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Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries and several initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the development of elementary school students' CT skills and knowledge. Unplugged learning tasks, block-based programming projects, and educational robotics are 3 of the most used strategies. This paper aimed to analyze the effect of Scratch-based activities, developed during one scholar year, on the computational thinking skills developed and concepts achieved by 4th-grade students. The study involved 189 students from two school clusters organized into an experimental group and a control group. To assess students' computational knowledge, the Beginners Computational Thinking Test developed by Several Zapata-Cáceres "et al." (2020) was used. The results indicate statistically significant differences between the groups, in which students in the experimental group (who performed activities with scratch) scored higher on the test than students in the control group (who did not use Scratch).

Children have increasing access, and at younger ages, to ICT. This results from state policy measures, or from families having progressively provided ICT access to their children, or both of these influences. As a critical approach to the impact of technology in the construction of social change, this paper seeks to understand how children's relationships are built with ICT, and how family background and mediation affects this relationship, within the context of socialisation and a certain position in social space. From two case studies we present results of a multivariate analysis as well as qualitative data. The data suggest that the democratisation of access to ICT, amplified by the wide distribution of a laptop computer to children in elementary schools, has resulted in distinct profiles of use by children. These profiles appear linked to different (academic and digital) family resources and diverse parental involvement concerning these uses (regulation and support).

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students' MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students' MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as "math persons" than their grade 3 peers in all countries. [ABSTRACT FROM AUTHOR]

Grounded in 'expectancy-value' theory, this paper reports on the psychometric properties of an instrument intended to measure students' motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the 'expectancy-value' theory framework and students' age. [ABSTRACT FROM AUTHOR]

In this paper we report on an activity developed in the context of the Erasmus+ PUNTE Project, using the Poly-Universe material, which led to the learning of logic and mathematics among the 10th grade students of a school in the central region of Portugal. Three teachers, two of mathematics and one of philosophy, and 21 students of secondary education participated in the study. The data obtained, following the observation and application of questionnaires and pre- and post-tests, reveal the usefulness of Poly-Universe for the acquisition of notions about logical operations, for analysing arguments and their validity and solving mathematical problems, motivating the students for carrying out the activity. [ABSTRACT FROM AUTHOR]

In this paper, we propose a novel nonlinear approach to solve the short-term hydro scheduling problem under deregulation, considering head-dependency. The actual size of hydro systems, the continuous reservoir dynamics and constraints, the hydraulic coupling of cascaded hydro systems, and the complexity associated with head-sensitive hydroelectric power generation still pose a real challenge to the modelers. These concerns are all accounted for in our approach. Results from a case study based on one of the main Portuguese cascaded hydro systems are presented, showing that the proposed nonlinear approach is proficient. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a deliberately provocative first part to this paper, I argue that nineteenth-century British mathematicians had an unduly high opinion of themselves and a striking lack of appreciation for contemporary continental developments. I argue that this failure was rooted in the institutions that supported mathematics, and was only remedied towards the end of the century. In the more sober second half of the paper I ask if historians of mathematics have subscribed to this overestimate, and explore some related questions, among them what are historians doing when they write history: telling it as it was, or righting or defending the record? Historians of mathematics also need to consider British priorities for research in the nineteenth century, and a comparison with other minor players (such as Japan, Portugal, or Poland) might be illuminating. [ABSTRACT FROM AUTHOR]

The growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the effectiveness of traditional teaching methods has reduced. This paper describes the design, development, implementation and evaluation of a tutoring system (TS) to improve student's engagement in higher mathematics. The TS design was based on the Personalized System of Instruction of the Mastery Learning pedagogical approach and can be implemented in any higher education course with mathematics needs. The TS consists on small self-paced modularized units of educational contents, including tutorial videos, notes and formative e-assessment with personalized feedback. The TS ensures that the student is only allowed to proceed to the next unit after he or she achieves the required mastery criterion of the current unit. The TS was implemented in the Quantitative Methods course of an undergraduate degree and received good acceptance from students. It was also recognized that TS contributed to learning and engagement with the discipline. Through an experimental research experience, it has been shown that the imposition of restrictions on the advance to the next level by a mastery criterion leads to a significant improvement in student's engagement and performance. [ABSTRACT FROM AUTHOR]

Introduction: The years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties. Methods: The tool encompasses both group and individual tasks, to evaluate counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5-6, in their final year of kindergarten in Portugal, at both the start and end of the school year. Results: The findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>0.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education. Discussion: These outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry. [ABSTRACT FROM AUTHOR]

There is clear evidence that in typically developing children reasoning and sense-making are essential in all mathematical learning and understanding processes. In children with autism spectrum disorders (ASD), however, these become much more significant, considering their importance to successful independent living. This paper presents a preliminary proposal of a digital environment, specifically targeted to promote the development of mathematical reasoning in students with ASD. Given the diversity of ASD, the prototyping of this environment requires the study of dynamic adaptation processes and the development of activities adjusted to each user's profile. We present the results obtained during the first phase of this ongoing research, describing a conceptual model of the proposed digital environment. Guidelines for future research are also discussed. [ABSTRACT FROM AUTHOR]

Abstract: From the end of the 18th century until the appearance of the first issue of the Jornal de Sciencias Mathematicas e Astronomicas in 1877, the Lisbon Royal Academy of Sciences, founded in 1779, was the main publisher in Portugal of periodicals that included mathematical papers. In this article I will give an overview of the mathematical papers which appeared in the Academy''s Memoirs during the 19th century, in the context of the scientific output published in its pages. We will characterize the community of mathematicians around the Academy''s journal and the changes in background and in themes researched throughout the century. [Copyright &y& Elsevier]

This work aims to examine how the learning of mathematics in early childhood is developed in different policies, particularly within the processes of formal education and care in early years institutions. A comparative analysis of early mathematics education policies across countries must consider cultural differences, teaching practice, structural differences and institutional framework conditions, as well as the initial training and professional knowledge of teachers and educators. Extracted from the official country regulations, the following pages include some of the main characteristics of the national systems of early childhood education and care (ECEC) in Portugal, Slovenia and Spain, as well as a comparison of the ECEC guidelines concerning mathematics education between these three countries. There is an international consensus on an approach to early mathematics education inspired by realistic mathematics education (RME), i.e., on the importance of working mathematically in context, as well as on the idea of doing so through play, developing the language to communicate mathematical ideas. However, we found that these three aspects are reflected very differently in the official regulations of the three countries: while in Spain the development is very detailed and emphasizes the holistic approach and the role of mathematics in exploring the environment, the Portuguese curriculum emphasizes the role of mathematics as a form of language. The Slovenian curriculum, at last, focuses on the concepts and procedures associated with each mathematical sense. Furthermore, there are structural features concerning the regulation and type of ECEC system that have an influence in the implementation of the curriculum. [ABSTRACT FROM AUTHOR]

The article features the chaotic behavior of cubic p-Adic Dynamical Systems in Portugal. Such scheme was developed since 1993. A study was conducted by researchers on non-Archimedean dynamics in the neighborhood of a periodic and an almost periodic point over global fields using local fields, thus the Siegel discs of pertubated monomial dynamical systems were formulated. Presented are the details of the issue.

The purpose of the current study was to assess and to compare the hydrodynamics of the first and second gliding positions of the breaststroke underwater stroke used after starts and turns, considering drag force (D), drag coefficient (CD) and cross-sectional area (S). Twelve national-level swimmers were tested (6 males and 6 females, respectively 18.2 ± 4.0 and 17.3 ± 3.0 years old). Hydrodynamic parameters were assessed through inverse dynamics from the velocity to time curve characteristic of the underwater armstroke of the breaststroke technique. The results allow us to conclude that, for the same gliding velocities (1.37 ± 0.124 m/s), D and the swimmers' S and CD values obtained for the first gliding position are significantly lower than the corresponding values obtained for the second gliding position of the breaststroke underwater stroke (31.67 ± 6.44 N vs. 46.25 ± 7.22 N; 740.42 ± 101.89 cm2 vs. 784.25 ± 99.62 cm2 and 0.458 ± 0.076 vs. 0.664 ± 0.234, respectively). These differences observed for the total sample were not evident for each one of the gender's subgroups. [ABSTRACT FROM AUTHOR]

The Brief Coping Orientation to Problems Experienced (COPE) inventory investigates the different ways in which people respond to stressful situations. Knowledge is lacking regarding the coping strategies and styles of people in developing countries, including Brazil. This study aimed to adapt and validate the Brief COPE to Brazilian Portuguese (named COPE Breve) by focusing on dispositional coping. For the cross-cultural adaptation, the original Brief COPE in English (28 items grouped into 14 subscales) was adapted according to a universalistic approach, following these steps: translation, synthesis, back-translation, analysis by an expert panel, and pretest with 30 participants. Then, 237 adults from the community health service responded to the COPE Breve. Psychometric analyses included reliability and exploratory factor analysis. Most of the 14 subscales from the original Brief COPE exhibited problems related to internal consistency. A Velicer's minimum average partial test (MAP) was performed and pointed out 3 factors. Exploratory factor analysis produced a revised 20-item version with a 3-factor solution: religion and positive reframing, distraction and external support. The psychometric properties of the COPE Breve with three factors were appropriate. Limitations of this study as well as suggestions for future studies are presented. The COPE Breve should be used in Brazilian clinics and investigations, but divergences in its psychometrics should be further explored in other contexts. [ABSTRACT FROM AUTHOR]

Copyright of Motricidade is the property of Silabas Didaticas LDA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Despite increasing use in clinical practice, an estimated glomerular filtration rate value (eGFR) of <60 ml/min/1.73 m does not necessarily indicate the existence of chronic renal insufficiency (CRI) and this may lead to an over-estimate of CRI particularly in persons seventy years or older. Aim: To find a screening test able to differentiate CRI from the decrease in GFR normally associated with the renal ageing process. Methods: Medical information of 487 individuals of both sexes aged 16-102 was obtained from nephrologists, internal medicine physicians, cardiologists, geriatricians, family and nuclear medicine doctors from Argentina, Portugal and Spain. Data were assessed and statistically analysed using logistic regression techniques. From the discriminative variables it was derived the HUGE formula. Results: A formula including haematocrit, blood urea, and gender (HUGE), diagnoses CRI regardless of the variables of age, blood creatinine, creatinine clearance, or other eGFR. The HUGE formula is: L= 2.505458 − (0.264418 x Hematocrit) + (0.118100 x Urea) [+ 1.383960 if male]. If L is a negative number the individual does not have CRI; if L is a positive number, CRI is present. Our data demonstrate that the HUGE formula is more reliable than MDRD and CKD-EPI, particularly in persons aged over 70. Conclusions: Our HUGE screening formula offers a straightforward, easily available and inexpensive method for differentiating between CRI and eGFR < 60 ml/min/1.73 m that will prevent a considerable number of aged healthy persons, as much as 1.700.000 in Spain and 2.600.000 in UK, to be excluded from clinical assays or treatments contraindicated in CRI. [ABSTRACT FROM AUTHOR]

The article "Examining acculturation orientations and perceived cultural distance among immigrant adolescents in Portugal: links to performance in reading, mathematics, and science", written by Michael Melkonian, Shaljan Areepattamannil, Luisa Menano, Patricia Fidalgo, was originally published Online First without Open Access. After publication in volume 22, issue 4, page 969–989 the author decided to opt for Open Choice and to make the article an Open Access publication. [ABSTRACT FROM AUTHOR]

Focuses on the history of mathematics in Portugal. Influence of mathematician Gomes Teixeira on the teaching of analysis and differential geometry; Activities of several mathematicians aiming to revitalize mathematical sciences in the country; Mathematical journals published by the institutions organized by the mathematicians.