Browsing by Author "Preciado Babb, Armando Paulino"

Now showing 1 - 6 of 6
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    Making Meaning of Periodic Functions through Body Movements
    (University of Calgary, 2017-05) Martinez Ortega, Minerva; Preciado Babb, Armando Paulino; Velasco, Hugo Rogelio Mejia; Werklund School of Education
    We report high school students' meaning making process of the sinusoidal function when engaged in a dynamic activity based on body movements. Using a distance sensor connected to graphing software, students were asked to reproduce a sinusoidal function. We explain how technology facilitated students’ understanding of this function and its parameters. We also report students' difficulties in attempting to generate this graph, and the implications for understanding periodic phenomena, commonly studied and applied in science and engineering.
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    A phenomenological study of teachers' professional learning and their understanding of mathematics-for-teaching
    (2013-02) Preciado Babb, Armando Paulino; Metz, Martina; Marcotte, Chenoa
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    Qué, cómo y por qué: una conversación internacional sobre el aprendizaje de profesores de matemáticas
    (Esau Tenoch Cedillo Avalos, Rector (UPN), 2014-12) Solares Rojas, Armando; Preciado Babb, Armando Paulino; Francis-Poscente, Krista
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    Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change
    (University of Calgary, 2017-05) Preciado Babb, Armando Paulino; Yeworiew, Lake; Sabbaghan, Soroush; Werklund School of Education
    Innovators, Designers, Educators, Academics and Students (IDEAS) 2017, Leading Educational Change is the fifth annual conference co-hosted by the Werklund School of Education and the Galileo Educational Network Association at the University of Calgary. The mandate of the conference is to improve education through research, evidence-informed decisions across teaching, learning and leadership. The conference brings together innovators, designers, educators, academics and students from K-12, post-secondary and government to rise to the challenge of designing for today’s new learning landscape.
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    The Nature of Faith Communities in Alberta’s Separate High Schools
    (2024-01-02) Sawula, Ryan Bruce; Winchester, Ian; Bohac-Clarke, Veronika Elizabeth; Donlevy, James Kent; Danyluk, Patricia Jill; Newton, Paul; Preciado Babb, Armando Paulino
    This qualitative study explored the question, “What is the nature of the relationship between Alberta’s Catholic high school principals and the formation and maintenance of their schools’ faith communities?” The work of school principals is complex in that they are expected to build relationships with stakeholders internal and external to the school community. Using a case study approach, semistructured one-on-one interviews were conducted with 10 Alberta Catholic separate high school principals in different school configurations to examine their perceptions of building community in Alberta’s Catholic high schools. Four types of data were collected: (a) interview data, (b) supporting documents provided by the participants, (c) reflective field notes from on-site school visits, (d) and documents in the literature review. Analysis of the data identified 12 key findings under four overarching categories: defining community in Alberta Catholic high schools, strategies leaders used to form faith communities in Alberta high schools, benefits as a result of establishing faith communities, and challenges leaders have faced in forming faith communities. These overarching categories were further evaluated to generate four analytic themes: setting a direction grounded in faith, having a distinct purpose rooted in Catholic social teachings, using collective leadership to enhance community, and enriching faith communities via the larger community. By highlighting principals’ voices, and synthesizing and clarifying the best practices they have employed to foster their schools’ faith communities, this study enhances the literature on Catholic school leadership and deepens understanding of the expectations upon school leaders. Recommendations for Catholic principals, Catholic school boards, provincial government policymakers, and Catholic school system leaders are provided.
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    Using Variation to Critique and Adapt Mathematical Tasks
    (University of Calgary, 2017-05) Metz, Martina; Preciado Babb, Armando Paulino; Sabbaghan, Soroush; Davis, Brent; Ashebir, Alemu; Werklund School of Education
    We report on four key ideas we have found important in our work with teachers based on almost five years of research with the Math Minds Initiative. These ideas combine the Variation Theory of Learning with a strong focus on continuous assessment to inform the way teachers adapt task sequences offered in the resource used by project teachers. In doing so, we expect that teachers aim to better serve both struggling students and those who need extension as they develop coherent mathematical knowing. We elaborate on each one of these ideas, with examples from the Initiative in this paper.