In this paper I consider the thinking of variant from the perspective of Pythagorean chapter in The Nine Chapters. Among the various elements to be considered I focus on the need to address five aspects to analysis the thinking of variation of Chinese classical works. The five aspects are solutions of a given problem, changes of a given problem, uses of a given problem, changes of a given diagram and changes of identity. Furthermore I shall analyze the thinking of variant from psychology of mathematics education in order to provide a reference for today's mathematics education research and practice.
As the discipline of architecture and urban design develop renewed interests in social responsibility associated with participatory design and collaborative place-making, it becomes more critical to review the potential and limitations in current collaboration process. The intrinsic proposition of bottom-up planning implies new approaches on how architecture operates in the context of modernity to manifest itself in the discourse of urban crisis. By examining case studies in the Asian context, we observe an emerging design pedagogy in Hong Kong which involves interdisciplinary coalition of professionals and local stakeholders in community development as an architectural rubric when confronted with social and urban crisis.
The analysis of literature indicates that there are gaps in both science and practice related to the efficiency measures of forms enhancing employees’ competencies. Performance indicators can be seen as a part of the evaluation of training courses carried out immediately after their completion. However, consistent and comprehensive research on the effectiveness of various forms increasing the competence and development of employees is rarely observed. The purpose of this article is to present the results of a research using the case study method.
This study investigates some of the differences and similarities between Kurdish-Persian bilinguals and Persian monolinguals with respect to the use of referring expressions in spoken narratives. The narratives were elicited from 36 participants, consisting of 24 bilinguals (groups 1 and 2) and 12 monolinguals (group 3) in the first four grades of primary school using the Mayer’s (1969) book ‘Frog, where are you?’. The results have revealed that group 1 (bilingual told the story in Kurdish) used definite noun phrases most frequently followed by zero anaphors, indefinite noun phrases and pronouns. Group 2 who narrated the story in Persian produced definite nouns most frequently followed by pronouns, zero anaphors and indefinite noun phrases and group 3 (Persian monolinguals) employed definite noun phrases followed by zero anaphors, pronouns, and indefinite noun phrases. The significant difference between groups 1 and 2 and groups 2 and 3 has been in indefinite noun phrases and between groups 1 and 3 in the use of pronouns. One reason is that children universally apply similar strategies regardless of their first language (Berman, 2001). The conclusion is that some of the differences are due to the difference in the structure between Persian and the dialects of Kurdish.
This article aims to point out some results of the implementation of a theory stemming from a research in mathematics education and we are going to discuss its contributions and limitations. A future primary teacher in his masters year at the University of Geneva decided to try to implement the notion of sets of tasks (« jeux de tâches »), developed in our PhD (Del Notaro, 2010). That concept describes the experimenter as an element of what Brousseau (1998) calls the « milieu1 » who involves his own knowledge to interact with pupils. After describing what we mean by the notion of sets of tasks and its origins, we are going to give a definition and to state the problem by exposing our main idea: the fact that the exploration of the milieu by the experimenter will interact with the exploration done by the pupils. This will demonstrate that this interaction is an interaction of knowledge. Our research methodology is also going to be presented. Finally, we are going to reveal certain effects of the didactical transposition and to analyze the interpretation the student has made. We are going to show how the transposition of a theory in class transforms and makes the knowledge evolve. As a conclusion, we are going to mention that although the exercise was quite successful in some aspects, there should be a discussion about the effects of the transposition to understand the evolution of the knowledge. It is certainly not easy to define this point, but we are going to propose some elements of thinking.
