is a special trick that we use when we count!''; ''Place the stick upright on the table''; Funneling Through Rerouting a Strategy; ''Count the spaces in between the numbers''; ''No matter where you start''; ''If you chose to start the measurement of your stick at 5 |
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cmhellip''; ''You don't count the first line''; ''Can you draw me a 1 cm long line''; What Do We Learn About Prospective Teachers' Ideas of Measurement?; 5 On Divisibility by 4 |
Retrieving the Correct Divisibility Rule&!ldquo; ''Who can remember?''; ''Look it up in my notes'' or elsewhere; ''We can look in the glossary of the textbook''; ''I think we are confusinghellip''; ''Some wonderful little tricks''; ''You've won the concert tickets!''; ''How about 1000456814?''; Moving Toward Student Reasoning; ''See if you can find a rule that does work''; ''That's easy, they're all [16, 20 and 24] divisible by four''; ''Start looking''hellip ''after the break''; ''How does it work?''; ''Imagine that each one of these is a chocolate bar''; Uses of Mathematical Language |
''A number is divisible by 4 ifhellip''''Just look at the last two numbers''; ''What about the number 6, what's the rule for that one?''; More Troublesome Expressions; Becausehellip Alternative Diagnoses and Remediation; ''Because 354 has 4 in the one's place''; ''Let's try doing long division''; ''Because 354 is an even number''; ''I worked through all the division steps''; ''4 goes into 354, 88.5 times''; Conclusion; 6 On Prime Numbers; Following Prompt #1; ''We could make the multiplication table bigger''; ''If I give you 12 blocks'' |
''I will circle them and cross out all the multiples of 5 and 7''''We should not be using the multiplication tables''; Following Prompt #2; ''Can a number that is bigger than 9 be a factor for a number?''; ''Does anyone know the divisibility rule for 11?''; Following Prompt #3; ''We only need to divide 37 by other primes''; ''That is not how a prime number is defined''; ''Let us use the blocks to find out''; ''Can there be an endless number of prime numbers''; ''Find a number that is not a prime number and is also not divisible by 2, hellip, 9''; Conclusion |
7 Repeating Patterns: Cars and Colours |
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Sommario/riassunto |
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The book presents Lesson Play, a novel construct in mathematics education to be used by researchers and teacher educators. Inspired in part by the style of Lakatos’s evocative Proofs and Refutations, Lesson Play features imagined interactions between a teacher and her/his students, presented in the form of a script for dialogue in the classroom. This book offers the first comprehensive survey of the affordances of the Lesson Play tool, particularly in the areas of pre-service teacher education and teacher professional development. It exemplifies an approach to teacher education that seeks to coordinate mathematical and pedagogical dimensions of teaching as they emerge in real classroom settings by focusing on aspects of practice such as teaching moves and classroom discourse. |
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2. |
Record Nr. |
UNINA9910137467403321 |
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Autore |
Hansbury Elise |
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Titolo |
Le juge interaméricain et le jus cogens |
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Pubbl/distr/stampa |
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Graduate Institute Publications, 2011 |
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[Place of publication not identified], : Graduate Institute Publications, 2011 |
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ISBN |
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Descrizione fisica |
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1 online resource (110 pages) |
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Collana |
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eCahiers de l'Institut ; ; 11 |
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Soggetti |
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International Law |
Law, Politics & Government |
International Law - General |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Sommario/riassunto |
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La communauté internationale s’est dotée du jus cogens sans lui conférer un contenu déterminé, laissant aux juridictions internationales le soin de déterminer le contenu substantif des normes impératives. Alors que la Cour internationale de Justice ne semble pas avoir embrassé ce rôle, la Cour interaméricaine des droits de l’homme a développé une méthode d’interprétation entièrement axée sur la protection de la personne humaine, qui l’a inéluctablement menée à conférer un contenu au jus cogens. La Cour a mis sur pied un système cohérent de droits et d’obligations, au sommet duquel se situent les droits impératifs, dont la sanction entraine la responsabilité aggravée de l’État. Plusieurs facteurs ont contribué à cette activité jurisprudentielle innovante que la présente étude analyse. Il importe de voir cependant si le discours universaliste de la Cour basé sur l’unicité de la personne humaine est susceptible de contribuer à l’édification d’un jus cogens réellement universel. Prix Mariano Garcia Rubio 2010 du meilleur mémoire de Master en droit international. The adoption of the Vienna Convention on the Law of Treaties in 1969 introduced the concept of jus cogens into the realm of the international legal order. The international community of States nevertheless decided to leave |
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the determination of its substantive content to international Courts. While the International Court of Justice appears to have been reluctant to perform such a function, the Inter-American Court of Human Rights has developed a creative and dynamic method of interpretation intended to afford a full and complete protection to human beings; such an approach resulted inevitably in the identification of the content of peremptory norms. The Inter-American Court has therefore established a coherent system of rights and obligations where violations of jus cogens norms leads to the aggravated responsibility of the defendant State. The aim of this study is, on the one hand, to identify the factors… |
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