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Gene drive communication: Exploring experts’ lived experience of metaphor use
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Lithuanian Sign Language Poetry: Location as Mean of Expression of Metaphors
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In: Taikomoji kalbotyra, Vol 17 (2022) (2022)
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A Cross-Linguistic Study of Metaphor Variation in Promotional Discourse of the Tourist Sector in Spanish, English and German: Implications for Translation
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Multilingual Translation of English Idioms in Internet-based TV series: A Contrastive Approach
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In: L2 Journal, vol 13, iss 1 (2021)
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Förderung der fachkommunikativen Kompetenz bei angehenden Mathematiklehrkräften der Sekundarstufen : Konzeption, Entwicklung und Erprobung eines Lernhefts ...
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Data and R codes for Exploring diachronic salience of emotion metaphors: A contrastive study of HAPPINESS metaphors in Classical Malay and Indonesian ...
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Metaphors as evidence of depression. Investigating the mental representation of depressive disorders ...
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MONDAY OR FRIDAY? UNDERSTANDING TIME THROUGH SPATIAL EXPERIENCE ...
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ARTISTIC LITERATURE AS A SOURCE OF FORMATION OF CONCEPTUAL SYNONYMS AND METAPHORS ... : ХУДОЖЕСТВЕННАЯ ЛИТЕРАТУРА КАК ИСТОЧНИК ФОРМИРОВАНИЯ КОНЦЕПТУАЛЬНЫХ СИНОНИМОВ И МЕТАФОР ...
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ОБРАЗНЫЕ СРЕДСТВА ВЫРАЗИТЕЛЬНОСТИ В ПРОИЗВЕДЕНИЯХ ФАЗИЛЯ ИСКАНДЕРА ... : IMAGINARY MEANS OF EXPRESSION IN WORKS OF FASIL ISKANDER ...
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ОБУЧЕНИЕ ЯЗЫКУ СПЕЦИАЛЬНОСТИ ИНОСТРАННЫХ СТУДЕНТОВ МЕДИЦИНСКОГО ПРОФИЛЯ ... : TEACHING THE LANGUAGE OF THE SPECIALTY OF FOREIGN MEDICAL STUDENTS ...
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Е.Н. Каюда. - : Мир науки, культуры, образования, 2021
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Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching
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Abstract:
Article has a 24-month embargo ; Group isomorphism and homomorphism are topics central to abstract algebra, yet research on instructors’ views of these concepts is limited. Based on interviews from two instructors as well as classroom video from eight class periods, this paper examines the language used to discuss isomorphism and homomorphism. Language used by instructors in interviews and classroom settings are identified and classified into four main categories: formal definition, mapping, sameness, and combinations of sameness and mapping language. How the two instructors drew on language classified into those four categories in the interview and instruction settings are examined for isomorphism and homomorphism. Similarities and differences between the inter- view and instruction contexts reveal the wide variety of ways of understanding isomorphism and homomorphism as well as a research need to examine mathematicians’ content knowledge in more than one context. ; n/a
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Keyword:
Abstract algebra; Conceptual metaphors; Homomorphism; instructional practice; Isomorphism
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URL: https://commons.lib.niu.edu/handle/10843/22982
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