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4 results on '"maths teaching"'

1. Selection and early career education of executive officers in the Royal Navy c1902-1939

Author

Romans, Elinor Frances and Rodger, Nicholas

Subjects
900, Royal Navy, Officer training, Education, secondary education, midshipmen, cadets, dartmouth, democratisation, officers, Royal Naval College, seamanship, fisher, selborne, science teaching, maths teaching
Abstract

This thesis is concerned with the selection and early career education of executive branch officers in the Royal Navy c1902-1939. The thesis attempts to place naval selection and educational policy in context by demonstrating how it was affected by changing naval requirements, external political interference and contemporary educational reform. It also explores the impact of the First World War and the Invergordon mutiny upon officer education. The thesis discusses the selection of potential executive officers, exploring what methods were used, why they were used and how they were developed over time. It discusses the increasing openness of the officer corps of the Royal Navy to boys of talent, irrespective of their background; and shows that this trend was driven by political demand, fuelled by the increasing number of well educated lower middle class boys, and welcomed by many in the Royal Navy. The thesis demonstrates that the Fisher-Selborne Scheme of officer education combined existing naval practice with recent educational developments to produce a unique and innovatory educational system. It shows how many of the assumptions on which the scheme was founded were subsequently proven to be wrong, and demonstrates its gradual dismantling through the inter-war years. The thesis considers the development of the Special Entry scheme, initially in response to a shortage of junior officers but later as a means of broadening entry to the officer corps. It contrasts the fortunes of the two schemes in the inter-war period, in which the educational side of the Special Entry scheme was largely unaltered. Overall the thesis seeks to place the development of the Royal Navy’s systems for the selection and early career education of executive officers in context by exploring how and why they were developed and their response to the changing fortunes and shape of the Royal Navy.

Published
2012

2. Less but Better? Teaching Maths in Further Education and Collateral Growth

Author

Lawrence Nixon and John B. Cooper

Subjects
maths teaching, curriculum, student experience, wellbeing, further education, Education
Abstract

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16−18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a ‘successful’ maths student. Dewey’s ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of ‘new public management’, may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice.

Published
2020
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3. Embodied cognition, effective learning and physical activity as a shared feature: Systematic review

Author

Manuela Valentini and Simone Guarnacci

Subjects
Primary school, Maths teaching, Physical activity, Teaching method, Perspective (graphical), education, Context (language use), Physical education, Systematic review, Subject integration, Embodied cognition, Cognitive development, Educación Física y Deportiva, Sedentary lifestyle, Cognitive psychology
Abstract

Background: according to the embodied cognition perspective, the interaction of the body with the environment builds knowledge, and physical activity can enhance cognitive development. Methodology: the purpose of this research is to conduct a systematic literature review of studies on the integration between physical activity and mathematics in the context of primary school and the effects on learning resulting from these types of intervention. Findings: bibliographic research led to the selection of 34 studies. Analysis of the protocols revealed that motor activity could have a positive impact on learning mathematics and in no case affects it negatively. Conclusions: this method of teaching can also contribute to improved pupils’ participation in educational activities, increased motivation, greater well-being, and reduced sedentary lifestyle. Further research could assess the extensibility of these studies to contexts beyond primary school and their impact on teaching.

Published
2021

4. Less but Better? Teaching Maths in Further Education and Collateral Growth

Author

John B. Cooper and Lawrence Nixon

Subjects
Further education, Public Administration, Mathematics anxiety, Collateral, curriculum, Physical Therapy, Sports Therapy and Rehabilitation, Context (language use), maths teaching, Mathematics curriculum, Education, Computer Science Applications, wellbeing, Postsecondary education, Developmental and Educational Psychology, Computer Science (miscellaneous), Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, Mathematics instruction, student experience, lcsh:L, Curriculum, further education, lcsh:Education
Abstract

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16&ndash, 18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a &lsquo, successful&rsquo, maths student. Dewey&rsquo, s ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of &lsquo, new public management&rsquo, may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice.

Published
2020

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