Proofs produced by secondary school students learning geometry in a dynamic computer environment

As a key objective, secondary school mathematics teachers seek to improve the proof skills of students. In this paper we present an analytic framework to describe and analyze students' answers to proof problems. We employ this framework to investigate ways in which dynamic geometry software can be used to improve students' understanding of the nature of mathematical proof and to improve their proof skills. We present the results of two case studies where secondary school students worked with Cabri-Géeomèetre to solve geometry problems structured in a teaching unit. The teaching unit had theaims of: i) Teaching geometric concepts and properties, and ii) helping students to improve their conception of the nature of mathematical proof and to improve their proof skills. By applying the framework defined here, we analyze students' answers to proof problems, observe the types of justifications produced, and verify the usefulness of learning in dynamicgeometry computer environments to improve students' proof skills.This revised version was published online in September 2005 with corrections to the Cover Date.     

Writing reviews: perspectives from the editors of Educational Studies in Mathematics

Educational Studies in Mathematics -     

A systematic review on small-sided games in football players: Acute and chronic adaptations

Small-sided games (SSG) are played on a small pitch, often using modified rules and involving a smaller number of players. This article aimed to critically analyse the literature to determine how small-sided games affect the performance of football players in the short- and long term. Electronic databases were searched for literature dating from January 2000 to July 2018. The methodological quality of the studies was evaluated using the modified Downs and Black Quality Index (cross-sectional studies) and the Physiotherapy Evidence Database (PEDro) scale (intervention studies). Fifty-three studies, 44 cross-sectional and 9 intervention studies, met the inclusionary criteria for review. Most of the cross-sectional studies focused on describing the differences between SSG protocols, whereas 4 studies focused on making a comparison between “interval” and “continuous” SSG training regimes. On the other hand, intervention studies focused on making a comparison between SSG-based protocols and high-intensity intermittent training (HIIT)-based running protocols, in addition to determine the effect of a SSG-based training programme alone. SSG-based football plans (2 to 4 SSG sessions per week) show athletic performance improvements in football players by improving sprint, repeated sprint ability (RSA) and change of direction (COD) along with muscular and physiological adaptation.     

Comparing effects of a TPSR training program on prospective physical education teachers’ social goals,discipline and autonomy strategies in Spain,Chile and Costa Rica

Background: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR).

Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation.

Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41?±?2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher.

Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods.

Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country).

Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data.

Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention.

Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE.     

Applying the EFQM model to golf course management

The European Foundation for Quality Management (EFQM) Excellence Model provides guidance and support for business organisations to improve their quality management. This goal is attained by examining the relations among the several criteria that are defined and included in the model – the Enablers and the Results – albeit without going deeply into their empirical correlations. Our research focuses on the sport industry and, more particularly, on golf-related services and facilities. We analyse their management and performance. The goal is to conduct an empirical study of golf courses making up the supply in a Spanish inland region. On the basis of data and assessments contributed by the participating sample – and by resorting to multivariate statistical analysis – we pinpoint the influence of all Enablers identified by the EFQM Model, as well as their impact on the Results criteria. Correlations designed and empirically quantified make it possible for us to confirm the theoretical interrelations that the EFQM Model proposes between the defined criteria. The structural model thus obtained allows us to design a map that plots the relationships across the several criteria defined by the EFQM Model, one which portrays present-day approaches to management put into practice by the golf courses under scrutiny.     

A case analysis of semantic technologies for R&D intermediation information management

It is evident that companies and research centres can find a myriad of instruments to fund their R&D (Research & Development) activities. Due to the dynamics of the information management in these circumstances there is a need for intermediary businesses intervention. Consequently, intermediary companies are thus involved in a complex process that needs to be managed and controlled. Within this scenario an Information Technology (IT) platform, named RDi-Advise, was developed by EgeoIT using semantic technologies to support R&D process decisions. This case analysis describes the development and implementation of the platform including the lessons learned during the activity period.     

Relationships between everyday knowledge and scientific knowledge: understanding how matter changes

This paper analyses the representations held by adolescents and university students in relation to the mechanism for explaining changes in matter (changes of state, dissolutions, expansions and chemical reactions) in terms of the kinetic theory. The answers to a questionnaire were analysed by considering the proportion of correct answers and the use of alternative conceptions. The results show that understanding of explanatory mechanisms of changes in matter is affected by age and instruction level and content of the problem. The main conception that competes with the kinetic model is the attribution to the particles of the changes observed, at a macroscopic level. This is more evident in changes of state and expansions than in other changes. This confusion results from a failure to differentiate properly between the represented reality and the model that represents it. In conclusion, analysis has shown once more students' difficulties in going beyond apparent reality or integrating the data obtained from it into the scientific models they learn at school.     

Training,attitude, use and impact of Web 2.0 in higher education: scale validation / Formación,actitud, uso e impacto de la Web 2.0 en educación superior: validación de una escala

Abstract

This paper presents a study which aims to validate a scale for assessing the impact of Web 2.0 in education. From a structural perspective, we evaluate the influence of various factors (Training, Attitude and Use of Web 2.0) on the Impact of Web 2.0 in education with a sample of 403 students from different degrees of the University of Huelva, applying a Likert scale constructed for this purpose. To analyse the psychometric properties of the scale, we conducted a Chronbach’s Alpha reliability test and factor analysis. To validate the theoretical construct, we conducted an analysis according to structural equation modelling, which enabled us to confirm the influence of training, attitude and use on the Impact of Web 2.0, and to observe how the factors interrelate and influence each other. We conclude that the existence of a training plan is not enough in itself and that, rather, it is the approach taken to Web 2.0 and the use made of it that has more influence on its educational impact.     

Evaluating the school assets that promote positive adolescent development from the perspective of the student / La evaluación de los activos escolares para el desarrollo positivo adolescente desde la perspectiva del alumnado

Abstract

The aim of this study was to develop a valid and reliable instrument for evaluating students’ perceptions of their school’s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale’s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12–17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale’s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies.