‘Crossing’ the equals sign: insights into pre-service teachers’ understanding of linear equations

This paper reports on an exploratory study designed to determine and enhance the conceptual understanding of a group of pre-service mathematics teachers at one Irish university utilizing an established framework for understanding mathematics. 23 students on a one year Professional Diploma in Mathematics Education participated in the study, which involved the distribution of a pre- and post-test and engagement in a ten week intervention designed to enhance their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). The findings highlight that although there was an improvement in overall conceptual understanding across the entire cohort at the end of the intervention, within certain mathematical topics there was a statistically insignificant improvement and many deep-rooted issues remain. In this paper we focus on the pre-service teachers’ understanding of elementary algebra, in particular, how to solve a linear equation.     

Becoming business critical: Knowledge for Healthcare

Significant progress has been made in implementing Knowledge for Healthcare. This editorial reports the central contribution of effective partnerships and the involvement of librarians and knowledge specialists in this work. There are compelling business priorities. Key elements of work‐streams on demonstrating impact, workforce development and streamlining are indicated, along with areas of growing importance – knowledge management, embedded roles and health information for the public and patients. Knowledge, and the skills to help people to use it, are business critical.     

On Cognitive and Social Values: A Reply to My Critics

This article is a response to six critics of my article, Scientific Understanding and the Control of Nature, published as the lead article in this issue: Douglas Allchin, Roger C. Cross, William Herfel, Seng Piew Loo, Peter Machamer & Heather Douglas, and Ernan McMullin. It clarifies themes in the earlier article, responds to criticisms, and reaffirms the significance of distinguishing between cognitive and social values for the sake of gaining a better grasp of scientific understanding.     

Parent Involvement in End-of-Life Care and Decision Making in the Newborn Intensive Care Unit: An Integrative Review

Survival rates for very preterm and critically ill infants are increasing, raising complex ethical issues for health-care providers and parents who face the challenge of making end-of-life decisions for newborns. The purpose of this integrative literature review was to evaluate parental involvement in end-of-life care and decision making for their infant in the newborn intensive care unit. Findings revealed that establishing good relationships and clear communication between health-care providers and parents builds trust and eases stress placed on parents making decisions about the care of their infant. Palliative care programs provide support for parents and facilitate their decision making. Parents can be educated about how to communicate with health-care providers. Educating nurses on how to provide end-of-life care may also help improve support for parents during this difficult time. Additional research is recommended to examine parents' needs during and after end-of-life care decisions for their newborn.