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Journal articles on the topic 'Bernsteinian'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Collin, Ross. "A Bernsteinian Analysis of Content Area Literacy." Journal of Literacy Research 46, no. 3 (September 2014): 306–29. http://dx.doi.org/10.1177/1086296x14552178.

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2

Latash, Mark L. "Mirror writing: Adults making A-non-B errors?" Behavioral and Brain Sciences 24, no. 1 (February 2001): 46. http://dx.doi.org/10.1017/s0140525x01313912.

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Errors and episodes of “freezing” seen during mirror writing by adults can be incorporated into the model suggested in Thelen et al.'s target article This requires assigning an important role to internal inverse models stored in memory. The strongly anti-dualism position of Thelen et al.'s leaves little room for the Bernsteinian notion of activity.
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3

Wheelahan, Leesa, and Gavin Moodie. "Analysing micro-credentials in higher education: a Bernsteinian analysis." Journal of Curriculum Studies 53, no. 2 (March 4, 2021): 212–28. http://dx.doi.org/10.1080/00220272.2021.1887358.

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4

McLean, Monica, and Andrea Abbas. "The ‘biographical turn’ in university sociology teaching: a Bernsteinian analysis." Teaching in Higher Education 14, no. 5 (October 2009): 529–39. http://dx.doi.org/10.1080/13562510903186725.

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5

Player-Koro, Catarina. "Hype, hope and ICT in teacher education: a Bernsteinian perspective." Learning, Media and Technology 38, no. 1 (January 23, 2012): 26–40. http://dx.doi.org/10.1080/17439884.2011.637503.

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6

Koustourakis, Gerasimos, and Konstantinos Zacharos. "Changes in school mathematics knowledge in Greece: a Bernsteinian analysis." British Journal of Sociology of Education 32, no. 3 (May 2011): 369–87. http://dx.doi.org/10.1080/01425692.2011.559339.

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7

Straehler-Pohl, Hauke, and Uwe Gellert. "Towards a Bernsteinian language of description for mathematics classroom discourse." British Journal of Sociology of Education 34, no. 3 (May 2013): 313–32. http://dx.doi.org/10.1080/01425692.2012.714250.

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8

Thompson, Ron. "CREATIVITY, KNOWLEDGE AND CURRICULUM IN FURTHER EDUCATION: A BERNSTEINIAN PERSPECTIVE." British Journal of Educational Studies 57, no. 1 (March 2009): 37–54. http://dx.doi.org/10.1111/j.1467-8527.2008.00424.x.

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9

O’Connor, Stephen J. "Developing professional habitus: A Bernsteinian analysis of the modern nurse apprenticeship." Nurse Education Today 27, no. 7 (October 2007): 748–54. http://dx.doi.org/10.1016/j.nedt.2006.10.008.

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Tapp, Jane. "Framing the curriculum for participation: a Bernsteinian perspective on academic literacies." Teaching in Higher Education 20, no. 7 (August 5, 2015): 711–22. http://dx.doi.org/10.1080/13562517.2015.1069266.

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11

Goldberg, Gary, and Hon C. Kwan. "Bernsteinian physiology and computational modeling: East meets West at the “boundary”." Behavioral and Brain Sciences 8, no. 1 (March 1985): 153–54. http://dx.doi.org/10.1017/s0140525x00020057.

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12

Singh, Parlo, Sue Thomas, and Jessica Harris. "Recontextualising policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment." Journal of Education Policy 28, no. 4 (July 2013): 465–80. http://dx.doi.org/10.1080/02680939.2013.770554.

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13

Tan, Charlene. "Competence or Performance? A Bernsteinian Analysis ofBasic Competency Assessmentin Hong Kong." British Journal of Educational Studies 67, no. 2 (January 10, 2018): 235–50. http://dx.doi.org/10.1080/00071005.2017.1423461.

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14

Chen, Honglin, and Beverly Derewianka. "Binaries and beyond: a Bernsteinian perspective on change in literacy education." Research Papers in Education 24, no. 2 (June 2009): 223–45. http://dx.doi.org/10.1080/02671520902867226.

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15

Player-Koro, Catarina. "Marginalising students' understanding of mathematics through performative priorities: a Bernsteinian perspective." Ethnography and Education 6, no. 3 (September 2011): 325–40. http://dx.doi.org/10.1080/17457823.2011.610583.

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16

Maton, Karl. "Recovering Pedagogic Discourse: A Bernsteinian Approach to the Sociology of Educational Knowledge." Linguistics and Education 11, no. 1 (March 2000): 79–98. http://dx.doi.org/10.1016/s0898-5898(99)00019-4.

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17

McLean, Monica, Andrea Abbas, and Paul Ashwin. "A Bernsteinian View of Learning and Teaching Undergraduate Sociology-based Social Science." Enhancing Learning in the Social Sciences 5, no. 2 (June 2013): 32–44. http://dx.doi.org/10.11120/elss.2013.00009.

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18

Poulet, Célia. "Recognising and revealing knowers: an enhanced Bernsteinian analysis of masonic recruitment and apprenticeship." British Journal of Sociology of Education 31, no. 6 (November 2010): 793–812. http://dx.doi.org/10.1080/01425692.2010.515112.

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19

Lee, Trevor Tsz-lok. "Revisiting the role of pedagogic contexts in social class analysis: a Bernsteinian approach." International Review of Sociology 28, no. 1 (December 12, 2017): 133–49. http://dx.doi.org/10.1080/03906701.2017.1411310.

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20

Blignaut, Sylvan E., and Wayne Au. "Curriculum Policy and Pedagogic Practice in a South African Classroom: A Bernsteinian Analysis." International Journal of Educational Sciences 6, no. 3 (May 2014): 395–406. http://dx.doi.org/10.1080/09751122.2014.11890151.

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21

Vijaysimha, Indira. "‘We are Textbook Badnekais!’: A Bernsteinian Analysis of Textbook Culture in Science Classrooms." Contemporary Education Dialogue 10, no. 1 (January 2013): 67–97. http://dx.doi.org/10.1177/0973184912465161.

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22

Moss, Gemma. "Literacy and Pedagogy in Flux: Constructing the object of study from a Bernsteinian perspective." British Journal of Sociology of Education 23, no. 4 (December 2002): 549–58. http://dx.doi.org/10.1080/0142569022000038404.

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23

Au, Wayne W. "Devising inequality: a Bernsteinian analysis of high‐stakes testing and social reproduction in education." British Journal of Sociology of Education 29, no. 6 (November 2008): 639–51. http://dx.doi.org/10.1080/01425690802423312.

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24

Brady, Norman, and Agnieszka Bates. "The impact of marketisation on undergraduate curriculum in an English university: A Bernsteinian analysis." Pedagogická orientace 24, no. 6 (November 24, 2014): 903–18. http://dx.doi.org/10.5817/pedor2014-6-903.

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Kontext tohoto příspěvku tvoří marketizace terciárního vzdělávání v Anglii, která probíhá od devadesátých let dvacátého století a podle které je hlavní funkcí univerzity funkce ekonomická. Několik po sobě jdoucích vládních strategií zaštiťovalo tento přístup voláním po vytváření „užitečných“ poznatků a po zásobě šikovných absolventů, které potřebují firmy, aby mohly uspět v „globálních ekonomických závodech“. Terciární vzdělávání ve Spojeném království je nyní poháněno takovou dynamikou, ve které jsou univerzity nuceny soutěžit o studenty na kvazi-trhu, pro který je charakteristická rostoucí stratifikace a snížené financování státem. Tento příspěvek zkoumá dopad těchto změn v rámci případové studie kurikula bakalářského studia na ekonomické fakultě jedné z univerzit (a university Business School). Sběr dat probíhal pomocí polostrukturovaných rozhovorů s vyučujícími v bakalářských 918 Norman Brady, Agnieszka Bates programech. Dále byla uskutečněna analýza dokumentů (např. specifikace studijních modulů, oficiální hodnocení a revize studijních programů, strategie fakulty apod.). K interpretaci výsledků byla využita bernsteinovská pedagogická teorie, především pak koncept rekontextualizace. Analýzy naznačují, že diskurzu na Business School dominují požadavky trhu vztahující se k maximalizaci generovaného příjmu. Výsledkem je rekontextualizace pedagogických vztahů jako formy řízení produktu, kterou doprovází řada nezamýšlených důsledků.
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25

Prado, José Luiz Aidar. "The construction of the other in a Brazilian weekly magazine." Brazilian Journalism Research 1, no. 2 (December 30, 2005): 41–63. http://dx.doi.org/10.25200/bjr.v1n2.2005.52.

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Postmodern thought considers, in general, otherness as absolute. Bernstein (1991) denies such absoluteness, as there is always a possibility of failure in doing justice to the otherness; we should assume the responsibility of acknowledging the otherness of the Other. In this article I propose to examine the possibility of regarding the relationship between the reader and the media as ethical, that is, respecting otherness. To do so, we counterbalance the bernsteinian view with other stances, confronting communitarian authors and non-communitarian ones. What would be the meaning of the Reader’s unfaithfulness in terms of a reading and communication contract? We intend to answer such questions on the basis of a thematic and discursive examination of the Brazilian weekly magazine Veja (approximately one million issues weekly), particularly analyzing how otherness is constructed in the cover stories dealing with topics such as violence and punishment, wealth and poverty.
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26

Williams, Shaun Peter, and Anthony James Bush. "Connecting knowledge(s) to practice: a Bernsteinian theorisation of a collaborative coach learning community project." Sport, Education and Society 24, no. 4 (September 12, 2017): 375–89. http://dx.doi.org/10.1080/13573322.2017.1376638.

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27

Nguyen, Thao Phuong, Stephanie Leder, and Gabriele Schruefer. "Recontextualising Education for Sustainable Development in pedagogic practice in Vietnam: linking Bernsteinian and constructivist perspectives." Environmental Education Research 27, no. 3 (March 2, 2021): 313–37. http://dx.doi.org/10.1080/13504622.2021.1879732.

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28

Hugo, Wayne, and Vedaste Nyilimana. "HIV/AIDS Education in Butare-ville Secondary Schools (Rwanda): Analyzing Pedagogic Discourse Using a Bernsteinian Framework." Journal of Psychology in Africa 18, no. 3 (January 2008): 457–64. http://dx.doi.org/10.1080/14330237.2008.10820222.

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29

Beck, John, and Michael F. D. Young. "The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis." British Journal of Sociology of Education 26, no. 2 (January 2005): 183–97. http://dx.doi.org/10.1080/0142569042000294165.

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30

Wheelahan, Leesa. "How competency‐based training locks the working class out of powerful knowledge: a modified Bernsteinian analysis." British Journal of Sociology of Education 28, no. 5 (September 2007): 637–51. http://dx.doi.org/10.1080/01425690701505540.

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31

Fensham-Smith, Amber Joy. "Invisible pedagogies in home education: Freedom, power and control." Journal of Pedagogy 12, no. 1 (June 1, 2021): 5–27. http://dx.doi.org/10.2478/jped-2021-0001.

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Abstract Home-schooling, or ‘elective home education’ (EHE) as it is more commonly known in the UK, invites contestation and controversies. Drawing on a UK-wide study of 242 families this paper explores a collection of EHE pedagogic practices within the socially situated contexts of doing everyday life. Through an application of Bernsteinian ideas, the findings surface some of the ways in which invisible pedagogies afforded children greater autonomy over the sequence and pace over their learning. It also considers how community development has helped some parents to harness the forms of capital which extend and remake new structures to strengthen the transmission of their social values. Contrary to the messages of EHE advocates, it shows that approaches inspired by unschooling are not devoid of power and control altogether. In considering the experiences of children and young people, the findings highlight the relative challenges and opportunities of transitioning from invisible pedagogies to formal qualifications in a context where access to public examinations can be difficult to achieve. Considering the tensions that these pedagogies reveal in the socialisation towards individualism, the author suggests solutions for questioning, challenging and bridging divides.
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32

VAVETSI, CHRYSANTHI. "12+1 aspects of RE Curricula: Bernsteinian theoretical framework combined with Bråten’s methodology. Tracing the ‘religious educational identity’." Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 2, no. 1 (2019): 17–38. http://dx.doi.org/10.30457/30420192.

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33

Englehardt, Joanna, and Christopher P. Brown. "Vertical and Horizontal Discourse: A Bernsteinian Perspective of Preservice Teachers’ Conceptualizations of Using iPads in Early Elementary Teaching Environments." Journal of Research in Childhood Education 33, no. 3 (June 4, 2019): 430–45. http://dx.doi.org/10.1080/02568543.2019.1608337.

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34

McNamara, Martin S. "Of bedpans and ivory towers? Nurse academics’ identities and the sacred and profane: A Bernsteinian analysis and discussion paper." International Journal of Nursing Studies 45, no. 3 (March 2008): 458–70. http://dx.doi.org/10.1016/j.ijnurstu.2006.07.012.

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35

Chawla-Duggan, Rita. "Pedagogy and quality in Indian slum school settings: A Bernsteinian analysis of visual representations in the Integrated Child Development Service." Research in Comparative and International Education 11, no. 3 (September 2016): 298–321. http://dx.doi.org/10.1177/1745499916663575.

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36

Skerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (August 11, 2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.

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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.
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37

De Souza Pereira Grilo, Jaqueline, Marcos Grilo, Inácio De Sousa Fadigas, Caroline Morais Batista Cerqueira, and Caroline Martins da Silva Saba. "Práticas pedagógicas do Biênio da Matemática Carloman Carlos Borges: Aproximação Universidade-Escola sob a luz da teoria bernsteiniana." Revista Brasileira de Extensão Universitária 12, no. 01 (January 31, 2021): 1–12. http://dx.doi.org/10.36661/2358-0399.2021v12i01.11665.

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Este trabalho foi desenvolvido com o objetivo de analisar a integração ocorrida entre universidades e escolas a partir das ações desenvolvidas pelo Biênio da Matemática Carloman Carlos Borges 2017-2018, apoiados em conceitos da teoria de Basil Bernstein. Adotamos como procedimento metodológico a Linguagem de Descrição de Basil Bernstein e, para a coleta dos dados empíricos, recorremos à observação das ações e à análise de documentos constituídos pelo projeto e pelos relatórios produzidos sobre cada ação. O nível de isolamento entre as categorias (Universidade e Escola) foi identificado a partir da análise das regras e das vozes que regularam as práticas pedagógicas do Biênio da Matemática Carloman. Os resultados apontam que as ações desenvolvidas pelo Biênio apresentaram diferentes níveis de integração entre universidade e escola, sendo que a de maior integração foi aquela que obteve financiamento externo. Palavras-chave: Extensão Universitária; Formação de Professores; Licenciatura Pedagogical practices of the ‘Biênio da Matemática Carloman Carlos Borges’: University-School approximation in the light of bernsteinian theory Abstract: The work has been developed to analyze the integration between Universities and Schools based on the actions developed by the ‘Biênio da Matemática Carloman Carlos Borges 2017-2018’ (Biennium of Mathematics Carloman), supported by concepts of Basil Bernstein's theory. As a methodological procedure, we adopted the Language of Description of Basil Bernstein. For the collection of the empirical data, we resort to observing the actions and the analysis of documents constituted by the project and the reports produced on each action. The level of isolation between the categories (University and School) has been identified from the analysis of the rules and voices that regulated the pedagogical practices of the Biennium of Mathematics Carloman. The results indicate that the actions developed by the Biennium presented different levels of integration between university and school, and the most effective integration was the one with external funding. Keywords: University Extension; Training Teacher; Teaching Degree
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38

Vehviläinen, Sanna. "Aikuiskasvatus ja integroidut koodit: ohjaava koulutus avoimena aikuispedagogiikkana." Aikuiskasvatus 17, no. 3 (September 15, 1997): 198–208. http://dx.doi.org/10.33336/aik.92451.

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Tarkastelen artikkelissani ohjaavan koulutuksen rakentumista sosiaalisena käytäntönä keskittyen toiminnan ja tiedon organisointitapoihin. Käytän hyväkseni Basil Bernsteinin ideaa ’integroivasta koodista’. Termi kuvaa pedagogiikkaa, jossa tietosisältöjen merkitys vähenee, vuorovaikutustapojen keskeisyys kasvaa ja jossa kontrolli ja evaluointi tulevat implisiittisiksi ja diskursiivisemmiksi.
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39

Ibsen, M. A. Timo. "Die Wickinger im Bernsteinland." Forschung 33, no. 1 (April 2008): 16–20. http://dx.doi.org/10.1002/fors.200890002.

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40

Landis, Johannes. "Désordre du drame bernsteinien : une écriture pragmatique." L’Annuaire théâtral, no. 43-44 (May 25, 2010): 153–65. http://dx.doi.org/10.7202/041713ar.

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Le théâtre d’Henry Bernstein a difficilement trouvé sa place dans l’histoire du théâtre. Quelle contradiction interne a-t-elle empêché sa classification rigoureuse? D’une part, l’auteur reprend le modèle dramaturgique de la « pièce bien faite », qui se caractérise par une forme fermée, centralisée, fondée sur le conflit et relayée par le personnage. D’autre part, il fait subir à ce modèle plusieurs perturbations : suspension de l’action, hypertrophie de certaines parties du drame, romanisation. Le désordre provoqué par ces deux esthétiques antagonistes est lié, non à une visée subversive, mais au pragmatisme d’un auteur sensible aux évolutions artistiques du temps. Cet aspect se repère par ailleurs dans le choix de ses collaborateurs ou des genres dramatiques qu’il adopte, sélectionnés pour lui apporter la meilleure visibilité possible au sein du monde théâtral.
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41

Čačić, Antonia, and Davor Brđanović. "Elementi križa u Misi Leonarda Bernsteina." Obnovljeni život 76, no. 3 (July 7, 2021): 373–84. http://dx.doi.org/10.31337/oz.76.3.6.

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U kontekstu analize dramske radnje glazbeno–scenskoga djela Misa, kazališni komad za pjevače, svirače i plesače Leonarda Bernsteina, razmatranja razloga proturječnih tumačenja te propitivanja postojanja elemenata svetogrđa i umjetničke vrijednosti toga djela — članak promišlja razumijevanje umjetnosti, kriterije tumačenja umjetničkoga djela, pitanje odnosa stvaranja i destrukcije, kao i dekadencije i kiča u umjetnosti. Putem različitih glazbenih stilova i provokativnoga dijaloga, koji uvelike prelazi okvire teksta katoličkoga bogoslužja, u raspletu dramske radnje Bernsteinova Misa dovodi protagoniste do katarze. Unatoč krizi povjerenja u svjetovne i vjerske autoritete i institucije te dubokoj moralnoj krizi američkoga društva 70–ih godina 20. stoljeća, koja je do danas dosegnula globalne razmjere, Bernstein ne gubi nadu i vjeru u mogućnost pročišćenja i pozitivne promjene svijesti pojedinca i društva.
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42

Gorbachev, Dmitry Viktorovich, and Nikolai Nikolaevich Dobrovol'sky. "Extremal Nikolskii - Bernsteinand Turan-type problems for Dunkl transform." Chebyshevskii sbornik 20, no. 3 (2019): 394–400. http://dx.doi.org/10.22405/2226-8383-2019-20-3-394-400.

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43

CHEN, Lin, and Fenqi HE. "Are they hybrids of Sterna bergii × Sterna bernsteini?" CHINESE BIRDS 2, no. 3 (September 10, 2011): 152–56. http://dx.doi.org/10.5122/cbirds.2011.0018.

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44

Luna, Ana Virginia De Almeida, Tania Regina Leite Santos Figueiredo, and Larissa Borges de Souza Lima. "Textos produzidos pelas crianças ao resolverem situações-problema envolvendo o eixo proporção simples com a classe muitos para muitos." Com a Palavra, o Professor 3, no. 3 (December 17, 2018): 111–33. http://dx.doi.org/10.23864/cpp.v3i3.284.

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Este artigo tem como propósito analisar o processo de produção de textos a partir das estratégias realizadas pelos estudantes para a resolução de situações-problema envolvendo o eixo proporção simples com a classe muitos para muitos e as possíveis aproximações destes textos legítimos. A metodologia utilizada nesta pesquisa envolveu a linguagem de descrição, modelo de investigação sociológica proposto por Bernstein (2000), com o uso da observação e da análise de documentos, envolvendo uma professora, com 30 alunos, com faixa etária entre 10 (dez) a 13 (treze) anos, cursando o 5º ano do Ensino Fundamental dos anos iniciais. Os dados foram produzidos e analisados à luz da teoria bernsteiniana. Como resultado, observamos a relevância da ação do professor em sala de aula, com as atividades de intervenção, e a comunicação na prática pedagógica, para os avanços na diversificação de estratégias, nas aproximações do texto legítimo e na produção de textos legítimos pelos estudantes sobre a multiplicação e a divisão.
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45

Vakarchuk, Sergey B. "Meansquare Approximation of Function Classes, Given on the all Real Axis R by the Entire Functions of Exponential Type." International Journal of Advanced Research in Mathematics 6 (September 2016): 1–12. http://dx.doi.org/10.18052/www.scipress.com/ijarm.6.1.

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K-functionals K (f, t, L2(R), L2β(R), which defined by the fractional derivatives of order β>0, have been considered in the space L2(R). The relation K (f, tβ, L2(R), L2β(R) ≈ ωβ (f, t) (t>0) was obtained in the sense of the weak equivalence, where ωωβ (f, t) is the module of continuity of the fractional order β for a function f є L2(R). Exact values of the best approximation by entire functions of exponential type v∏, v є (0, ∞) have been computed for the classes of functions, given by the indicated K-functionals and majorants Ψ satisfying specific restriction. Kolmogorov, Bernsteinand linear mean v-widths were obtained for indicated classes of functions.
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46

Przybylska, Irena. "Kody i (re)produkcja kultury emocjonalnej w koncepcji Basila Bernsteina." Kwartalnik Pedagogiczny, no. 65/2 (October 9, 2020): 39–53. http://dx.doi.org/10.31338/2657-6007.kp.2020-2.3.

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The purpose of this paper is to indicate a relationship between codes and transmission of emotional culture patterns. The theoretical framework is Basil Bernstein’s concept, which is applied to describe emotional culture scripts in their different communication contexts. It is assumed and discussed that both open-role and closed-role systems, and the corresponding elaborated and restricted codes influence children’s emotional competence. It is probable that in the open-role system, the patterns of emotional culture are more individualistic, while in the restricted-code more collective. An open-code educational situation involves talking about emotions and is based on self-control. On the other hand, a restricted-code may result in poor emotional language and lack of internal control. In adopting a sociolinguistic lens I wanted to draw attention to the importance of communication of and about emotions in the educational environment. The article ends with a comparison of emotional competence dimensions formed in different communication systems.
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47

Parfenov, O. G. "The Gelfand and Bernsteinn-widths of some classes of analytic functions." Journal of Mathematical Sciences 85, no. 2 (June 1997): 1827–38. http://dx.doi.org/10.1007/bf02355293.

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48

Menduni-Bortoloti, Roberta, and Ana Paula Perovano. "Produção de textos matemáticos: a comunicação entre professor e crianças." Educação Matemática Debate 2, no. 6 (September 1, 2018): 229–41. http://dx.doi.org/10.24116/emd25266136v2n62018a01.

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Durante o processo de alfabetização matemática, a comunicação entre professor e aluno se faz por meio da produção de textos matemáticos. Com o objetivo de analisar a comunicação entre professor e crianças do 1º ano do Ensino Fundamental na produção de textos matemáticos a partir de marcadores, apresentamos, neste trabalho, um recorte dos dados do núcleo de Vitória da Conquista. Esses dados constituem parte do projeto de pesquisa “A alfabetização matemática com o uso de um material didático e a produção de textos matemáticos legítimos por alunos do 1º ano do Ensino Fundamental no estado da Bahia”. Analisamos, sob as lentes bernsteinianas, a comunicação entre professor e aluno numa abordagem de pesquisa qualitativa em que foi utilizado o modelo metodológico da linguagem de descrição. Como resultado, constatamos a necessidade de oportunizar as crianças as produções de seus próprios textos, aproximando-se da aquisição do código, no caso da escrita numérica. Palavras-chave: Marcadores. Textos Legítimos. Alfabetização Matemática.
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49

Dinets, Vladimir. "First Record of the Chinese Crested Tern Thalasseus bernsteini in Japan." Journal of the Yamashina Institute for Ornithology 50, no. 2 (February 28, 2019): 138–40. http://dx.doi.org/10.3312/jyio.50.138.

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50

Jiang, Hangdong, Lin Chen, and Fenqi He. "Preliminary assessment on the current knowledge of the Chinese Crested Tern (Sterna bernsteini)." Chinese Birds 1, no. 2 (June 30, 2010): 163–66. http://dx.doi.org/10.5122/cbirds.2010.0005.

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