Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.

<p>The aim of this study was to investigate the use of the &quot / Stories for thinking&quot / learning materials in one intermediate phase classroom in the Western Cape. The &quot / Stories for thinking&quot / project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.</p>

Denna studie syftar till att undersöka hur elever i årskurs 1 på gymnasiet uppfattar att de, inom ramen för kursen Samhällskunskap 1b, kan använda en samhällsvetenskaplig analysmodell för att analysera ett samhällsproblem. Studien utgår från två forskningsfrågor: Hur uppfattar elever på gymnasiets högskoleförberedande program att de ska använda analysmodellen? Vilka olika kvaliteter kan skilja mellan en utvecklad och en mindre utvecklad uppfattning av hur analysmodellen ska användas? Undersökningen tar sin utgångspunkt i en yrkeserfarenhet av att elever ofta undrar hur de ska bli bättre på att analysera. Metoden som använts är att 50 elever besvarat en analysuppgift som syftade till att analysera varför ungdomar inte engagerar sig i det formella, demokratiska arbetet. Till hjälp att utreda frågan hade elevgruppen tillgång till analysmodell och källmaterial från den senaste demokratiutredningen, Låt fler forma framtiden! De svar som samlades in analyserades med en fenomenografisk metod, som syftar till att kategorisera olika uppfattningar som undersökningsgruppen har kring hur analysmodellen ska användas. Resultatet, utfallsrummet, är 6 beskrivningskategorier som skiljer sig avseende hur analysmodellen behandlas, strukturell aspekt, och i vad som behandlas i svaret, referentiell aspekt. Den mest avancerade hanteringen av analysmodellen ser dess delar som en helhet och som en struktur, samt väver in material från källor som stöd för sin argumentation. Den minst avancerade hanteringen behandlar, utan koppling till källor, endast en enstaka del av analysmodellen. I analysarbetet kartläggs också de kritiska aspekter som undervisning behöver fokusera på för att hjälpa eleven från en mindre avancerad uppfattning till en mer avancerad uppfattning, det vill säga för att lära sig att analysera med mer kvalité. Den mest centrala kritiska aspekten visar sig vara att se hur källmaterial är bas för en mer vetenskaplig analys. / It is the writer’s professional experience that upper secondary students often wonder how to improve their skills in analytic reasoning. The aim of this study is to examine conceptions of Swedish upper secondary school-students when it comes to use a model for analytical reasoning in the course Social studies 1b. The research questions are: How do upper secondary student perceive the usage of a model for analytic reasoning? Which qualitative differences can there be between a less complex and a complex conception of the model for analytic reasoning? The research method has been to give an analytic task to 50 upper secondary students aiming to analyze the problem with the diminishing engagement among Swedish youth in the formal democracy process. The participantswere asked to analyze this problem by using the analytic model and a number of sources originating from the Commission on Democracy Report (2014). The student´s answers where analyzed by a Phenomenographic method aiming to find categories of student´s conceptions of the skill of analyzing according to the model. The result, called the learning outcome, was 6 hierarchically structured categories of conceptions, differing from one another in how the analytic model was perceived, the structural aspect, and of how the content of the analysis was handled, the referential aspect. The most complex conception of the analytic model was to perceive it parts as a whole and also use its disposition as a model for the structure of their answers. The least complex conception only handle singular parts of the analytic model and does not use the source material as a factual base for their reasoning. The most central critical aspect to consider when designing teaching for improving the student´s analytic skills is to make them discern the need for source based reasoning if the aim is to develop a more scientific approach.

The thesis attempts to outline the extent to which the decision-making role of nurses is utilized, and the main factors that affect decision-making of nurses within the scope of provision of nursing care. The research has found out that nurses utilize their decision-making role to an insufficient extent hence the sense and purpose of decision-making must be emphasised again. This task may be assumed by managing nurses. Managing nurses may also contribute by more effective defending of competences of nurses. From the factors needed by nurses for effective decision-making, attention should be paid particularly to education. It is necessary to make possible for nurses to extend their knowledge and thus to obtain theoretical insight (e.g. in respect of decision-making) to be used by them while providing care to a patient/client.

This thesis deals with the problem and subsequent diagnostics of selected didactic concepts. The main objective was to determine to what extent the perception of selected didactic concepts is connected between pedagogical faculty students and teachers at first level primary school in practice. The theoretical section focuses on the definition of concepts included in the research and a description of the semantic differential method. The practical section examines the research results and subsequently processes these using the semantic differential method.

This MA dissertation is a creative project aimed at creating a model magazine for children of primary school age which would cultivate the child reader in a manner as complex as possible. The content of this magazine is founded on a previous theoretical analysis of children's needs and takes into account their socio-cultural specifics, that is, living together with digital technologies. Subsequently, in this work, I have aimed at finding responses for such formulated requirements in the form of current educational trends and, using these in practice, I am submitting a proposal of a specific product which reflects these phenomena.

The presented dissertation deals with education of drama in literary lessons on the second grade of primary schools. The theoretic part is dedicated to the definition of literary and dramatic education, what their goals in education are in general and how to achieve these goals. Secondly, it describes drama, its elements and history. The second part is practical. We focus on reading-books and how the discussed topic is reflected in them. We present the "By Reading and Writing to Critical Thinking" programme methods which we then use in concrete preparations for lessons. We afterwards evaluate these lessons based on the extent to which the lessons were successful within the education itself.

Submitted by Ana Paula Fleury de Soares (anapaulafleury2011@gmail.com) on 2017-01-31T14:21:54Z No. of bitstreams: 1 31a-01-2017 - Tese Ana Paula FM Soares.pdf: 1061637 bytes, checksum: c9dfe3f75be7804f13ccad0056d7ac9b (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-01-31T15:16:33Z (GMT) No. of bitstreams: 1 31a-01-2017 - Tese Ana Paula FM Soares.pdf: 1061637 bytes, checksum: c9dfe3f75be7804f13ccad0056d7ac9b (MD5) / Made available in DSpace on 2017-01-31T16:37:17Z (GMT). No. of bitstreams: 1 31a-01-2017 - Tese Ana Paula FM Soares.pdf: 1061637 bytes, checksum: c9dfe3f75be7804f13ccad0056d7ac9b (MD5) Previous issue date: 2016-11-30 / O objetivo da presente tese é analisar, de forma crítica, a relação entre as concepções e políticas que fundamentam as estratégias e as práticas de Desenvolvimento Sustentável e de Gestão Socioambiental Empresarial. Discussões sobre a atuação das empresas na sociedade ocupam grande parte da agenda de debate público, principalmente quanto à sua capacidade de conce-ber diretrizes que contribuam para um crescimento econômico capaz de equilibrar o desenvolvimento econômico, ambiental e social. A literatura divide-se em duas vertentes. A primeira, que pode ser chamada de dominante ou mainstream, tem por base os estudos no campo de gestão de operações e aposta na capacidade das empresas de prover soluções para problemas referentes ao Desenvolvimento Sustentável. Essa corrente de conhecimento assume como princípio que há uma dinâmica progressiva de evolução da Gestão Socioambiental Empresarial, e que quanto maior o estágio de desenvolvimento das empresas, maior seria o enraizamento da sustentabilidade em seu interior. Dessa forma, esse pensamento propõe uma série de etapas a serem percorridas pelas empresas para que estas alcancem um nível de excelência. Nota-se que essa literatura é de natureza normativa e técnica, e não aborda conflitos e contradições nessa trajetória. A segunda literatura é de natureza crítica, tem base em estudos organizacionais e aponta a existência de paradoxos, contradições e conflitos entre os stakeholders, suas posições e necessidades envolvidas, indicando que a discussão sobre Desenvolvimento Sustentável e Gestão Socioambiental Empresarial não pode ser elaborada sem levar em conta essas divergências e a necessidade de escolhas. Também se identificou que o Desenvolvimento Sustentável não se restringe à garantia dos recursos naturais, mas inclui a necessidade de distribuição mais equânime do acesso aos recursos e possibilidades de participação social. A pesquisa consiste na identificação dos conteúdos que o pensamento normativo não aborda, e que podem ser considerados lacunas nas reflexões sobre o Desenvolvimento Sustentável e a Gestão Socioambiental Empresarial. Tais conteúdos foram sistematizados em categorias e analisados por meio de entrevistas em profundidade, utilizando-se o método do estudo exploratório. Como resultado, destaca-se que o driver da sustentabilidade é a busca por desempenho econômico, sendo que aspectos ambientais e sociais podem ser considerados subitens desse tópico. No âmbito da sustentabilidade, as relações entre empresa e sociedade são mol-dadas pelo mercado, sendo que as empresas têm ascendência na dinâmica da vida social. Por fim, considerando que o modo de produção contemporâneo se organiza em redes de supri-mento, muitas vezes “coordenadas” pelas corporações, quanto maior o tamanho da empresa, maior sua capacidade de arbítrio, seja em relação às comunidades do entorno, seja em relação aos fornecedores ou até mesmo ao Estado. / The objective of this thesis is critical analysis of the relationship between the conceptions and policies that underlie the strategies and practices of Sustainable Development and Corporate Social and Environmental Management. Discussions about the performance of companies in society occupy a large part of the public debate agenda, mainly regarding their ability to design guidelines that contribute to economic growth capable of balancing economic, environmental and social development. Literature is divided reflecting two different approaches: the first one, which may be called the dominant or mainstream, focuses on the ability of companies to provide solutions to problems related to sustainable development. It assumes a principle that there is a progressive evolution of Corporate Social Environmental Management, and that the more developed companies are in their stages, the deeper sustainability is rooted within them. In this way, this thinking proposes a series of steps to be followed by companies so that they reach a level of excellence. This literature is normative and technical, and does not address conflicts and contradictions in this trajectory. The second approach found in literature may be called the critical one. It points out the existence of paradoxes, contradictions and conflicts among stakeholders, their positions and needs, indicating that Sustainable Development and Corporate Social and Environmental Management can not be discussed without taking into account these divergences and the need for trade off. The thesis consists in the identification of the issues that normative thinking does not address, and that can be considered gaps in the reflections on Sustainable Development and Corporate Social and Environmental Management. These issues were systematized in categories, and analyzed through in-depth interviews. As a result, the driver of sustainability is the pursuit of economic performance, and environmental and social aspects can be considered sub-items of this topic. In the context of sustainability, the relations between company and society are shaped by the market, and the companies have ascendancy in the dynamics of social life. Finally, considering that the contemporary mode of production is organized in supply chains, often 'co-ordinated' by the corporations, the larger their size, the greater their negotiating power in relation to surrounding communities, suppliers, or even to the State.

Text in German / Summary in English / Max Frisch's work centres around the question of authenticity of the individual, of true self-identity. It is difficult and problematic if ever possible to discover the true inner self. Stereotypical thinking, prejudice as well as societal demands, rules and norms are great obstacles in the way for attaining this goal. Frisch's protagonists fail in one or another way. The emphasis lies therefore not in the answer but rests on the questions as to why and how failure occurred and contemplate possible alternatives. The message is: the task is arduous, never completed. The goal lies in the process rather than in the end. It is a continuous struggle, appraisal and renewal resulting in raising awareness and consciousness and thus find more true and independent solutions. Frisch's work is an appeal to the public to take charge, to exercise one's choices wisely and to act with love and responsibility / Classics and Modern European Languages / M. A. (German)

The purpose of the study was to explore the extent to which peace principles were incorporated into the two-year programme at the African Leadership Academy – a Pan-African school in Gauteng, whose mission is to develop young leaders who would contribute to making Africa a peaceful and prosperous continent. The study included investigating whether the formal and informal structures of the school promoted a culture of peace. A literature study outlined the causes of violence and violent conflicts in South Africa and on the African continent, and it also analysed the theoretical frameworks of peace education as put forward by Paulo Freire, Hossain Danesh and Maria Montessori. A qualitative case study methodology employing document analysis, observations and interviews was used. The findings showed that the two-year programme is not specifically designed as a peace education programme, but the teaching of peace principles are non-deliberately and uniquely embedded in the curriculum in the form of the particular skills, attitudes and values that learners acquire at this institution in the two years. The classroom environment and the culture of the school community inculcated in learners the qualities of unity and critical thinking and equip them with conflict resolution skills. Based on the findings, recommendations were made to the school and to all stakeholders in education. / Educational Foundations / M. Ed. (Socio-Education)