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This study investigated six-year-old children's metacognitive and self-regulatory processes during task engagement and their relations to children's online metacognitive experiences, particularly feelings of difficulty (FOD). Sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) were individually interviewed. They were engaged in an ecological and challenging graphic task. Based on C.Ind.Le Coding Scheme, the present study took into account indicators of metacognitive knowledge (i.e., knowledge of persons, tasks and strategies), metacognitive regulation (i.e., planning, monitoring, control and evaluation) and emotional and motivational regulation (i.e., emotional and motivational monitoring and control). Moreover, children's spontaneous comments of FOD were coded. Results showed that the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning. The communication of FOD during the task allowed children to mobilize resources and to achieve their goals. Indeed, children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it. We discuss the importance of promoting and hearing the children's voices and judgments about their metacognitive experiences to solve the activities in educational contexts.

The aim of this research is to analyse and systematize the conceptual and empirical bases of the available literature on research approaches, objects of study, and future prospects in the field of stylistics, in order to encourage best practice in teacher training. Three research approaches are presented: the empiricist-behaviorist approach, the rationalist-cognitivist approach and socio-cultural approach. However, these main streams are aligned in a nomothetic approach which falls short in explaining personal style as a framework for the identity of the teacher him/herself. To this end, we propose to delve into the dynamic and ideographic aspects of stylistics in teacher training, paying greater attention to the understanding and explanation of plasticity and movement through discontinuities, subtleties or loops, and several kinds of change.

A review of learning and teaching styles matching at university over the last ten years is presented. For this purpose, a review was carried out of the Dialnet, Redalyc, Scielo and Doaj data bases due to their scope and importance in the Hispanic context. The descriptors used in the search for information were the key words: learning styles, teaching styles and higher education. The data bases consulted produced a total of 53 papers, with only 17 of these complying with all the criteria for inclusion (paper: empirical research; sample: university; object: correspondence learning and teaching styles; time period 2002-2012; Spanish language). The literature review showed that the matching is researched and understanding from two approaches: (1) adaptive instruction or (2) stylistics. Results are discussed. [ABSTRACT FROM AUTHOR]

• Representing indeterminate quantities is crucial for algebraic thinking. • No child used variable notation in the pre – interview of classroom teaching experiment. • After only 3 weeks of instruction, children increasingly represented indeterminate quantities. • Children understood that letter as representing indeterminate quantities as varying unknowns. Given the importance of understanding and using indeterminate quantities in algebraic thinking, the development of learning trajectories about how Kindergarten and first grade students understand variable and use variable notation in the context of algebraic expressions is critical. Based on an empirically developed learning trajectory, we analyzed children's responses at three different points in a classroom teaching experiment. Our purpose was to describe levels of thinking among 16 students (eight in Kindergarten and eight in first grade). Our results revealed qualitative changes in the thinking about indeterminate quantities of most student participants. As students progressed through the experiment, we found that they advanced from what we characterized as a "Pre-variable" Level to a "Letters as representing indeterminate quantities as varying unknowns; explicit operations on indeterminate quantities" Level. Learning trajectories such as that developed here hold promise for informing the design of interventions that support young children's early algebraic thinking. [ABSTRACT FROM AUTHOR]