Titlebook: Learning Discourse; Discursive approache Carolyn Kieran,Ellice Forman,Anna Sfard Book 2002 Springer Science+Business Media Dordrecht 2002 A

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Stephen Lermany intervention. Recently, Multi-task sparse feature learning has been successfully applied to many computer vision and biomedical informatics researches. It aims to improve the generalization performance by exploiting the shared features among different tasks. However, most of the existing algorithm

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M. C. O’Connorize the complex subject-wise relationship behind multi-modal neuroimaging data. However, current hyper-graph methods mainly have two limitations: . The data representation encoded in the hyper-graph is learned only from the observed imaging features for each modality separately. Therefore, the learn

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Carolyn Kieraneries of 2D discretized images of the impedance distribution of the arterial wall..The 2D-IIC uses a differential measurement technique based on our early version of the IIC [1], but features two new elements: asymetrically placed electrodes and a rotational motion of the catheter around its longitu

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Vicki Zack,Barbara Gravesistical properties of leaf-labeled anatomical trees with geometric edge attributes by considering the anatomical trees as points in the geometric space of leaf-labeled trees. This tree-space is a geodesic metric space where any two trees are connected by a unique shortest path, which corresponds to

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Celia Hoylesn, 1979; Barber, 1980). Its application has largely centred on providing a means of compressing large amounts of radionuclide study data, filtering of such data and for classification of normal and diseased patients. The concept of physiological factors as introduced by Bazin et al (1979) was a seri

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There is More to Discourse than Meets the Ears: Looking at Thinking as Communicating to Learn More into the teaching and learning of mathematics, but have also left many important problems unresolved. In this paper, after taking a close look at two episodes that give rise to a number of difficult questions, I propose to base research on a metaphor of thinking-as-communicating. This conceptualizat

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Educational Forms of Initiation in Mathematical Culture,ument will be given here that defines as ‘real mathematics’ any activity of participating in a mathematical practice. The acknowledgement of the discursive nature of school practices requires an indepth analysis of the notion of classroom discourse. For a further analysis of this problem Bakhtin’s n

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Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Researchers focus on a specific part of a complex process whilst taking account of the other views that would be obtained by pulling back or zooming in. Researching teaching and learning mathematics must be seen in the same way. Thus in zooming out researchers address the practices and meanings with