Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media

Educational Studies in Mathematics - In this article, we report on a typology of the demands of statistical and mathematical products (StaMPs) embedded in media items related to the COVID-19...     

Statistical Tools and Statistical Literacy: The Case of The Average

This article is intended to serve as a starting point for a dialogue regarding the goals of teaching students about averages and how to assess their emerging knowledge.     

Problems with Feminist Standpoint Theory in Science Education

Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research.     

100 Ideas for supporting pupils with ADHD/Behavioural,emotional and social difficulties: a guide for the early years

It can be argued that our contemporary view of the world is not at all based on ‘objective’ observation of ‘what is out there’, but rather the result of the application of existing mental frameworks and ways of seeing to the world around us, including the world of human beings. Goethe's way of seeing recognizes the special relationship that exists between parts and wholes, so that, rather than being built up of parts, wholes are indeed non-unified wholes which are fully reflected in the parts. Each part is, as it were, one particular manifestation of the whole. My purpose in this paper is to begin to explore Goethe's way of seeing as a tool for new insights into education and to do so by looking at the area of inclusion. Inclusion is a good place to start exploring because it is so obviously based on a notion of parts and wholes. For example, it is based on particular notions of what classes and schools as wholes should look like in terms of their parts: student population, achievement, assessment, curriculum, etc. Thus, examining inclusion from a Goethean perspective may provide new opportunities for thinking about and dealing with exclusion.