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In Zambia, as well as many other African and non-Western cultures, the extent and kind of children's chores may contribute to their learning, yet often also conflict with their schooling. In the moderation analysis we present in this manuscript, we aimed to explore the interactive effects of schooling and chores on children's mathematics performance at different levels of math knowledge and computational skill, taking into account how the assessment questions were presented. The sample consisted of 1,535 children (719 girls) living in rural and peri-urban communities in Zambia who were administered the Zambia Achievement Test (ZAT). We categorized the 60 items of the ZAT by their targeted content knowledge, sizes of the numbers involved, and forms of representation. Our results showed that chores supported the development of very basic mathematics skills and knowledge in children who had less schooling, but also significantly lowered the performance of students who were in school once their school attendance rose above certain levels. Moreover, this interaction between chores and school attendance was observed predominantly in girls, with a lesser effect of chores on boys., Author(s): Mei Tan [sup.1] , Nan Li [sup.1] , Joseph W. Pirozzolo [sup.1] [sup.2] , David Bolden [sup.3] , Florence Chamvu, Jacqueline Jere-Folotiya, Bestern Kaani, Kalima Kalima, Sophie Kasonde N'gandu, [...]

Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005-2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substantial statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were smaller for students with a higher prior performance in mathematics. The findings suggest that acquiring good reading skills is highly relevant for developing mathematics skills. Implications for theory and practice are discussed.

Peer tutoring is a form of structured peer learning technique. This study develops and tests a new form of peer tutoring technique, 'Interdependent Cross-Age Peer Tutoring' (ICAT). The method is informed by the 'what works literature' within peer tutoring and brings together crucial elements which have been shown to provide high effect sizes. Specifically, ICAT consists of an autonomous/informative structure, with students setting their goals in a cross age peer tutoring mathematics context. ICAT was implemented for six weeks in three different schools across England, with teachers concentrating on teaching their planed topics. School A (n=95) Year 8 students tutored Year 6, school B (n=65) Year 9 tutored Year 7, and school C (n=44) Year 10 students tutored year 8. Schools A and B adopt a pre/post-test quasi-experimental design and school C adopts a single group pre/post-test design. Research made instrument were applied to measure tutees performance gains. Classroom and paired observation were conducted for each school and the ICAT lesson materials for the six weeks were analysed to establish intervention fidelity. School A showed the highest ICAT implementation and effect size, 0.92, significant at (p<0.001). However the findings should be interpreted with caution due to a weak research design.

This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, 'Interdependent Cross Age-Peer Tutoring' (ICAT), on the socioacademic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make cross-age peer tutoring more cooperative. The intervention took place in 2013 with three schools in England: Two of the schools adopted a pre-post test quasi experimental design and one school (school C) adopted a single group design. In school A Year 8 students tutored Year 6 (n=201), in school B Year 9 students tutored Year 7 (n=115), and in school C Year 10 students tutored Year 8 (n=102). ICAT was applied once a week for a period of 35-40 minutes across six weeks, covering school-planned mathematic topics. For school A, which implemented ICAT according to programme specifications, some positive and significant effect sizes were observed.

Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition, national and international test results are of considerable interest. In this paper, we show that national testing in England and the USA have shown little or no improvement over the years. This finding is not isolated; it appears to be a global phenomenon. Data from large-scale international assessments such as PISA, TIMSS and PIRLS are remarkably stable over time. This paper reviews the trends from country-specific and international data and explores some of the reasons which have been offered for such stability. We argue that these explanations are insufficient and ways forward are discussed.

Mathematics in early years settings is often restricted to learning to count and identifying simple shapes. This is partly due to the narrow scope of many early years curricula and insufficient teacher training for exploring deeper mathematical concepts. We note that geometry is an area particularly neglected. In an innovative year-long project, a group of university-based mathematicians and early years teachers collaborated on a child-led exploration of 'patterns in nature.' The early years teachers ran the project within the setting, meeting regularly with the mathematicians to discuss potential areas of interest, and to highlight the children's mathematical thinking. We found that, with the appropriate environment and guidance, the children naturally displayed deep levels of geometrical thinking and found enjoyment and satisfaction in the exploration of mathematical ideas. We define what we mean by the term 'deep geometrical thinking' and demonstrate this by looking at three excerpts through the lens of the van Hiele levels of geometric thought, finding that the children are capable of exhibiting thought at level 3 (abstraction), more advanced than previously thought of children of this age. Using a second taxonomy we also assess the range of skills across which they are demonstrating such geometric thought. [ABSTRACT FROM AUTHOR]

This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbook were analysed with regards to the understanding required for pure mathematics knowledge in linear function. Understanding was defined as being at five levels: Dependent Relationship, Connecting Representations, Local Properties Noticing, Object Analysis and Inventising. These levels were developed by examining the most prominent theories from the existing literature on understanding function. Findings suggested that the English textbooks constrained the structural aspect of understanding linear function due to a point-to-point view of function, while the Shanghai textbook which focussed on a variable view of function overemphasised the algebraic approach. The discussion explored the drawbacks to each approach and what teachers or textbook writers could do to balance these two approaches in order to facilitate students' understanding towards a structural view of linear function.

This study investigates how students in England and Shanghai understand linear function. Understanding is defined theoretically in terms of five hierarchical levels: Dependent Relationship; Connecting Representations; Property Noticing; Object Analysis; and Inventising. A pilot study instrument presented a set of problems to both cohorts, showing that the English cohort generally operated at the levels of Property Noticing and Object Analysis, whereas the Shanghai cohort reached the higher level of Inventising. The main study explored understanding levels and students' errors within each cohort in detail, in order to gain insights into reasons for apparent differences. The instrument used in the main study included two overlapping items, which were the same for both cohorts, while others were pitched at levels of understanding revealed in the pilot. Analysis of students' solutions revealed that the English students' errors were manifested in a lack of basic skills including dealing with negative numbers, while the Shanghai students showed weaknesses in their ability to use graphs. The discussion highlights different views of understanding as a possible background reason for the contrasts observed. Errors and apparent difficulties suggest implications for teaching linear function in each context.

Background: It has been shown that mathematical representations can aid children's understanding of mathematical concepts but that children can sometimes have difficulty in interpreting them correctly. New advances in eye-tracking technology can help in this respect because it allows data to be gathered concerning children's focus of attention and so indicate on what aspects of the representations they are focussing. However, recent eye-tracking technology has not been used to any great degree in investigating the way children view and interpret mathematical representations. Purpose: This research explored the use of new advances in eye-tracking technology in investigating how young children view and interpret mathematical representations of multiplication. Sample: Nine Year 5 children (four boys, five girls, aged 9-10 years of age) from a local primary (elementary) school in the North-East of England were asked to complete the test during school time. The children represented a range of attainment levels across the mathematical domain (three higher-, three middle- and three lower-attaining children) and were selected accordingly by their class teacher. We recognise that this study was only based on a small sample of children, however, this number still allowed us to make meaningful comparisons in particular between the different types of representations presented. Design and methods: The study consisted of each child looking at 18 static slides, one after the other, with each slide presenting a symbolic and a picture representation of multiplication problems. The data that was captured by the eye tracker and recorded was then analysed quantitatively (e.g. time on each slide, time on each area of interest specified within the software) and qualitatively (video recordings of each child's gaze trajectory during each representation was carried out, thereby allowing a categorisation of the different approaches adopted). Results: The study showed that (a) the particular form of the number line representation used in this study was less successful than the other picture representations used (equal groups, array) in promoting multiplicative thinking in children, and (b) the success of children to think multiplicatively with the "groups" and the array representation was related to their general mathematics attainment levels. Conclusion: These findings have implications for teacher practice in that teachers need to be clear about the possible drawbacks of particular representations. Even in using more successful representations, for lower-attaining children, the progression in their understanding of the representation needs to be taken into account by the teacher. The study also highlighted that the eye-tracking technology does have some limitations but is useful in investigating young children's focus of attention whilst undertaking a mathematics assessment task.

Background: Palliative care interventions in the ED capture high-risk patients at a time of crisis and can dramatically improve patient-centered outcomes.Objective: To understand the facilitators that contributed to the success of the Primary Palliative Care for Emergency Medicine (PRIM-ER) quality improvement pilot intervention.Design: Effectiveness was evaluated through semi-structured interviews. Reach outcomes were measured by percent of all full-time emergency providers (physicians, physician assistants, nurses) who completed the intervention education components and baseline survey assessing attitudes and knowledge on end-of-life care.Participants: Emergency medicine providers affiliated with two medical centers (N = 197). Interviews conducted with six key informants at both institutions.Approach: Interviews were recorded, transcribed, and analyzed using deductive and inductive approaches. Descriptive statistics include reach outcomes and baseline survey results.Key Results: Both sites successfully implemented all components of the intervention and achieved a high level (> 75%) of intervention reach. Two themes emerged as facilitators to successful effectiveness facilitators of PRIM-ER: (1) institutional leadership support and (2) leveraging established quality improvement (QI) processes. Institutional support included leveraging leadership with authority to (a) mandate trainings; (b) substitute PRIM-ER education for normally scheduled education; and (c) provide protected time to implement intervention components. Effectiveness was also enhanced by capitalizing on existing QI processes which included (a) leveraging interdisciplinary partnerships and communication plans and (b) monitoring performance improvement data.Conclusions: Capitalizing on strong institutional leadership support and established QI processes enhanced the reach and effectiveness of the PRIM-ER pilot. These findings will guide the PRIM-ER researchers in scaling up the intervention in the remaining 33 sites, as well as enhance the planning of other complex quality improvement interventions in clinical settings.Registration Details: ClinicalTrials.gov Identifier: NCT03424109; Grant Number: AT009844-01. [ABSTRACT FROM AUTHOR]

Background:It has been shown that mathematical representations can aid children’s understanding of mathematical concepts but that children can sometimes have difficulty in interpreting them correctly. New advances in eye-tracking technology can help in this respect because it allows data to be gathered concerning children’s focus of attention and so indicate on what aspects of the representations they are focussing. However, recent eye-tracking technology has not been used to any great degree in investigating the way children view and interpret mathematical representations. Purpose: This research explored the use of new advances in eye-tracking technology in investigating how young children view and interpret mathematical representations of multiplication. Sample: Nine Year 5 children (four boys, five girls, aged 9–10 years of age) from a local primary (elementary) school in the North-East of England were asked to complete the test during school time. The children represented a range of attainment levels across the mathematical domain (three higher-, three middle- and three lower-attaining children) and were selected accordingly by their class teacher. We recognise that this study was only based on a small sample of children, however, this number still allowed us to make meaningful comparisons in particular between the different types of representations presented. Design and methods: The study consisted of each child looking at 18 static slides, one after the other, with each slide presenting a symbolic and a picture representation of multiplication problems. The data that was captured by the eye tracker and recorded was then analysed quantitatively (e.g. time on each slide, time on each area of interest specified within the software) and qualitatively (video recordings of each child’s gaze trajectory during each representation was carried out, thereby allowing a categorisation of the different approaches adopted). Results: The study showed that (a) the particular form of the number line representation used in this study was less successful than the other picture representations used (equal groups, array) in promoting multiplicative thinking in children, and (b) the success of children to think multiplicatively with the ‘groups’ and the array representation was related to their general mathematics attainment levels. Conclusion: These findings have implications for teacher practice in that teachers need to be clear about the possible drawbacks of particular representations. Even in using more successful representations, for lower-attaining children, the progression in their understanding of the representation needs to be taken into account by the teacher. The study also highlighted that the eye-tracking technology does have some limitations but is useful in investigating young children’s focus of attention whilst undertaking a mathematics assessment task. [ABSTRACT FROM PUBLISHER]