Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Are We Meeting Pedagogic Requirements? – The Quadratic Equation

Russell Jay Hendel


Hendel [8] recently proposed four pillars of good pedagogy: executive function, goal-setting, attribution theory and self-efficacy. These pillars are consistent with and supplement the pedagogical hierarchies [1,4,5,16,29,30,31]. These pillars also supplement the National Council of Teachers of Mathematics [NCTM] Process Standards [13,23] as well as the Standards of Mathematical Practice (SMP) of the Common Core State Standards of Mathematics(CCSSM) [11]. A natural follow-up question is whether, and how, current and past textbooks are meeting these requirements. This paper addresses this follow-up question by studying five pre-2000 textbooks [2,6,10,26,27] and three post-2000 books [12,17,28]. For purposes of specificity, the paper exclusively focuses on the treatment of the quadratic function/equation. Using the four pillars, the following questions are asked: What would executive function require for teaching the quadratic function/equation? What does the theory of goal-setting tell us about teaching the quadratic function/equation? What does attribution theory require? The paper’s main conclusions are that: i) some pre-2000 textbooks are already meeting the new standards; ii) no single textbook meets all requirements; iii) the requirements of pedagogic excellence—of Hendel, the Process Standards or the SMP—should be met by placing a primary focus on verbal problems. The paper also addresses operational concerns and shows how both operational and pedagogic concerns can be met simultaneously.

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