After 3 months of using the cochlear implant, more than half of the patients in the main study group did not achieve the 3th category of perception at the Geers and Moog scale; in the same group, the 50% of the children did not reach the 4th category at the 6-month follow-up; nevertheless, they achieved the 5th category 6 months after (1-year follow-up).
After 3 months of using the cochlear implant, more than half of the patients belonging to the subgroup M (patients who presented EVA) did not achieve the 3th category of perception at the Geers and Moog scale; in the same group, the 50% of the children did not reach the 4th category at the 6-month follow-up; nevertheless, they achieved the 5th category 6 months after (1-year follow-up).
The current study investigates teachers' categories of perception and appreciation related to students.
The present inquiry is inscribed within efforts to describe the practical rationality of mathematics teaching - the categories of perception and appreciation that underpin the work of teaching mathematics.
We hypothesize that the set of categories of perception and appreciation that teachers use to describe their students is not a simple reflection of the types of students who populate their classroom.
Categories of perception of students were coded in the transcript whenever participants described either an animated student from The Square, a real student from their own classroom, or a hypothetical studentd in relation to 'making conjectures'.
The comments that the animated episode elicits provide more than just information about participants' perception of the scenario presented in The Square; they can also be used to gain a deeper understanding of the categories of perception that guide teachers' work in classrooms.
In particular, practical rationality is concerned with categories of perception, or how teachers perceive 'people, events, things, and ideas in the shared world of the classroom', and categories of appreciation, or 'the principles and qualities on which practitioners rely to establish an attitude toward people, events, things, or ideas' (Herbst and Chazan, 2011a, p. 430-1).
By understanding the categories of perception and appreciation that teachers use in relation to their students, we learn about what teachers see as important in their work and how characteristics of student work are valued or not within the confines of that work.
Habitus consists of previously established categories of perception that create an inner felt understanding of what is valuable and what is not [ 32].
From a functional point of view the brain's tasks are often subdivided into categories of perception, cognition, emotion, and action.
