A Poster about the Recent History of Fractional Calculus

MSC 2010: 26A33, 05C72, 33E12, 34A08, 34K37, 35R11, 60G22

A Poster about the Old History of Fractional Calculus

MSC 2010: 26A33, 05C72, 33E12, 34A08, 34K37, 35R11, 60G22

Possibilities and problems of teaching the history of the present time through media and information literacy.

Le syst��me ��ducatif encourage une histoire positiviste, ordonn��e, unilat��rale et universelle; par l��incorporation de le d��coupage chronologique de l��histoire en quatre ��tapes. Mais, est-ce qu��il serait posible que les ��l��ves puissent ��tudier leur propre pr��sent? Mon commuication poursuit d��exposer, comme Saab affirmait, le pr��sent est ���le point de d��part et d��arriv��e de l��enseignement de l��histoire d��termine les allers et les retours au pass�����. La fa��on d��approcher l��enseignement de l��histoire est confortable. Il n��y a pas de questions, il n��y a pas de discussions. Cette vision de l��histoire interpr��t��e par l��homme blancoccidental-h��t��rosexuel s��inscrit dans le projet de la modernit�� du Si��cle des Lumi��res. Par cons��quent, cette histoire obvie que nous vivons dans una soci��t�� postmoderne de la suspicion, de la pens��e d��bile. En ce qui concerne la probl��matique autour de la pollution audiovisuelle et la fa��on dont les enseignants et les ��l��ves sont quotidiennement confront��s �� ce probl��me. Par cons��quent, il est n��cessaire de r��fl��chir �� la question de l��enseignement de l��histoire quadripartite. Actuellement, les m��dias et les nouvelles technologies sont en train de changer la vie de l��humanit��. Il est indispensable que l����l��ve connaisse son histoire presente et les sc��narioshistoriques dans l��avenir. Je pense en la n��cessit�� d��adopter une didactique de l���histoire presente et par cons��quent, nous devons utiliser la ma��trise des m��dias et de l��information. Il faut une formation des enseignants que pose, comme Gadamer a dit: ���le pass�� y le pr��sent se trouvent par une n��gociation permanente���. Una formation des enseignants qui permette de comprendre et penser l��histoire future / les histoires futures. �� mon avis, si les ��l��ves comprennent la complexit�� de leur monde et leurs multiples visions, les ��l��ves seront plus tol��rantes et empathiques.

The production of school numbers (1871-1931): contributions to a critical approach to statistical sources in History of Education

This article intends to contribute to the reflection on the Educational Statistics as being source for the researches on History of Education. The main concern was to reveal the way Educational Statistics related to the period from 1871 to 1931 were produced, in central government. Official reports - from the General Statistics Directory - and Statistics yearbooks released by that department were analyzed and, on this analysis, recommendations and definitions to perform the works were sought. By rending problematic to the documental issues on Educational Statistics and their usual interpretations, the intention was to reduce the ignorance about the origin of the school numbers, which are occasionally used in current researches without the convenient critical exam.

Evidence versus ideology in education policy : the recent history of initial teacher education in England and Wales and the implications for educational researchers as agents of change.

Resumen del autor. Este art??culo pertenece al monogr??fico 'John Elliott: su pensamiento y su influencia'

The Development of Dalton`s Atomic Theory as a Case Study in the History of Science: Reflections for Educators in Chemistry

The inclusion of the history of science in science curricula-and specially, in the curricula of science teachers-is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemistry, on the early developments of John Dalton`s atomic theory. Based on the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in the present. Science teaching for current days will benefit from the approach that may be termed the ""new historiography of science"".

C��mo se puede implementar la Historia Oral en Educaci��n Matem��tica?

What is known today as ���Oral History��� is a research methodology which, in Brazil, has been widely used in the field of cultural studies by sociologists, anthropologists, and historians. Oral History was first introduced in Brazil with studies in social psychology and then spread to many other academic spheres, with the field of mathematics education being one of the most recent to adopt this method as one of its theoretical-methodological references. Topics such ���What Oral History is��� and ���How Oral History can be implemented in mathematics education��� are the foci of this paper.

Teaching the History of Civil Rights at A Predominantly White Institution

Building on a 2003 pilgrimage to a dozen sites important in the Civil Rights Movement of the 1950's and 1960's, and conversations with movement leaders of then and now, the authors created an initiative at their 93% white campus to educate today's students about the heritage the civil rights struggle