Comparing and contrasting methodologies : a commentary

The term 'methodology' is discussed before we consider the methodological contributions of each team of chapter authors (Cobb, Gresalfi & Hodge; Nathan, Eilam & Kim; and Saxe, Gearhart, Shaughnessy, Earnest, Cremer, ltabkhan, Platas & Young) and examine links between them. We generate questions arising from our analyses of the three chapters in this section and formulate views on classroom learning in mathematics that could be researched through complementary analyses. The subsequent discussion of data-collection instruments appropriate to further analyses is informed by our own research perspectives. This commentary concludes with a summary of what we have learnt through comparing the three methodologies and how simultaneously focusing on data from different theoretical perspectives might help to show the way forward in researching the richness of learning in classrooms.

Computational simulation of gas flow and heat transfer near immersed object in fluidised bed

To improve the understanding of the heat transfer mechanism and find a reliable and simple heat-transfer model, the gas flow and heat transfer between fluidised beds and immersed object surfaces was numerically simulated based on a double particlelayer and porous medium model. The velocity field and temperature distribution of gas were discussed to analyse the heat transfer process.