An empirical investigation of differences between mathematics specialists and non-specialists at the high school level in Cyprus: A Logistic regression Approach

AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar educational systems in other developing countries.     

Learning contexts for young children in Chile: process quality assessment in preschool centres

ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).     

‘The communities we live in’: providing meaningful contexts for the application and generation of knowledge through service in Uganda

Abstract

If service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge in a coherent framework for the explicit purpose of individual and social change. The Preparation for Social Action programme in Uganda is offered as an example in which relationships between knowledge, learners and the community can be examined. Findings from an analysis of curricular materials, participant observation and interview and focus-group data collected from its local instructors and administrators are discussed.     

Behavior of Infants with Iron-Deficiency Anemia

This study tested the hypothesis that infants with iron-deficiency anemia show behaviors, such as increased proximity to caregivers, increased wariness or hesitance, and decreased activity, that could contribute to “functional isolation.” The behavior of 52 Costa Rican 12- to 23-month-old infants with iron-deficiency anemia was contrasted with that of 139 comparison group infants with better iron status during free play and mental and motor testing and in the home. Infants with iron-deficiency anemia maintained closer contact with caregivers; showed less pleasure and delight; were more wary, hesitant, and easily tired; made fewer attempts at test items; were less attentive to instructions and demonstrations; and were less playful. Adult behavior also differed. The results indicate that iron-deficiency anemia in infancy is associated with alterations in affect and activity, suggesting that functional isolation is a useful framework for understanding poorer developmental outcome in iron-deficiency anemia, the world's most common single nutrient deficiency.     

The chimera of the competency-based approach to teaching mathematics: a study of carpentry purchases for home projects

Educational Studies in Mathematics - The competency-based approach conceives mathematics as a necessary tool for dealing with daily-life tasks. Many studies have focused on examining the low math...     

Using a mathematical model of motivation,volition, and performance to examine students’ e-text learning experiences

This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.     

Cognitive attainment in online learning environments: matching cognitive and technological presence

To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the availability of, and connectedness with, other students, the teacher, and the context. Cognitive presence as a part of the interaction process of teaching and learning reflects the level of accomplishment in online learning environments (cognitive attainment). The purpose of this article is to show some evidence of the mutual influence of the students' technological behaviors and the students' cognitive factors in online learning environments – including teacher and instructional design factors. Two thousand one-hundred thirty written computer-mediated communications from 88 participants in four prototypical online learning activities have been analyzed for this purpose. The analysis shows the influence of technological presence on the quality of learning results of the online knowledge construction process. The conclusions point out the importance of considering technological presence as a new and complementary type of presence as it provides relevant information for instructional and technological design.