List of Figures List of Tables Foreword Introduction Robin P. Fawcett, M.A.K. Halliday, Sydney M. Lamb and Adam Makkai 1 Language as Code and Language as Behaviour: A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue M.A.K. Halliday 2 Metaphors of Information John Regan 3 How Universal is a Localist Hypothesis? A Linguistic Contribution to the Study of 'Semantic Styles' of Language Yoshihiko Ikegami 4 Some Speculations on Language Contact in a Wider Setting Jeffrey Ellis 5 Ways of Saying: Ways of Meaning Ruqaiya Hasan Index

Language as social semiotic

Lo multicultural se ha transformado en el adjetivo calificativo que muchas sociedades incluyen dentro de sus discursos politicos, y con mayor interes en los escenarios sociales y educativos, mas que como un escenario de dialogo y compartir desde la experiencia del otro, se ha tornado en una caracteristica propia a modo de bandera de las nuevas formas de apreciar el ser y estar en un lugar. Asi las cosas, es imperante preguntar ?Como el ser latinoamericano condiciona la forma de pensar el mundo? Y ?Que le corresponde pensar y sentir al hombre ubicado en este lugar de enunciacion?

Pedagogías críticas latinoamericanas

Since problem solving became one of the foci of mathematics education, numerous studies have been performed to improve its teaching, develop students’ higher-level skills, and evaluate its learning...

Roles and characteristics of problem solving in the mathematics curriculum: a review

Reviving Polya's "Look Back" in a Singapore School.

Mathematical problem solving has been at the core of the Singapore mathematics curriculum framework since the 1990s. We report here the features of the Mathematical Problem Solving for Everyone (M-ProSE) project which was carried out in a Singapore school to realise the learning of mathematical problem solving and as described by Polya and Schoenfeld. A mathematics problem solving package comprising "mathematics practical" lessons and assessment rubric was trialled in the school for Grade 8 in 2009. Responses from three students show mixed perceptions to the module, but an end-of-module assessment shows that the students were able to present their solutions along Polya's four stages. We also describe teacher preparation for teaching the module. After the trial period, the school adopted the module as part of the curriculum and it is now a compulsory course for all Grade 8 students in that school.

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Mathematical Problem Solving for Everyone: A New Beginning

Problem solving is at the heart of the Singapore Mathematics curriculum. However, it remains a challenge for teachers to realise this curricular goal in practice. Here, we review the efforts of Singapore mathematics teacher educators in incorporating problem-solving (teaching) competency in teacher education and PD programmes. We discuss conceptual and practical issues, actions taken and changes made in building teachers’ capacity to enact a problem-solving curriculum in a school-based design experiment project. In the project, teachers learnt problem solving, observed and then carried out lessons, using the “Mathematics Practical”—akin to the science practical—as key to instruction and assessment.

Sieu Tee Lou

Papers

Teacher preparation for a problem-solving curriculum in Singapore