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This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We report on 120 higher achieving students, 10 from each of English and Israeli, 12–18 years old. Iterative and comparative analysis identified similarities and differences in students’ responses and we conjecture links between curriculum, enactment, task design, and students’ responses. Towards the end of school, students from both curriculum backgrounds performed similarly on most tasks but approached these by different routes, such as intuitive or formal and with different understandings, including correspondence and covariational approaches to functions. [ABSTRACT FROM AUTHOR]

Cancer is the leading cause of disease-related death for adolescents and young adults (AYAs) in the United States. Parents of AYAs with life-threatening illnesses have expressed the desire to talk to their children about end of life (EOL) care, yet, like caregivers of adult patients, struggle to initiate this conversation. Building Evidence for Effective Palliative/End of Life Care for Teens with Cancer is a longitudinal, randomized, controlled, single-blinded clinical trial aimed at evaluating the efficacy of FAmily CEntered disease-specific advance care planning (ACP) for teens with cancer (FACE-TC). A total of 130 dyads (260 subjects) composed of AYAs 14–20 years old with cancer and their family decision maker (≥ 18 years old) will be recruited from pediatric oncology programs at Akron Children's Hospital and St. Jude Children's Research Hospital. Dyads will be randomized to either the FACE-TC intervention or Treatment as Usual (TAU) control. FACE-TC intervention dyads will complete three 60-minute ACP sessions held at weekly intervals. Follow-up data will be collected at 3, 6, 12, and 18 months post-intervention by a blinded research assistant (RA). The effects of FACE-TC on patient-family congruence in treatment preferences, quality of life (QOL), and advance directive completion will be analyzed. FACE-TC is an evidenced-based and patient-centered intervention that considers QOL and EOL care according to the AYA's representation of illness. The family is involved in the ACP process to facilitate shared decision making, increase understanding of the AYA's preferences, and make a commitment to honor the AYA's wishes. [ABSTRACT FROM AUTHOR]

This study aims to explore the conceptualisations of function that some students express when they are responding to fictitious students’ statements about functions. We also asked them what is meant by “function” and many voluntarily used examples in their responses. The task was developed in collaboration with teachers from two curriculum systems, England and Israel. It was given to 10 high-achieving English students from each of the years 10–13 and to 10 high-achieving Israeli students from comparable years (total of 80 students). Data analysis included identifying students’ dominant ideas for functions as expressed in their responses, and analysing the types of examples that students used to explain their responses. Differences found between the samples from the countries led to conjectures about the influence of curriculum and teaching, and in particular, about the role of word, in this case “function”, in concept image development. Whereas most students showed that they had a meaning for the word, those students whose relevant experience of earlier concepts had been organised around the word “function” generally showed stronger understanding of function as object. [ABSTRACT FROM AUTHOR]

Column description.TheMarketingcolumn features essays about a variety of creative and innovative marketing strategies used to highlight collections or promote services in all types of libraries. Its purpose is to provide real examples of how libraries are using marketing and outreach techniques in interesting ways. The column offers practical insight from libraries engaged with marketing. In addition to marketing, the column also features essays on successful programs and events that promote the library. Readers are invited to suggest topics or projects by contacting the column editor, Katy Kelly. This article describes the social media content management strategy used at Red Deer College Library (Alberta, Canada), which includes an evolving and adaptable social media calendar, targeted timing of social media posts, using a social media management tool, and scheduling content in advance. The author also discusses creating content that is relevant to your users and evaluating your social media activities to constantly improve. [ABSTRACT FROM AUTHOR]

This article, by drawing on data collected from qualitative case-study research, raises questions about discourses that claim male teachers are better equipped to improve boys’ literacy achievement on the basis of gender affiliation. It reports on interview and observational data collected from a number of boys attending five different secondary-schools in Ontario, Canada. It strategically draws on Connell’s critical masculinities theoretical perspective and Foucault’s analytic framework for power/knowledge, subjectivity and discourse, as a basis for producing a more nuanced understanding of commonly-accepted beliefs about the potential influence of male teachers to improve boys’ engagement and achievement as literacy learners. This research found that only four of the 29 boys who participated in this study understand the gender of their teachers to be a critical factor for their engagement and achievement. Their narratives draw attention, not only to the complex and multiple factors influencing engagement and achievement, but also to the way in which power/knowledge and gender regimes influence their articulation of teacher influence. The findings of this research suggest that building more nuanced theories about teacher influence that move beyond so-called “common-sense” assumptions about role modeling and gender affiliation is critical if effective school reforms to address boys’ literacy achievement are to be implemented. [ABSTRACT FROM PUBLISHER]

This study investigates students' ways of attending to linear sequential data in two tasks, and conjectures possible relationships between those ways and elements of the task design. Drawing on the substantial literature about such situations, we focus for this paper on linear rate of change, and on covariation and correspondence approaches to linear data. Data sources included a survey instrument of six tasks that was developed in collaboration with a group of teachers, and the tasks for this paper are two concerned with linear functions. The whole survey was given to 20 students from each of UK years 7-11 and 10 students from each year 12-13 (total of 120 students). Our analytical approach was to identify what all students appear to do, not how correct they were or what pre-determined methods they might use. Our analysis uses theories of dual-process and dynamic graded continuum to suggest conjectures about how students' capabilities in acting with sequential data depend to some extent on task features, as well as on curriculum and pedagogy. [ABSTRACT FROM AUTHOR]

The nonoxidizing catalytic noblemetal rhodium is introduced for ultraviolet plasmonics. Planar tripodsof 8 nm Rh nanoparticles, synthesized by a modified polyol reductionmethod, have a calculated local surface plasmon resonance near 330nm. By attaching p-aminothiophenol, local field-enhancedRaman spectra and accelerated photodamage were observed under near-resonantultraviolet illumination, while charge transfer simultaneously increasedfluorescence for up to 13 min. The combined local field enhancementand charge transfer demonstrate essential steps toward plasmonicallyenhanced ultraviolet photocatalysis. [ABSTRACT FROM AUTHOR]

The internal structures of thin films, particularly interfaces between different materials, are critical to system properties and performance across many disciplines, but characterization of buried interface topography is often unfeasible. In this work, we demonstrate that grazing resonant soft x-ray scattering (GRSoXS), a technique measuring diffusely scattered soft x rays from grazing incidence, can reveal the statistical topography of buried thin-film interfaces. By controlling and predicting the x-ray electric field intensity throughout the depth of the film and simultaneously the scattering contrast between materials, we are able to unambiguously identify the microstructure at different interfaces of a model polymer bilayer system. We additionally demonstrate the use of GRSoXS to selectively measure the topography of the surface and buried polymer-polymer interface in an organic thin-film transistor, revealing different microstructure and markedly differing evolution upon annealing. In such systems, where only indirect control of interface topography is possible, accurate measurement of the structure of interfaces for feedback is critically important. While we demonstrate the method here using organic materials, we also show that the technique is readily extendable to any thin-film system with elemental or chemical contrasts exploitable at absorption edges. [ABSTRACT FROM AUTHOR]

This paper reports the activity of three secondary school mathematics departments in England in self-initiated states of change that led to overall improvements in students' achievements when compared to previous cohorts. This took place without intervention and without their participation in external projects. They provide examples of departments that can work effectively on their own development, and hence, their work adds to our knowledge of the potential for development through collaboration. The departments were monitored over 3 years, and data were analysed using the lens of activity theory. In contrast to departments in many studies, these departments worked overtly on mathematics pedagogy through the shared production and discussion of resources, shared planning and task design. Also in contrast to several other studies, they developed distinct ways to handle differences of subject knowledge among the teachers in the department. Their focus changed during the study from developing resource banks to supporting students' learning through hybrid teaching. [ABSTRACT FROM AUTHOR]

Despite rising levels of safe-sex knowledge in Australia, sexually transmitted infection notifications continue to increase. A culture-centred approach suggests it is useful in attempting to reach a target population first to understand their perspective on the issues. Twenty focus groups were conducted with 89 young people between the ages of 14 and 16 years. Key findings suggest that scientific information does not articulate closely with everyday practice, that young people get the message that sex is bad and they should not be preparing for it and that it is not appropriate to talk about sex. Understanding how young people think about these issues is particularly important because the focus groups also found that young people disengage from sources of information that do not match their own experiences. [ABSTRACT FROM AUTHOR]

This paper explores the important role the media play in informing young people about masturbation. A pilot study of focus groups with twenty-two young Australians aged between 14 and 16 explored what they know about sex and sexuality, and where they have found that knowledge. This paper reports on their knowledge about masturbation. Although researchers agree that masturbation can be a positive part of healthy sexual development, most young people reported that they received very little positive information about it from their parents or in formal sex education in school. These young people's discussions around this topic were largely ambivalent, but also highly complex due to the varying levels and types of information that they receive. In this context the media play a vital role in providing information about masturbation through books and magazines for young women, and television comedies for young men. [ABSTRACT FROM AUTHOR]

We investigate whether and how personal mathematical knowledge at an advanced level impacts on teaching at a lower school level. We study this in the context of functions because understanding them permeates secondary and advanced mathematics. Textbook treatment of these can be patchy, implying a need for knowledgeable teachers to rectify weaknesses. A small observational study of two mathematically well-qualified teachers, teaching at a range of levels, leads to a deeper understanding of how their personal mathematical knowledge is manifested in their teaching. Finally,we present a theory of pedagogy combining dual development, intellectual necessity, and repeated experience of reasoning, for which these teachers’ practices provide illustrations. [ABSTRACT FROM PUBLISHER]

The article introduces a 2013 special issue of the "Canadian Journal of Science, Mathematics and Technology Education" which focuses on the nature of advanced knowledge and the nature of using that knowledge in mathematics teaching.

Rationale, aims and objectives Medication-related safety incidents are a source of concern to patients, policy makers and clinicians. The role of education in improving safety-critical practices in health care is poorly appreciated. This pilot study aimed to initiate collective discussion among professional groups of clinical staff about a range of medicine-related patient safety issues which were identified from a local incident reporting system. In engaging staff to collectively reflect on reported medication incidents we attempted to uncover a deeper understanding of local contextual issues and potential educational needs. Methods A mixed method study was conducted involving categorical analysis of 1058 medication incident reports (Phase 1) and the use of three mixed focus groups of clinical staff (Phase 2) in three acute hospitals in one locality in NHS Scotland. Results Focus group transcript analysis produced four main themes (e.g. the medical role) and 12 related sub-themes (e.g. pharmacological education and skill mix for administration of medicines) concerning medication-related practices and possible educational interventions. Conclusions While it is necessary to review reported incident data and disseminate the educational messages for the improvement of quality, this traditional risk management process is inadequate on its own. Reporting systems can be enhanced by collective examination of reported information about medicines by local clinical teams. We identified a strong message from the focus groups for learning about each other and from each other, and that the method piloted may be an important inter-professional mechanism for improvement. [ABSTRACT FROM AUTHOR]

Despite rising levels of safe-sex knowledge in Australia, sexually transmitted infection notifications continue to increase. A culture-centred approach suggests it is useful in attempting to reach a target population first to understand their perspective on the issues. Twenty focus groups were conducted with 89 young people between the ages of 14 and 16 years. Key findings suggest that scientific information does not articulate closely with everyday practice, that young people get the message that sex is bad and they should not be preparing for it and that it is not appropriate to talk about sex. Understanding how young people think about these issues is particularly important because the focus groups also found that young people disengage from sources of information that do not match their own experiences. [ABSTRACT FROM AUTHOR]

Abstract: This paper elaborates the notion of a personal example space as the set of mathematical objects and construction techniques that a learner has access to as examples of a concept while working on a given task. This is different from the conventional space of examples that is represented by the worked examples and exercises in textbooks. We refer to three studies spanning the age range of learners, from school-age learners to pre-service teachers learning maths and professional mathematicians. Their constructions of examples are used as evidence of their personal example spaces. From these, we identify characteristics of such spaces that provide insight into learning mathematics. This perspective informs teaching by giving access to how personal knowledge is structured and what might enhance that structure. [Copyright &y& Elsevier]

This paper examines literacy under-achievement and the limitations of gender-based literacy reforms grounded in essentialist notions of masculinity. It draws on qualitative case-study research conducted in one Ontario secondary school in a working-class community. It focuses on two grade 9 students and their teacher who participated in a larger study which examines how the norms and values associated with school-based literacy practices contribute to under-achievement. The cases highlighted in this paper are employed to raise critical questions about the way in which literacy under-achievement continues to be articulated as a ‘boy problem’. This paper also illustrates how the complex and situated nature of the students’ gendered and classed identities, interwoven with contextual and pedagogical factors, contribute to literacy under-achievement for some boys and some girls. In addition, it argues that the disjuncture between in- and out-of-school literacy practices warrants further study. [ABSTRACT FROM PUBLISHER]

We draw on two studies of mathematics departments in 11-18 comprehensive maintained schools in England to compare and contrast the insights provided by differing theoretical perspectives. In one study, activity theory was used to describe common features of the work of three departments. In the other, a mathematics department was viewed and analysed as a complex system. In both cases, it was the learning of the departments as systems rather than of individuals that was of interest. The affordances and limitations of the analytical perspectives are discussed. Taken as a whole, this paper opens up the workings of school mathematics departments in a country which has a strong department culture. [ABSTRACT FROM AUTHOR]

This theoretical paper relates key features of the mathematics adolescents are expected to learn in school to other aspects of adolescent development. Difficulties in mathematical learning at that age include changes in perspective and in the actions that are mathematically productive. Commonly-recommended methods of trying to engage adolescents in mathematics do not necessarily enable students to shift to new perceptions and new ways of constructing mathematical understandings, yet the shifts students need to make are in accord with other aspects of adolescent development. [ABSTRACT FROM AUTHOR]

This article discusses how sixth through twelfth grade science teachers can engage their students in the design and implementation of sustainable energy projects as part of a unit of study on energy. The project challenges students to engage in an energy project that gives them the opportunity to make a difference in their local community and the world. Student projects include a project description, an approved protocol, project design, community experts as a resource, and a discussion of obstacles and problems. [ABSTRACT FROM AUTHOR]

The article provides information on sustainable energy projects designed by Montpelier High School (MHS) physics students in Vermont during the 2008 spring semester. Parents and community members reportedly play a key role in project development through their participation. Standard safety practices were said to be implemented in preparing for the sustainable energy projects. The role of teachers in the projects shifts from being an expert to becoming a manager or coach.

In this article the authors discuss problems which boys have in performing as well as girls do against literacy benchmarks and on standardized tests. They are critical of the ways that boys' literacy underachievement is defined and of the ways in which boys continue to be viewed as disadvantaged. They argue that new methods must be used to evaluate the complex factors which affect boys' and girls' engagement with literacy.

Clear-fell logging around small headwater streams in Tasmanian wet eucalypt forests was predicted to affect both the retention of leaf litter and the composition and size of leaf packs. Retention structures were surveyed in six natural streams and six streams in forest regenerated 3–5 years after clear-fell and burn logging. Logged streams had more wood, but retained less leaves than natural streams, and consequently had fewer and smaller leaf packs. Leaf packs from natural streams contained 200% more leaves, bark and twigs than packs from logged streams. The effect of buoyancy on leaf retention was assessed with release and recapture of marked Eucalyptus obliqua and Nothofagus cunninghamii leaves. Eucalypt leaves were more likely to be trapped by retention structures on the bed of the stream, while smaller, more buoyant N. cunninghamii leaves were mainly trapped by leaf packs. Leaf packs in natural streams were formed on a matrix of small twigs and long strips of bark, shed from the upper branches of mature stringybark eucalypts, while leaf retention was reduced in logged streams because there are no mature trees to provide effective retention structures. Changes to the channel form increase both discharge and sedimentation. These factors have strong implications for downstream nutrient processing and riverine food webs. [ABSTRACT FROM AUTHOR]

In this paper we describe learners being asked to generate examples of new mathematical concepts, thus developing and exploring example spaces. First we elaborate the theoretical background for learner generated examples (LGEs) in learning new concepts. The data we then present provides evidence of the possibility of learning new concepts through a symbiosis of induction and abduction from experience and deduction from the relationships generated in exemplification. In other words, experience can be organised in such a way that shifts of understanding take place as a result of learners’ own actions. Actions, in this context, include mental acts of organisational reflection. [ABSTRACT FROM AUTHOR]

In this theoretical paper the informal assessment practices of two experienced teachers are used as cases for generating questions about future developments in formative assessment practice. Both teachers maintain a consistent formative assessment focus on the development of their students as enquirers, and one of them supplements this with explicit self‐assessment activities. However, there are subject‐specific gaps in the ways in which they assess and describe their students and these are not addressed in widely promulgated advice about formative assessment. Questions are raised about how teachers might be supported to develop their assessment of subject‐specific behaviour. [ABSTRACT FROM AUTHOR]

In this theoretical article, we take an exercise to be a collection of procedural questions or tasks. It can be useful to treat such an exercise as a single object, with individual questions seen as elements in a mathematically and pedagogically structured set. We use the notions of dimensions of possible variation and range of permissible change, derived from Ference Marton, to discuss affordances and constraints of some sample exercises. This gives insight into the potential pedagogical role of exercises, and shows how exercise analysis and design might contribute to hypotheses about learning trajectories. We argue that learners' response to an exercise has something in common with modeling that we might call micromodeling, but we resort to a more inclusive description of mathematical thinking to describe learners' possible responses to a well-planned exercise. Finally we indicate how dimensions of possible variation inform the design and use of an exercise. [ABSTRACT FROM AUTHOR]

This article illustrates how kinaesthetic experiences associated with dance might be used in teaching to promote engagement and learning in spatial, rhythmic, structural and symbolic aspects of mathematics. Educational institutions searching for quick fix solutions to underachievement may be tempted to adopt one of the many theories offered that advise teaching different students in different ways according to their preferred learning styles. For example, in some schools students are tested to find out if they are visual, aural or kinaesthetic learners and then teachers are advised to teach them accordingly. Kinaesthetic and musical sensitivities join together in the rhythms of dance. Many people need to respond physically to certain rhythms, either feeling them resonate within or by toe-tapping or getting up and dancing. At a very elementary level, there are links that can be made between rote learning and rhythm, such as choreographing the times tables. Rather less obviously teachers can exploit classical rhythms to develop a sense of fractions, as musical notation does in time signatures and note values. Abstract representations of structure, such as permutations, combinations, graph theory and groups, are manifested in many traditional dances.

This paper contributes to knowledge about principled action which makes a difference to learners’ attainment. We report on the Improving Attainment in Mathematics Project,1 a project focusing on low-attaining secondary students. The purpose of the project was to introduce innovations in practice through action research with 10 teachers over 2 years, and evaluate the effect on students’ learning using national test scores, teachers’ reports, non-routine tasks and other performance indicators. However, this is not a study which shows how certain methods lead to better results. While it was found that learning improved, the methods and strategies the teachers used were not always generalisable across the project, indeed some were contradictory. Continued searching led to the identification of common underlying principles of teaching which different teachers manifested in different ways. Overt methods were less important than the collection of beliefs and commitments which underpinned teachers’ choices. There was, however, a convergence of practice around a focus on long-term development, the process of becoming a learner of mathematics, rather than short-term gains. In addition, we had to deal with some of the realities of authentic collaborative research with practitioners. [ABSTRACT FROM AUTHOR]

The Smith Report has generated central questions about the mathematics education of UK adolescents. This paper highlights the close match between the goals of school mathematics, adolescence and exploratory pedagogy. This is contrasted with the prescriptive nature of current regimes. In particular, without careful attention to pedagogy it is possible that the introduction of different pathways may lead to a failure to achieve the outcomes desired by employers and universities, and to inequity in provision for students. [ABSTRACT FROM AUTHOR]

This paper suggests the utility of studying unconscious cognition from a selectionist perspective, specifically as outlined by theory and research in the field of behavior analysis. Currently, issues surrounding the complexity of the unconscious cognitive behaviors, the number of variables involved, and the multidirectional influences of these variables, are of utmost concern to theories of mind and behavior. Unanswered questions about these factors leave us without the ability to predict outcomes in an individual case or adequately manipulate variables in order to alter outcomes. Multiple examples of current work by behavior analysts are suggested as potentially fruitful ways of addressing some of these concerns. [ABSTRACT FROM AUTHOR]

ABSTRACT. The authors examined experimentally whether exposure to social discourse about concepts related to mental states could promote changes in children's theory of mind understanding. In 2 studies, 3- to 4-year-old children were assigned to either a training or a no training control condition. All children were administered several theory of mind measures at pretest and 2 posttests. Training was not effective in improving performance in Study 1 (n = 37); but in Study 2 (n = 54), modifications of the training procedure led to significant improvements on measures of false belief and deception from pretest to 1st posttest. The findings support the influence of social discourse on children's theory of mind development. [ABSTRACT FROM AUTHOR]

Presents discussions on the interpretative judgement of teachers on the mathematical performance of students in England. Issues on the equity and fairness of on teacher assessments; Relation between assessment and instructional conditions; Significance of communicating mathematical knowledge.

Maternal reports of child vocabulary, utterance length, morpheme usage, and sentence complexity and experimenter-assessed receptive and expressive language were obtained at the end of the 2nd year for European American middle-class toddlers (N = 27). Maternal verbal intelligence and socioeconomic status were also measured. At 48 months of age, children's false-belief understanding and verbal intelligence were evaluated. Individual differences in child language at 24 months and child verbal IQ at 48 months predicted unique variance in performance on the false-belief tasks at 48 months, although only the early language factor findings were statistically significant. These findings demonstrate previously unobserved relations between early language and later acquisition of complex concepts related to mind. [ABSTRACT FROM AUTHOR]

Read alongside the next article by Geoff Tennant, Anne Watson's observation of low attainers ‘caught in the act’ of thinking in mathematically sophisticated ways is illuminating and has a number of important implications, not least for the training of support staff. ‘Is it possible’ she asks, ‘to structure work so that higher-order thinking is encouraged and noticed even in simple mathematical situations?’ [ABSTRACT FROM AUTHOR]