Cost-function characterization of systems

Cost function characterizations of dynamical control systems - Markov transition cost function

Kinstate intervention in ethnic conflicts : Albania and Turkey compared

Albania and Turkey did not act in overtly irredentist ways towards their ethnic brethren in neighboring states after the end of communism. Why, nonetheless, did Albania facilitate the increase of ethnic conflict in Kosovo and Macedonia, while Turkey did not, with respect to the Turks of Bulgaria? I argue that kin-states undergoing transition are more prone to intervene in external conflicts than states that are not, regardless of the salience of minority demands in the host-state. The transition weakens the institutions of the kin-state. Experiencing limited institutional constraints, self-seeking state officials create alliances with secessionist and autonomist movements across borders alongside their own ideological, clan-based and particularistic interests. Such alliances are often utilized to advance radical domestic agendas. Unlike in Albania's transition environment, in Turkey there were no emerging elites that could potentially form alliances and use external movements to legitimize their own domestic existence or claims

On the instructional triangle and sources of justification for actions in mathematics teaching

We elaborate on the notion of the instructional triangle, to address the question of how the nature of instructional activity can help justify actions in mathematics teaching. We propose a practical rationality of mathematics teaching composed of norms for the relationships between elements of the instructional system and obligations that a person in the position of the mathematics teacher needs to satisfy. We propose such constructs as articulations of a rationality that can help explain the instructional actions a teacher takes in promoting and recognizing learning, supporting work, and making decisions.The ideas reported in this paper have been developed in part with the support of National Science Foundation grants ESI-0353285 and DRL-0918425 to the authors.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91281/1/On_the_instructional_triangle_PH&DC_May2012.pdf-

Agreeing is Not the Same as Accepting: Exploring Pre-Service Teachers’ Growth Mindsets

The popularity of mindset theory has resulted in a surge of mindset interventions in schools. However, with increased popularity, there is the potential for misunderstandings and hesitations about what a growth mindset fully entails. Therefore, we sought to disentangle which components of growth mindset messages pre-service teachers find hard to accept alongside their level of agreement with growth mindset questionnaire items. We used a descriptive design with both quantitative and qualitative data to explore 182 pre-service teachers’ responses to growth mindset messages. The results of this study suggest that pre-service teachers hold a growth mindset. However, despite strong quantitative endorsements, in the qualitative analyses we determined three ways in which participants found a growth mindset hard to accept: (1) the notion of mindset theory itself, (2) the level of growth, (3) and the necessary actions behind having a growth mindset. The findings of this study suggest we need to pay close attention to false growth mindsets in theory and practice

Evidence and Policy in Aid-Dependent Settings

This chapter examines how the political dynamics of aid relationships can affect the use of evidence within health policymaking. Empirical examples from Cambodia, Ethiopia and Ghana illustrate how relationships between national governments and donor agencies influence the ways in which evidence is generated, selected, or utilised to inform policymaking. We particularly consider how relationships with donors influence the underlying systems and processes of evidence use. We find a number of issues affecting which bodies or forms of evidence are taken to be policy relevant, including: levels of local technical capacity to utilise or synthesise evidence; differing stakeholder framing of issues; and the influence of non-state actors on sector-wide systems of agenda setting. The chapter also reflects on some of the key governance implications of these arrangements in which global actors promote forms of evidence use – often under a banner of technical efficiency – with limited consideration for local representation or accountability

Problem solving with technology: multiple perspectives on mathematical conjecturing

Research on technology and mathematics education has been a longstanding interest of the PME community. In this paper we revisit the interplay between technology and conjecturing within the process of problem-solving with an intention to capture different aspects of the processes in which students make and explore mathematical conjectures, and roles that both technology and teachers can play in this process. The focus is two-fold: first, to discuss different interpretations of conjectures and conjecturing within mathematics education, as reflected selected current works in mathematics education research; and second, to offer a discussion on progress in the implementation of these ideas with considerations of developments in technology, and our wider understandings of the role of the teachers

Digital technologies in the early primary school classroom

Papert’s (1980) work with Turtle Geometry offered an early and provocative vision of how digital technologies could be used with young learners. Since then, research on digital technology use has focused on the middle and high school levels (notable exceptions include Sarama & Clements, 2002; Hoyles, Noss & Adamson, 2002). Given the increasing diversity of digital technologies, and their varied underlying pedagogical goals and design choices, Clements’ (2002) claim that “there is no single effect of the computer on mathematics achievement” (p. 174) is as true now as it was a decade ago. However, many advances have been made in better articulating the range of design choices that are possible, their potential effect on the cognitive and affective dimensions on mathematics learning, and their varying demands on the teacher. The aim of this chapter is to summarise the research literature on the use of digital technologies in the teaching and learning of mathematics at the k-2 level. In particular, we focus on literature that contributes to our understanding of how the use of digital technologies affects and changes the teaching and learning of mathematics—that is, how different affordances and design choices impact on the way teachers and learners interact and express themselves mathematically. By digital technologies we refer to a range of tools including multi-purpose computer-based software programs, web-based applets, virtual manipulatives, programming languages, CD-ROMs, games, calculators, touchscreen applications and interactive whiteboards. The distinction between these various types is not always evident [1] and, indeed, one goal of this chapter is to provide useful distinguishing features of these various technologies in order to help educators better evaluate and choose amongst them. We begin by outlining some of the major theoretical developments that are shaping the way researchers are studying the use of digital technologies; we hope that some of these developments, which originate in research conducted for the middle and high school grades, can inform research at the younger grade levels, thus building on decades-old insights and constructs. We then present an overview of research related first to two content areas of the primary school curriculum—number sense and geometry—and second to a mix of content areas all approached through the use of programming languages. Where possible, we try to describe the particular affordances of the digital technology involved, that is, the kinds of interactions that can be performed, acknowledging that intended affordances may not always be perceived as possible by users [2]. We are also aware of the fact that many of the tools we describe may quickly disappear, to be replaced by new interpretations or available on new platforms. We have thus tried to focus attention on the design principles that may have relevance beyond specific examples. At the end of the chapter we discuss several themes that emerge from our survey of the literature and recommend future research directions

PROBLEM SOLVING WITH TECHNOLOGY: MULTIPLE PERSPECTIVES ON MATHEMATICAL CONJECTURING

Research on technology and mathematics education has been a longstanding interest of the PME community. In this paper we revisit the interplay between technology and conjecturing within the process of problem-solving with an intention to capture different aspects of the processes in which students make and explore mathematical conjectures, and roles that both technology and teachers can play in this process. The focus is two-fold: first, to discuss different interpretations of conjectures and conjecturing within mathematics education, as reflected selected current works in mathematics education research; and second, to offer a discussion on progress in the implementation of these ideas with considerations of developments in technology, and our wider understandings of the role of the teachers

Clinical Guide for Growth Focused Motivation

This Clinical Guide represents one tangible outcome from a partnership between Catholic Social Services and the University of Alberta (funding by SSHRC PEG 892-2021-1008). This Clinical Guide is designed to guide any frontline staff in implementing growth focused practices throughout their work. Our main goal is for frontline care staff to approach their client relationships orientated to growth and honed in on progress. Towards this goal, we have created growth oriented materials for use (1) At Intake (2) During goal setting and (3) When a motivation challenges arises. Each tangible resource is accompanied by guiding statements for the decision and implementation directions to support their use. The intention is to come alongside existing processes and offer motivation-focused resources and perspectives without increasing work demands