Pre-service Teachers' Preferred Strategies for Solving Arithmetic and Algebra Word Problems

In this study we investigate the arithmetic andalgebra word problem-solving skills andstrategies of future primary and secondaryschool teachers in Flanders (Belgium).Moreover, we describe the evolution of theseskills and strategies from the beginning to theend of their teacher education. The resultsshow that future secondary school mathematicsteachers preferred the use of algebra, evenwhen an arithmetic solution was morestraightforward. The solutions of futureprimary school teachers were more diverse: onesubgroup tended to apply exclusively arithmeticmethods (which led to failures on the mostdifficult word problems), whereas anothersubgroup was more adaptive in its strategychoices. Finally, student teachers evolved intheir problem-solving skills during theirteacher education, but not in their strategypreferences. The research findings indicatethat, in the education of pre-service primaryand secondary school teachers, there is a needfor an explicit treatment of pupils' transitionfrom arithmetical to algebraic thinking.     

The attribution of success and failure: The subject/object contrast

160 secondary school teachers were administered questionnaires on attributions for success and failure in students familiar to them. Student profiles were obtained by a 2 (success or failure) x 2 (extreme or moderate grades) design. The list of attributions employs classic dimensions (internal/external), stable/unstable, controlable/non controlable) plus a new dimension (academic/non academic) shown to be relevant in two preliminary surveys. The results indicate an interaction between the two independent varables as a function of the internal/external dimension. Responses characterizing for success and failure reveal a specific dimension termed subject/object, that parallels the a-priori academic/non academic dimension.     

Childbirth education for multiple pregnancy: part 2: intrapartum and postpartum considerations

Women with a multiple pregnancy can expect a different labor and birth course than those with a singleton pregnancy. While the postpartum period is similar to that of families with a singleton, it is likely to be more hectic in families with multiple infants. In addition, a multiple pregnancy increases both maternal and neonatal risks; therefore, women with a multiple pregnancy may experience slight differences in care due to these potential risks, including additional monitoring and treatment. This article discusses the intrapartum and postpartum considerations families with a multiple pregnancy/birth may experience. This information is provided so that the childbirth educator can incorporate this content into courses, as appropriate, and assist families with a multiple pregnancy to anticipate a realistic birth and postpartum experience.     

Physics students' understanding of relative speed: A phenomenographic study

It is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real-life situations. If students are not able to understand what underlies quantitative problem-solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic concepts and principles in kinematics. In this article students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of this concept. The teaching principles outlined concern both teaching relative speed, in particular, and teaching scientific concepts and principles, more generally.     

Motivation and Attribution at Secondary School: the role of gender

A total of 1068 secondary school pupils completed a questionnaire concerned with enjoyment of school, enjoyment of subjects and what they attributed academic success to. Gender differences were shown in the overall enjoyment of school (girls expressing greater enjoyment). Girls also reported liking friends, teachers, outings and lessons more than boys, while boys reported liking sports and school clubs more. Enjoyment of school subjects reflected traditional sex stereotyping: girls reported more liking than did boys for English, French, German, history, drama, music and home economics while boys reported more liking for science. craft and design technology, physical education and information technology. Some gender differences were shown in rating factors contributing to academic success (girls rating hard work and teachers’ liking for you as more important than boys, and boys rating cleverness, talent and luck as more important than girls) but attributions with respect to academic success varied more with age than with gender.