The Development of Everyday Mathematics in Brazilian Children with Limited Formal Education

The sociocultural context in which children acquire and use everyday mathematics was studied in Brazilian shantytown communities. Children's developing mathematical abilities and use of currency in solving commercial problems were investigated. Interviews with the parents of 105 children from 4 to 14 years of age indicated that, when sent to make purchases at local stands, the problems entailed in the responsibilities parents assigned to children involved greater arithmetical complexity with increasing age. Children's accuracy and strategy use on arithmetic tasks similar to the problems encountered in commercial transactions revealed: ( a ) many children used currency to aid their problem solving; ( b ) with increasing age, currency use declined; and ( c ) children's currency use progressed from global estimates to the mental decomposition and manipulation of currency values. The mathematical complexity of children's commercial transactions correlated significantly with their mathematics performance even when age, grade in school, and years of schooling were statistically controlled The results provide evidence that by adjusting the mathematical complexity of children's commercial transactions, parents facilitate connections between children's developing competence and their everyday activities.     

The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment

This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes.     

The effect of success or failure on self-efficacy and task persistence of conduct-disordered children

Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children.     

The Portland Problem Behavior Checklist

The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation.     

Item wording and internal consistency of a measure of cohesion: the group environment questionnaire

A common practice for counteracting response acquiescence in psychological measures has been to employ both negatively and positively worded items. However, previous research has highlighted that the reliability of measures can be affected by this practice (Spector, 1992). The purpose of the present study was to examine the effect that the presence of negatively worded items has on the internal reliability of the Group Environment Questionnaire (GEQ). Two samples (N = 276) were utilized, and participants were asked to complete the GEQ (original and revised) on separate occasions. Results demonstrated that the revised questionnaire (containing all positively worded items) had significantly higher Cronbach alpha values for three of the four dimensions of the GEQ. Implications, alternatives, and future directions are discussed.