Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

BACKGROUND: More than 30 percent of patients with epilepsy have inadequate control of seizures with drug therapy, but why this happens and whether it can be predicted are unknown. We studied the response to antiepileptic drugs in patients with newly diagnosed epilepsy to identify factors associated with subsequent poor control of seizures. METHODS: We prospectively studied 525 patients (age, 9 to 93 years) who were given a diagnosis, treated, and followed up at a single center between 1984 and 1997. Epilepsy was classified as idiopathic (with a presumed genetic basis), symptomatic (resulting from a structural abnormality), or cryptogenic (resulting from an unknown underlying cause). Patients were considered to be seizure-free if they had not had any seizures for at least one year. RESULTS: Among the 525 patients, 333 (63 percent) remained seizure-free during antiepileptic-drug treatment or after treatment was stopped. The prevalence of persistent seizures was higher in patients with symptomatic or cryptogenic epilepsy than in those with idiopathic epilepsy (40 percent vs. 26 percent, P=0.004) and in patients who had had more than 20 seizures before starting treatment than in those who had had fewer (51 percent vs. 29 percent, P<0.001). The seizure-free rate was similar in patients who were treated with a single established drug (67 percent) and patients who were treated with a single new drug (69 percent). Among 470 previously untreated patients, 222 (47 percent) became seizure-free during treatment with their first antiepileptic drug and 67 (14 percent) became seizure-free during treatment with a second or third drug. In 12 patients (3 percent) epilepsy was controlled by treatment with two drugs. Among patients who had no response to the first drug, the percentage who subsequently became seizure-free was smaller (11 percent) when treatment failure was due to lack of efficacy than when it was due to intolerable side effects (41 percent) or an idiosyncratic reaction (55 percent). CONCLUSIONS: Patients who have many seizures before therapy or who have an inadequate response to initial treatment with antiepileptic drugs are likely to have refractory epilepsy.

Early Identification of Refractory Epilepsy

Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

Adding It Up: Helping Children Learn Mathematics

How we Think

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Teaching experiment methodology: Underlying principles and essential elements

The development of the concept of speed and its relationship to concepts of rate

Conceptual analyses of Newton’s use of the Fundamental Theorem of Calculus and of one 7th-grader’s understanding of distance traveled while accelerating suggest that concepts of rate of change and infinitesimal change are central to understanding the Fundamental Theorem. Analyses of a teaching experiment with 19 senior and graduate mathematics students suggest that students’ difficulties with the Theorem stem from impoverished concepts of rate of change and from poorly-developed and poorly coordinated images of functional covariation and multiplicatively-constructed quantities.

Images of Rate and Operational Understanding of the Fundamental Theorem of Calculus

Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics. One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has started to gain attention as an important concept in the mathematics teacher education research community, there is limited understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article, we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in both mathematics education and the learning sciences.

Toward a framework for the development of mathematical knowledge for teaching

Any conclusions or recommendations stated here are those of the author and do not necessarily reflect official positions of NSF.

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Patrick W Thompson

Papers

Teaching experiment methodology: Underlying principles and essential elements

The development of the concept of speed and its relationship to concepts of rate

Images of Rate and Operational Understanding of the Fundamental Theorem of Calculus

Toward a framework for the development of mathematical knowledge for teaching

Students, Functions, and the Undergraduate Curriculum †