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

The power of feedback.

The culture of education

Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

Contents: J. Gale, Preface. Part I:Radical Constructivism and Social Constructionism. E. von Glasersfeld, A Constructivist Approach to Teaching. K.J. Gergen, Social Construction and the Educational Process. J. Shotter, In Dialogue: Social Constructionism and Radical Constructivism. J. Richards, Construct[ion/iv]ism: Pick One of the Above. Part II:Information-Processing Constructivism and Cybernetic Systems. F. Steier, From Universing to Conversing: An Ecological Constructionist Approach to Learning and Multiple Description. R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. K. Tomm, Response to Chapters by Spiro et al. and Steier. P.W. Thompson, Constructivism, Cybernetics, and Information Processing: Implications for Technologies of Research on Learning. Part III:Social Constructivism and Sociocultural Approaches. H. Bauersfeld, The Structuring of the Structures: Development and Function of Mathematizing as a Social Practice. J.V. Wertsch, C. Toma, Discourse and Learning in the Classroom: A Sociocultural Approach. C. Konold, Social and Cultural Dimensions of Knowledge and Classroom Teaching. J. Confrey, How Compatible Are Radical Constructivism, Sociocultural Approaches, and Social Constructivism? Analysis and Synthesis I: Alternative Epistemologies. M.H. Bickhard, World Mirroring Versus World Making: There's Gotta Be a Better Way. Part IV:Alternative Epistemologies in Language, Mathematics, and Science Education. R. Duit, The Constructivist View: A Fashionable and Fruitful Paradigm for Science Education Research and Practice. G.B. Saxe, From the Field to the Classroom: Studies in Mathematical Understanding. N.N. Spivey, Written Discourse: A Constructivist Perspective. T. Wood, From Alternative Epistemologies to Practice in Education: Rethinking What It Means to Teach and Learn. E. Ackermann, Construction and Transference of Meaning Through Form. D. Rubin, Constructivism, Sexual Harassment, and Presupposition: A (Very) Loose Response to Duit, Saxe, and Spivey. Part V:Alternative Epistemologies in Clinical, Mathematics, and Science Education. E. von Glasersfeld, Sensory Experience, Abstraction, and Teaching. R. Driver, Constructivist Approaches to Science Teaching. T. Wood, P. Cobb, E. Yackel, Reflections on Learning and Teaching Mathematics in Elementary School. P. Lewin, The Social Already Inhabits the Epistemic: A Discussion of Driver Wood, Cobb, and Yackel and von Glasersfeld. J. Becker, M. Varelas, Assisting Construction: The Role of the Teacher in Assisting the Learner's Construction of Preexisting Cultural Knowledge. E.H. Auerswald, Shifting Paradigms: A Self-Reflective Critique. Analysis and Synthesis II: Epsitemologies in Education. P. Ernest, The One and the Many. Analysis and Synthesis III: Retrospective Comments and Future Prospects. L.P. Steffe, Alternative Epistemologies: An Educator's Perspective. J. Gale, Epilogue.

教育中的建构主义 = Constructivism in Education

AER 59 reviews research into aspects of mathematics teaching, focusing on issues relevant to Australian mathematics teachers, to those who support them, and also to those who make policy decisions about mathematics teaching. It was motivated by and draws on the proceedings of the well-attended and highly successful ACER Research Conference Teaching mathematics? Make it count: What research tells us about effective mathematics teaching and learning, held in Melbourne in August 2010.

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Teaching Mathematics: Using research-informed strategies

Knowledge and Beliefs in Mathematics Teaching and Teaching Development

Este libro trata sobre la seleccion y el uso de tareas que pueden facilitar el aprendizaje de las matematicas. Se centra en las elecciones de tareas que realizan los profesores y las acciones que realizan al utilizar las tareas. Describe tareas que pueden usarse para facilitar el aprendizaje de las matematicas y pueden hacer que la experiencia de aprender matematicas sea atractiva y gratificante y que la ensenanza de las matematicas sea satisfactoria. Se basa en los hallazgos de un proyecto particular que investiga el uso de tareas matematicas y tambien en nuestros proyectos de investigacion anteriores y en nuestra experiencia en el trabajo con profesores de matematicas potenciales y en ejercicio.

Teaching with Tasks for Effective Mathematics Learning

A perceived lack of engagement of many students in middle years mathematics classes provides a challenge for educators. In this article we report a project that investigated students' perceptions of the extent to which their own efforts influence their achievement at mathematics and their life opportunities. We conducted 2 hour interviews with over 50 students, as well as collecting other data. The results suggest that a student's orientation to learning mathematics is not predicted by their achievement. Even students who were confident, successful and persistent exhibited short-term goals. It seems that classroom culture may be an important determinant of under-participation in schooling.

Perhaps the Decision of Some Students not to Engage in Learning Mathematics in School is Deliberate

The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers responded to survey items in both Likert and free format style after teaching the ten lessons. The responses of the teacher participants indicate that the lesson structure we proposed was helpful, and the elements of the lessons suggested to teachers were both necessary and sufficient for supporting students in engaging with the challenging tasks. Implications for teacher educators and curriculum developers are offered.

Peter Sullivan

Papers

Teaching Mathematics: Using research-informed strategies

Knowledge and Beliefs in Mathematics Teaching and Teaching Development

Teaching with Tasks for Effective Mathematics Learning

Perhaps the Decision of Some Students not to Engage in Learning Mathematics in School is Deliberate

Supporting teachers in structuring mathematics lessons involving challenging tasks