bluuebunny/crossref_metadata_2025 huggingface dataset:
Rechtszekerheid en redelijkheid en billijkheid in het erfrecht
Authors: Reijnen T.F.H.
Published: August 2020

Rechtszekerheid en redelijkheid en billijkheid in het erfrecht. Een verhandeling naar aanleiding van Hof Den Haag 12 mei 2020

Naar aanleiding van het arrest van het gerechtshof Den Haag van 12 mei 2020 wordt ingegaan op het belang van rechtszekerheid en de rol van de redelijkheid en billijkheid in het erfrecht. De conclusie is dat de rechtszekerheid belangrijk is, maar niet groter dan in andere rechtsgebieden.
Sucessão e conflitos: proposições de pesquisa acerca das empresas familiares
Authors: Neske Djeimi Angela Leonhardt , Casimiro Leonardo Alves de Oliveira , Ribeiro Ivano
Published: August 2020

Objective: This paper aims to identify the implications of conflict on a succession process in family business.Methodology: For the development of this literature review, we based ourselves on the behavioral view of conflict, presenting a set of propositions and a framework for investigations in the field.Originality: Even with the vast literature on conflict, there is still no complete understanding of its effects on a group or organization. In a family business, the process of succession can intensify conflicts, since it includes the simultaneous relationship between the business and the family, and there is a need for greater understanding of this phenomenon.Main results: The results suggest that in family organizations, the relationship conflict may be present and negatively impact the succession process. Thus, management models focused on the collaborative view of conflicts can positively reflect the succession planning and the performance of the new management.Theoretical contributions: As a contribution, we present a series of propositions that provide indications of the effects of conflict on the succession of family businesses, highlighting the importance of a governance system that provides balance to the process.
Strategizing in pluralistic contexts: a narrative literature review
Authors: Rossi Elaine , Perito Bárbara Zandomenico , Lavarda Rosalia Aldraci Barbosa
Published: August 2020

Objetivo: Considerando que o pluralismo vem sendo relativamente ignorado pelos estudos clássicos em estratégia, e que está cada vez mais presente nas organizações do século XXI (Jarzabkowski Fenton, 2006), o objetivo desta pesquisa foi compreender como ocorreu o avanço do conhecimento sobre strategizing em contextos pluralistas a partir da pesquisa de Jarzabkowski e Fenton (2006).Método: Adotamos uma abordagem qualitativa por meio de uma revisão narrativa da literatura, com buscas nas plataformas Ebsco, Scopus and Periódicos Capes. Seis publicações sobre strategizing em contextos pluralistas foram selecionadas e agrupadas segundo suas características em comum: tensões na gestão estratégica em contextos pluralistas; estudos empíricos sobre strategizing em contextos pluralistas; e propostas sobre como lidar com o pluralismo das organizações.Resultados: Nossos resultados indicam que o strategizing em contextos pluralistas é um tema recente e ainda pouco abordado pela agenda de pesquisa em estratégia. Os seis estudos selecionados apontam para tensões inerentes a contextos pluralistas: alguns abordam como certos ambientes lidam com essas pressões e outros propõem soluções para minimizar o pluralismo das organizações.Originalidade/Relevância: A relevância desta pesquisa centra-se na importância e necessidade de aprofundar o conhecimento sobre strategizing em contextos pluralistas, considerando a pluralidade que compõe as organizações contemporâneas.Contribuições teóricas/metodológicas: Nosso estudo contribuiu para a compilação e a análise acerca do avanço do conhecimento sobre strategizing em contextos pluralistas. Identificamos a ascensão do campo de pesquisa e salientamos a necessidade de desenvolver esse tema em vista do avanço da pluralidade que compõe as organizações.
Optymalizacja
procesu projektowego
dla przestrzeni biurowych
z wykorzystaniem technologii BIM
Authors: Dudzińska Emilia
Published: August 2020

Celem artykułu jest zaprezentowanie optymalizacji procesu projektowego dla przestrzeni biurowych z wykorzystaniem technologii BIM przez zmianę tradycyjnego etapowania procesu projektowego i zaproponozaproponowanie alternatywnego podejścia wykorzystującego zalety technologii BIM. Artykuł oparty jest o studium przypadku procesu projektowego aranżacji przestrzeni biurowej zlokalizowanej w Warszawie oraz hipotetyczne modelowe podejście. W pierwszej części omówiono charakterystykę projektów aranżacji biurowych oraz najczęściej spotykany obecnie proces. Następnie zaprezentowano podejście modelowe z użyciem technologii BIM, która wprowadza zmiany w omawianym procesie. Rezultatem jest zaprezentowanie metody etapowania projektu aranżacji przestrzeni biurowej opartej
o technologię BIM wprowadzającej optymalizację kolejnych etapów, biorąc pod uwagę kryterium minimalizacji liczby błędów projektowych i obliczeniowych, zmniejszenia liczby kolizji, sprawności przepływu informacji, dostosowania projektu do budżetu oraz wydajności pracy przy opracowaniu dokumentacji projektowej.
Mağmāğ et les sept savants : la création du Dīwān al-‘azzāba
Authors: Prevost Virgine
Published: August 2020

The mysterious Dīwān al-‘azzāba was an Ibāḍī juridical encyclopedia that consisted of twelve volumes. Written around 1000 AD, it was composed in Jerba by seven scholars brought together in the artificial cave Mağmāğ. As Faṣīl ibn Abī Miswar’s thought, that work certainly led the basis of the ḥalqa or council of the ‘azzāba which was to be founded shortly after by Abū ‘Abd Allāh Muḥammad ibn Bakr. In the first part, this article studies the historical context of the Dīwān al- ‘azzāba’s creation and the seven scholars. The second part is devoted to the cave Mağmāğ and to the importance of the cave worship by the Ibāḍīs.
The Winter Solstice Festival of Kalasha of Birir: Some Comperative Suggestions
Authors: Cacopardo Augusto S.
Published: August 2020

The Chaumos Winter Solstice Festival is the fulcrum of the ritual system of the Kalasha, the last polytheists of the Hindu Kush. The Chaumos of the Birir valley was documented for the first time in 2006 by the author. The article investigates the structure and the meanings of this complex ritual event and sketches a comparison with a better-known, and rather different, version of the same festival celebrated in the other Kalasha communities, highlighting connections with the Vedic pantheon.
JUVENTUDE NEGRA PERIFÉRICA E DIREITO À CIDADE: UM ESTUDO DE CASO
Authors: Lage Daniel Gouveia Victor , Cota Daniela  Abritta
Published: August 2020

Este trabalho busca refletir sobre alternativas de planejamento urbano, a partir da percepção de jovens negros da periferia de São João del Rei, MG. O estudo revelou que a vivência urbana desses sujeitos é bastante restrita e violenta, tanto na periferia quanto nas áreas centrais da cidade. Entretanto, apesar das dificuldades, a juventude negra periférica resiste por meio de manifestações socioculturais, vinculadas principalmente ao Hip Hop. Acredita-se que é preciso um novo tipo de planejamento, em que essas práticas sejam reconhecidas, viabilizando, de fato, o “direito à cidade” para esses indivíduos.
REMOÇÕES E REAÇÕES: AÇÕES DE EXCEÇÃO E PRÁTICAS DO COMUM NA PERIFERIA DE BRASÍLIA
Authors: Loddi Laila Beatriz da Rocha , Lima Carlos Henrique Magalhães de
Published: August 2020

Neste artigo, abordamos as remoções urbanas em Brasília a partir de dois ângulos. Uma análise longitudinal investigará a erradicação de invasões que resultou em Ceilândia. Já a análise de conjuntura investiga a constante possibilidade de remoção enfrentada por moradores da Cidade Estrutural. Teoricamente, mobilizamos parte da literatura recente a respeito do comum, propondo uma reflexão sobre a produção do espaço por organizações populares para balizar possíveis enfrentamentos das desigualdades sócio-espaciais no presente.
CONTRACULTURA, ECOLOGISMO E PRODUÇÃO DO ESPAÇO NO BAIRRO VIOLEIRA EM VIÇOSA-MG
Authors: Soares Josarlete  Magalhães
Published: August 2020

Este trabalho apresenta certos aspectos da ocupação sócio territorial do bairro Violeira, no município de Viçosa-MG, como expressão do movimento contracultural e do ecologismo no Brasil. A partir de pesquisa bibliográfica e entrevistas, procuramos descortinar valores e práticas que fundamentam a ação de indivíduos e grupos no processo de produção de seus espaços de vida. Outras possibilidade de interação com o ambiente natural e social têm sido abertas por esses movimentos, que buscam construir relações sociais mais igualitárias e ambientalmente responsáveis.
Identifying and Evaluating the Decision-Making Styles of Patients Referring to Specialty and Subspecialty Clinics in Iran
Authors: Nasrollahzadehsabet Mehrdad , Gholizadeh Mohammad Reza , Faryabi Mohammad
Published: August 2020

Background: Decision-making is a complex process, and many factors are involved in it. Identifying consumer decision-making styles provides insights that can serve a basis for managers to make decisions about how to deliver goods and services. Objectives: This study aimed to investigate the decision-making styles of patients referring to specialty and subspecialty clinics in Iran. Methods: In this study, a qualitative-quantitative approach was used. In the qualitative phase, through the Delphi method, important factors in patients’ decision-making in selecting different clinics were identified in three rounds. In the quantitative part of the study, a questionnaire consisting of 48 questions was prepared using factors identified in the qualitative section. Finally, 460 questionnaires were collected. Exploratory factor analysis using varimax rotation was used to summarize factors and extract decision-making styles. Results: The results identified 10 decision-making styles among patients referring to specialty and subspecialty clinics in Iran. Conclusions: Compared to previous research and the list of decision-making styles (CSI), the results showed that the two styles of being/inclining and paying attention to entertainment/recreation were not found among patients referring to clinics in this study. Each of the three styles of perfectionism/high-quality sensitivity, brand sensitivity, and habitual loyalty shopping was identified in two separate dimensions, and the style of coercion/lack of choice was identified in this study for the first time.
A Study of Relationship Between Breast Cancer Mortality Rate and Human Development Index: Global Trend Analysis from 1990 to 2017
Authors: Zolghadr Zahra , Salehi Masoud , Dehnad Afsaneh , Zayeri Farid
Published: August 2020

Background: Female breast cancer is known as one of the top five cancers in terms of mortality. Regarding contradictory reports about the mortality trend of this cancer and its association with the socio-economic status of the world countries, we aimed at assessing the global trend of female breast cancer mortality rate and investigate the relationship between its mortality rate and development status. Methods: The breast cancer Age Standardized Mortality Rate (ASMR) per 100,000 and Human Development Index (HDI) for 179 world countries were extracted, respectively from the Global Burden of Disease (GBD) 2017 study and the United Nations Development Programme (UNDP) database, for the period 1990 to 2017. The marginal modeling methodology was employed to analyze the global trend of ASMR and examine the relationship between ASMR and HDI. Results: The results showed a slightly constant curve for the global trend of breast cancer ASMR from 1990 to 2017 (around 17 per 100,000). Moreover, it was indicated that the ASMR is strongly related to development status. While countries with higher levels of HDI have experienced a declining trend of breast cancer mortality rate, countries with lower HDI levels experienced an ascending trend at this period. Conclusions: In general, the findings showed that mortality due to breast cancer is still a major health problem in total world countries. Hence, more efforts should be made to screen the patients in the early stages of the disease and promote the level of care, especially in countries with lower levels of economic development.
Knowledge of Iranian Dentists, Dental Specialists, and Dental Students Towards COVID-19: A Preliminary Survey of 778 Subjects
Authors: Sarkarat Farzin , Tootoonchian Alireza , Hosseinpour Marjan , Moghadasi Mehrzad , Rakhshan Vahid
Published: August 2020

Background: COVID-19 is a serious pandemic. However, no studies worldwide have assessed the knowledge of any healthcare workers, including dentists, towards COVID-19. Objectives: Given the importance of Iran as an epicenter of this disease, this preliminary study assessed the knowledge of dentists, dental students, and dental specialists towards COVID-19. Methods: In this cross-sectional study, a questionnaire with 23 questions (three regarding sources of information and 20 regarding knowledge) was developed through a pilot study. It was distributed electronically to dental professions/students, 778 of whom completed it. Factors associated with knowledge were assessed using the chi-square test in SPSS (α = 0.05). Results: Above 70% of the responders answered correctly to all questions, except for six more technical questions, including handwashing-related questions. Age, specialization, and attendance at lectures and meetings did not play a role in grasping accurate information (all P values > 0.1). Men had poorer information (P = 0.014), and the sources of information were mostly official websites and social networks (P = 0.000). Conclusions: Knowledge of dentists, dental students, and specialists towards SARS-CoV-2 is generally good, except in the case of more technical questions that need more education (especially regarding handwashing).
Verbal and Nonverbal Assessment of The Conservation of Illusion-Distorted Length
Authors: Murray Frank B.
Published: August 2020

Conservation of length, when two equal sticks were made to look unequal by the Muller-Lyer illusion, was measured in thirty-seven kindergarten and first-grade subjects by two verbal and two nonverbal procedures. Significantly more conservation responses were found with one verbal procedure and significantly fewer such responses with one nonverbal procedure than with all the other measures. When adequate conservation reasons were considered, significant numbers of subjects who conserved length on the other measures failed to on the same nonverbal measure. These results were taken to indicate that conservation of length is not a simple unitary concept, but has many empirical gradations.
Interactions between “Structure-of-Intellect” Factors and Two Methods of Presenting Concepts of Modular Arithmetic: A Summary Paper
Authors: Behr Merlyn J.
Published: August 2020

Guilford (1956) presented a developing theory for the concept of human intelligence called “The Structure-of-Intellect” (SI). His theory, which evolved from much of his own and related research, differs from an earlier concept of human intelligence in that he considers human intellect to be an aggregate of many simple abilities, referred to as mental factors, as opposed to the earlier concept that human intelligence is dominated by a single general ability.
Attitude Changes in a Mathematics Laboratory Utilizing a Mathematics-Through-Science Approach
Authors: Higgins Jon L.
Published: August 2020

Most mathematics educators agree on the importance of using physical materials to approach mathematical abstractions in the early elementary grades. Whether or not such an approach should be continued in the middle and upper grades is currently an open question. In the summer of 1963, the School Mathematics Study Group brought together a group of mathematicians, scientists, and teachers to prepare sample ma terials for grades 7, 8, and 9 which would utilize such an approach.
Discovery Learning in Kindergarten Mathematics
Authors: Peters Donald L.
Published: August 2020

Non-cued Discovery (NCD), Perceptual Cue Guided Discovery (PCG), and Verbal Didactic (VDI) instructional procedures for teaching number conservation were compared with each other and with a control to evaluate the discovery learning hypothesis for immediate learning, retention, and transfer in a sample of 120 kindergarten subjects. The VDI group was found superior to either discovery treatment (p=.05) on immediate learning. On the retention measure both the PCG and VDI treatments were superior to the NCD and Controls (p=.05). Although some transfer value of the training was apparent, no treatment differences emerged. The results are interpreted as providing little support for employing unaided discovery learning methods for teaching the studied beginning mathematical concepts to kindergarten subjects. Guided discovery and verbal didactic methods of instruction are seen as providing attention directing cues necessary in learning
Editorial Comment
Authors: Johnson David C.
Published: August 2020

One of the major concerns in both the reporting and the interpretation of re earch in education has been the tendency to overgencralize from the results of a single experiment or a small number of limited experiments. The knowledgeable researcher (and reader) pays careful attention to the population to which results can be generalized and to the limitations in the design, the procedures (including the evaluation in struments), and any other areas that might have influenced the results. While it is possible that significant results may, in fact, hold beyond the setting under consideration, generally uch extrapolation should uggest the need for additional evidence, or, at least indicate the tentative nature of the implications. Until contradictory evidence becomes available. the general implications are still useful in assisting us in making inst ructional or cu rriculum decisions. ln genera l, the papers in this and previous issues of JRME include certain cautionary remarks; however, many of the manuscripts submitted to JRME fail to include such considerations.
The Feasibility of Inducing Number Conservation Through Training on Reversibility
Authors: Sparks Billie Earl , Brown Julia Ann , Bassler Otto C.
Published: August 2020

A training program for inducing number conservation through training on the concept of reversibility was administered to 28 kindergarten students ages 4 and 5, classified by a pretest as nonconservers. The results from a posttest and 2 retention tests indicate that experiences in reversibility are relevant for the induction of conservation. 8 5-year-olds were trained, and 7 of these conserved on the posttest and 6 of these conserved on each of the retention tests. There was no posttraining conservation in the 4-year-old group, but in the judgment of the experimenters, no 4-year-old successfully completed the training sessions.
A Two-Stage Sequential Strategy in the Placement of Students in an Undergraduate Mathematics Curriculum
Authors: Fujita George Y. , O'Reilly Joseph P.
Published: August 2020

The purpose of the study was to demonstrate the effectiveness of applying decision theory in guidance for an undergraduate mathematics placement program. The strategy that was developed utilized the Scholastic Aptitude Test in Mathematics (SAT-M) and the Mathematics Test of the Cooperative Test Service (COOP-M) in the first and second stages, respectively. Application of the standard 2-stage sequential model resulted in a high utility factor by deriving a terminal decision for 50% of the 460 Ss at the first stage. A modified version of the decision model was recommended with a utility factor of 35% to allow for variance not accounted for by the predictor variables.
A Forum For Researchers: Affective Factors in Mathematics Learning: Comments on a Paper by Neale and a Plan for Research
Authors: Aiken Lewis R.
Published: August 2020

In a recent paper published in The Arithmetic Teacher, Neale (1969) argues persuasively that attitudes toward mathematics have little effect on achievement in the subject, particularly in the usual classroom situation. Although not denying the fact that attitudes affect achievement to some degree, he maintains that achievement probably has a greater effect on attitudes. Neale also summarizes evidence from correlational studies by Cattell and Butcher (1968, Ch. 5) that patience, compliance, and obedience are more important than attitude, interest, or curiosity in their effects on school achievement.
An Inventory of Mathematical Thinking Done by Incoming First-Grade Children
Authors: Dean Hendrickson A.
Published: August 2020

The kind of mathematical thinking that children entering first grade are capable of, if they have manipulative materials to support their thinking, is of interest to those who design and sequence learning activities for this age group. This study was made to learn how many children could do the counting, grouping, joining, separating, and distributing of objects that represent problem situations requiring the arithmetic operations of adding, subtracting, multiplying, and dividing small numbers. The situations were presented orally, and the children were not required to interpret written symbols or to write symbols. The conclusion was that most children of this age group can manipulate materials and give correct oral responses to problems involving all four operations.
University Level Computing and Mathematical Problem-Solving Ability
Authors: Johnson David C. , Harding Robert D.
Published: August 2020

Data were analyzed for four three-year classes of Cambridge University (UK) mathematics undergraduate students (1971-73, 1972-74, 1973-75, and 1974-76 with N=193, 213, 224, and 207, respectively). Subjects were classified on the basis of whether or not they had taken a computing course and in terms of the major emphasis, pure or applied, in their elected program of study and corresponding examinations. A regression analysis was used to compare group performance on the Cambridge Mathematical Tripos (mathematical problem solving). Results consistently favored the computing groups. Although there were limitations to restrict the generalizability of the study, it is reasonable to conclude that a formal computing component can be of real benefit, mathematically, for able students.
Brief Reports: Further Study of the Use of Manipulatives with Prospective Teachers
Authors: Eastman Phillip M. , Barnett Jeffrey C.
Published: August 2020

This study is the second in a series of studies designed to investigate the question, “Can preservice elementary teachers learn the mathematical concepts and skills necessary to teach mathematics via manipulative aids better when they are given a ‘hands-on’ (enactive) approach than when they are taught with a pictorial (iconic) approach?” In a previous study Barnett and Eastman (1978) conducted an investigation with 78 preservice elementary teachers to obtain information regarding the effectiveness of the use of manipulative aids in the enactive and iconic modes. Thirty-nine subjects in the experimental group used manipulative materials in working laboratory exercises, while 39 subjects in the control group completed the same exercises without the use of these materials.
The Relationship of Field-Independent/Dependent Cognitive Style and Two Methods of Instruction in Mathematics Learning
Authors: Threadgill Judith Ann
Published: August 2020

Past reviews of aptitude-treatment-interaction (A TI) studies (Bracht, 1970; Berliner & Cahen, 1973) have painted a somewhat discouraging picture for the researcher seeking evidence of genuine ATI effects. However, in a recent, comprehensive review, Cronbach and Snow (1977) reanalyzed the results of past ATI research in terms of the methods and designs employed.
Letters to the Editor
Authors: Todd Robert M. , Webb Norman
Published: August 2020

A reanalysis of Knifong and Holtan's “An Analysis of Children's Written Solutions to Word Problems” (March 1976, pp. 106–112)[prompts the observations made in this letter].
Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics
Authors: Brassell Anne , Petry Susan , Brooks Douglas M.
Published: August 2020

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.
Jean Piaget, Psychologist of Epistemology: A Discussion of Rotman's Jean Piaget: Psychologist of the Real
Authors: Richards John , Glasersfeld Ernst Von
Published: August 2020

The challenging title of Brian Rotman's book neatly formulates the conclusion the author draws from his investigation of some of Piaget's writings. Piaget, Rotman argues, is a realist. External reality is the constant, everpresent guide that leads Piaget to a progress-oriented, accretionist theory of evolution, cognition, knowledge, and finally, mathematics. Rotman brings out the deficiencies of the progress-oriented approach and applies them in his critique of Piaget.
Brief Reports: Attributions Used by Mathematics Teachers in Assessing Achievement
Authors: Lorenz Jens Holger
Published: August 2020

The social aspect is playing an expanding role in instructional research. The participants in instruction (teacher and students) are no longer seen as objects of research that react to stimuli (the students' verbal remarks on the one hand; the teachers' questions and the curriculum on the other), but they are seen as interpreting subjects of the teaching-learning process under a new paradigm (the epistemological subject-model in the human sciences, and particularly in psychology; see Groeben, 1975). A comprehensive macrotheory of the instructional process seen as having interacting individuals is not yet established, due equally to the complexity of the content and the lack of adequate research methods.
When to Allow Student Questions on Homework
Authors: Austin Joe Dan
Published: August 2020

This study investigates whether allowing students to ask questions before homework is collected and allowing students to ask questions only after homework is graded and returned have different effects on student achievement. As a teacher must consider how and when to provide feedback to students' work, this question is particularly relevant to classroom instruction. Austin (1979) and Goldstein (1960) reviewed research on homework and found no studies on student questions on homework.
A Phase-Ability Model of Mathematics Problem Solving
Authors: Kulm Gerald , Bussmann Hans
Published: August 2020

An eight-phase model of the processes involved in mathematics problem solving is presented. At each phase, results from factor-analytic studies are used to suggest abilities relevant and prerequisite for successful completion of the phase. The presentation of the model is followed by a discussion of implications for teaching and research.
Research on Mathematics Education Reported in 1979
Authors: Suydam Marilyn N. , Weaver J. F.
Published: August 2020

This tenth annual listing of research on mathematics education published in JRME uses the same format as was used last year. The research is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts), with grade or age indicated for each reference. An index of general topics is appended to help readers locate studies of particular interest. Journals searched are also listed.
Brief Reports: Perception of the Horizontal and Vertical by College Students
Authors: Burton Grace M.
Published: August 2020

When Rebelsky (1964) asked graduate and undergraduate students to complete drawings of glasses of water by illustrating the position the liquid would assume when the glass was tilted, she was surprised to discover not only that many students were unable to do that seemingly simple task but also that the performance of women was significantly poorer than that of men. Although Piaget and Inhelder (1963) made no comments regarding sex differences in their prototypic study in this area, differences in favor of males have been found in almost all subsquent studies (Ray, Georgiou, & Ravizza, 1979).
A Forum for Researchers: On Useful Research Reports
Authors: Schoenfeld Alan H.
Published: August 2020

There has been much discussion of standards for conducting and reporting research in mathematics education (see references). This note deals with an issue that, although certainly implicit in these discussions, has not received enough explicit attention: How can a research report be made truly useful to its readers? That is, how can one write a report in such a way that (a) researchers can replicate or build on the work, or (b) teachers who read it can take something directly into the classroom with them?
A Forum for Researchers: Dissertation Publication: The Issue of Joint Authorship
Authors: Carry L. Ray
Published: August 2020

When I served on the editorial board of this journal, there was divided opinion concerning the ethics of joint publication of dissertation research by advisors and advisees. One point of view is that the author of a dissertation is justly entitled to sole responsibility and credit for the work, that the major professor is paid by the university for his or her roll in the activity, and that the true investigator's credit is diminished by sharing author-ship of the published articles. Further, some researchers feel that the sharing of authorship results, at least to some degree, from a kind of subtle but nonetheless coercive pressure on the part of the dissertation advisor. Certainly the advisor's publication list is lengthened and his or her professional stature is thereby enhanced. The graduate institution is identifiable from coauthorship, and its prestige grows incrementally with the successive appearance of such studies. A final point is that studies in an area tend to accumulate, and the evolution of identification in the literature moves toward the major professor, for example, Cronbach and Snow's (1977) discussion of “studies in the Carry series” (p. 284). Such labeling inappropriately suppresses the contributions of Webb (1972) and Eastman (1973).
Problem Structure and First-Grade Children's Initial Solution Processes for Simple Addition and Subtraction Problems
Authors: Carpenter Thomas P. , Moser James M. , Hiebert James
Published: August 2020

Forty-three first-grade children who had received no formal instruction in addition and subtraction were individually administered 10 verbal problems. These problems were selected to represent the following semantic types: Joining, Separating, Part-Part-Whole, Comparison, and Equalizing. In spite of the lack of formal instruction, most children successfully solved the problems. In general, children's solution processes were consistent with a predictive model proposing that solution processes would directly represent the action or relationship described in individual problems.
Instruction in Estimating Solutions of Whole Number Computations
Authors: Schoen Harold L. , Jarrett Joscelyn A. , Friesen Charles D. , Urbatsch Tonya D.
Published: August 2020

Two related studies on teaching estimation of solutions to whole number computations to fourth, fifth, and sixth graders are reported. Meaningful instruction in a whole group setting and via individual worksheets, computer-assisted drill and practice on estimation and a computer-assisted exact computation control treatment were the methods of instruction investigated. Both rounding and front-end processes were taught. All estimation treatment groups scored better on immediate measures of the ability to estimate, and this superiority was retained in the meaningful instruction groups after 1 and 3 weeks. Meaningful estimation instruction, but not drill, transferred to estimation in verbal problems, and all estimation treatments led to increased use of the rounding process in estimation.
Calculator Use in the Community College Arithmetic Course
Authors: Koop Janice B.
Published: August 2020

Students (N=150) in a community college arithmetic course were compared in calculator sections using a calculator for all activities and traditional sections using the usual paper-and-pencil algorithms. Achievement, attitudes, retention of material, and percent of course completion were compared using three-way ANCOVAs. Interactions were found between the treatment and age (with calculator treatment proving superior for younger students and the traditional treatment superior for the older students) and between treatment and sex (with the calculator treatment proving better for women and traditional treatment better for men). No differences occurred in percent of course completion.
Brief Reports: Discriminating Factors and Sex Differences in Electing Mathematics
Authors: Perl Teri Hoch
Published: August 2020

Several studies have been carried out recently to learn more about sexrelated differences in mathematics achievement. A major question addressed by these studies is why fewer females than males continue studying mathematics beyond those courses required for high school graduation or college entrance. This paper addresses this question through a secondary analysis of data from the National Longitudinal Study of Mathematics Achievement (NLSMA) (Romberg & Wilson, 1969). The analysis identifies sex-related differences in selected variables believed to influence student decisions to continue the study of mathematics. The resulting findings are in remarkable agreement with current studies (Armstrong, 1980; Fennema, 1977; Fennema & Sherman, 1977; Casserly, Note 1; Steel & Wise, Note 2) and suggest the validity of analyzing extant data for insights into continuing educational questions. Further, although the NLSMA study was carried out in the 1960s, because of its extensive nature, it behooves us to learn what it tells about sex-related differences that may have been present at that time. Indeed, the students in the NLSMA study are the teachers of the 1980s.
Correlates and Predictors of Women's Mathematics Participation
Authors: Armstrong Jane M. , Price Richard A.
Published: August 2020

The purpose of this study was to identify the most important factors related to women's participation in mathematics. The results of a national survey of 1788 high school seniors are reported. Measures of participation, sex-role stereotyping, career and academic plans, attitudes toward mathematics, parental influence, and the influence of significant others were included. Results of correlation and regression analyses indicate that (a) positive attitudes toward mathematics, (b) perceived need for mathematics for future career and educational plans, and (c) positive influences of parents, teachers, and counselors have the strongest relationship to participation.
Mathematics Achievement and Fear of Success
Authors: Leder Gilah C.
Published: August 2020

The purpose of the study was to examine whether the fear or success (FS) construct, which grew out of attempts to understand the conflicting sex-related findings in achievement motivation, was helpful in explaining observed sex differences in mathematics achievement and course participation. The sample comprised 258 boys and 233 girls in Grades 7, 10, and 11. Changes in FS with age were found to be more complex for the girls than for the boys. High fear of success was found to be more characteristic of students considering a course less traditional for their sex.
Reviews
Authors: Wheeler David
Published: August 2020

Because mathematics has always been an important part of elementary and secondary curricula, it has been a frequent target of critical commentary and proposals for reform in content or pedagogy. Few teachers today could describe the content or impact of such landmark events as the Committee of Ten, the Perry Movement, the 1923 National Committee on Mathematical Requirements, the 1940 Progressive Education Association report, Mathematics in General Education, or even the 1961 Royaumont report, New Thinking in School Mathematics. However, everyone in education and many in the general public have ideas about and (more likely) opinions on the “new math” era in school mathematics that dominated the decades from 1955 to 1975.
The Use of Problem-Solving Heuristics in the Playing of Games Involving Mathematics
Authors: Kraus William H.
Published: August 2020

Exploratory studies of the use of problem-solving heuristics in the playing of games involving mathematics were conducted with experienced problem solvers (n=10) and with eighth-grade novice problem solvers (n=20). The problem solvers were asked to think aloud while playing two two-dimensional variations of the game nim, and the sessions were audiotaped. The experienced problem solvers perceived the games as problems and used a variety of problem-solving heuristics. Approximately half of the novice problem solvers perceived the games as problems and made limited use of heuristics. All the novice problem solvers made extensive use of random trial and error. A computer program was developed to simulate the heuristic behavior of the students in both studies.
Processes Used by Good Computational Estimators
Authors: Reys Robert E. , Rybolt James F. , Bestgen Barbara J. , Wyatt J. Wendell
Published: August 2020

Computational estimation is recognized as a basic mathematics skill. It is used more frequently in daily activities than exact computation, yet virtually nothing is known about the skills and thinking strategies used in computational estimation. Individuals demonstrating good computational estimation skills were selected from more than 1200 people tested. Structured individual interviews with 59 students (Grades 7-12) and adults were conducted. These data suggest the existence and use of several key processes (compensation, reformulation, and translation) interwoven with a variety of distinct estimation strategies (front-end and averaging). Several other specific characteristics of good estimators are also presented in a tentative framework.
Diagnosing Strengths and Weaknesses of Sixth-Grade Students in Solving Word Problems
Authors: Ballew Hunter , Cunningham James W.
Published: August 2020

A diagnostic system developed by the investigators was used to determine the strengths and weaknesses of sixth-grade students in solving word problems. The diagnostic system involved three separate tests at each of six levels of difficulty. These tests were administered to all sixth-grade students in two elementary schools. Complete data were obtained for 217 students, and these data provided a diagnostic profile for each student consisting of a score for computational skills, a score for reading skills, a score for problem-interpretation skills, and a score for skills in integrating the other skills into the total solution of word problems. Each of computation, reading, and problem-interpretation skills represented the major difficulty in word problem solving.
Strategy Use and Estimation Ability of College Students
Authors: Levine Deborah R.
Published: August 2020

Relations among the number and types of strategies used when estimating, quantitative ability, and computational estimation ability were investigated. Through use of a “thinking aloud” procedure, estimation strategies used by undergraduate nonmathematics majors were identified and categorized into eight types. Students of relatively high quantitative ability were better estimators and used a greater number of strategy types than students of relatively low quantitative ability. Independent of quantitative ability, however, neither the number nor the type of strategy used was found to be related to success at estimating.
Intuitive Functional Concepts: A Baseline Study on Intuitions
Authors: Dreyfus Tommy , Eisenberg Theodore
Published: August 2020

The intuitions that junior high school students have on selected functional concepts were investigated. The concepts were presented on an abstract and a concrete level, in arrow diagrams, graphical, and tabular settings. The investigation was carried out with reference to a theoretical framework for the study of intuitions and transfer of functional concepts. In this framework, the concept of function was analyzed as corresponding to a 3-dimensional block structure as follows: The function settings correspond to the x-axis of the block, the function concepts to the y-axis, and the levels of abstraction of the concepts to the z-axis. The subjects were 443 students in Grades 6-9 chosen from differing social and ability levels. Different populations were found to possess different intuitions on the concepts, but these intuitions were independent both of the settings in which they were presented and of the levels of abstraction.
Directional Effects in Transformation Tasks
Authors: Schultz Karen A. , Austin Joe Dan
Published: August 2020

This study concerned the effects of transformation type and direction on students' understanding of transformations. First, third, and fifth graders (51 girls and 54 boys) with no instruction on transformations were tested on slide, flip, and turn tasks. A significant type-by-direction interaction seemed due to the difficulty of diagonal transformations. Slide tasks seemed easiest regardless of direction, whereas the ordering by difficulty of flip and turn tasks depended on direction. The main effect for sex was not significant. The results suggested that the direction of the transformation should be considered in the curriculum and in research on spatial visualization.
Male-Female Enrollment across Mathematics Tracks in Predominantly Black High Schools
Authors: Marrett Cora Bagley , Gates Harold
Published: August 2020

The study examined sex differences in enrollment across mathematics tracks for six predominantly black senior high schools in a large city. The aggregate data for the schools showed only slight variation in the male-female ratio across the two tracks: Females were about half of the students in each track. There were differences among the schools, however, in the tracking patterns for female students and in how all the mathematics enrollees—both male and female—were divided between the tracks. In most of the schools, relatively few students of either sex were taking the higher track courses. The findings suggest that participation in higher level mathematics courses might reflect important characteristics of and conditions within schools.
A Forum for Researchers: I Know What I Believe; Do I Believe What I Know?
Authors: Hart Kathleen M.
Published: August 2020

“We believe that all these perceptions of the usefulness of mathematics arise from the fact that mathematics provides a means of communication which is powerful, concise and unambiguous” (Committee of Inquiry into the Teaching of Mathematics in Schools, 1982). Thus begins the latest report, the Cockcroft Report, on the state of mathematics in British schools. Needless to say, the picture is not one of pride and satisfaction but more of the “should do better” variety. The report quotes other such exercises from a century, a half-century, and a quarter-century ago, and each in turn has the Aavor of “should do better.” The American National Academy of Sciences' Report of a Convocation (1982) carries a similar message with the added note: “used to do better.” The history of teaching mathematics in Britain fails to support this contention. Prior to 1836 there was no reaching of mathematics at Eton, although some arithmetic appeared in the curriculum. At Harrow mathematics was compulsory by 1837, and by 1868 we already have a government report saying, “The teaching of mathematics in English schools is rarely satisfactory.” One wonders whether we have ever managed to match the subject to the child.
Reviews: Fear of the Unknowns
Authors: Becker Joanne Rossi
Published: August 2020

Although the title of this book implies a target audience of math-anxious people, it is equally, if not more, suitable for teachers of mathematics and mathematics educators. Do You Panic about Maths? Coping with Maths Anxiety attempts to build a model of the interaction between reason and emotion to explain the behavior of adults anxious about mathematics. The model was derived from a qualitative study of adults that had three components: hour-long interviews with two dozen people; 36 2-hour sessions with a group of four women and three men; and individual in-depth interviews, consisting of 12 or 24 sessions, with three women. Buxton relates his model to the work of Skemp, with whom he has collaborated. Indeed, he has extended Skemp's (1979) model of intelligence in this book. In addition to the theoretical framework he discusses, Buxton provides some ideas for coping with one's mathematics anxiety and gives suggestions for mathematics teachers about how to teach to avoid or combat students' anxiety.
Critiques: Skill Automaticity in Mathematics Instruction: A Response to Gagné
Authors: Wachsmuth Ipke
Published: August 2020

In his remarks on “Some Issues in the Psychology of Mathematics Instruction,” Gagné (1983) has stimulated a renewed discussion of the cognitive phenomena involved when children learn mathematics and of the implications of cognitive learning theory for mathematics instruction. Gagné gives a three-phase performance model along with the following core message: Students should understand how to mathematize a concrete situation that is described verbally and how to validate a solution once it is obtained, but they need not understand how the solution is derived. Instead, the skills involved in the computation phase should be made automatic for the sake of optimal overall performance, and lots of practice should be devoted to automatizing such skills. Taken out of their context and inserted into the current climate in mathematics education, Gagné's statements are likely to be misunderstood, giving the wrong impression to teachers and perhaps causing researchers to reject his ideas.
Critiques: A Reply to Critiques of Some Issues in the Psychology of Mathematics Instruction
Authors: Gagné Robert M.
Published: August 2020

Critiques by Wachsmuth (1983) and by Steffe and Blake (1983) have commented on my remarks in an article (Gagné, 1983) on a theme encompassed by the title of this reply.
Review: Spreading the Word
Authors: Scott Douglas E.
Published: August 2020

For years a plaintive cry has been heard (often through the pages of JRME) from one or another corner of the mathematics-teaching world asking, “How does research relate to the classroom?” and “How is research going to help the teacher on Monday morning (or Friday afternoon)?” This volume, the fourth in a series of Research Within Reach publications by CEMREL, Inc., through a grant from the National Institute of Education, is the best and most complete answer so far to such questions.
Editorial
Authors: Kilpatrick Jeremy
Published: August 2020

Many mathematics educators in American colleges and universities are housed in a department that carries “curriculum and instruction” in its title. Perhaps it's fitting, then, that these two abstractions cover the lion's share of recent research in mathematics education. The comparison of instructional methods has always been a popular research topic, and the curriculum development efforts of the past two decades managed to elevate the examination of curricula to a higher level on the nation's research agenda. A glance at the titles of the studies surveyed in this issue will confirm that researchers are still largely preoccupied with matters of curriculum and instruction.