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Editorial. Focuses on the educational system of Great Britain. Significance of inclusion of statistics in the mathematics curriculum of education; Methods suggested to evoke in interest of pupils in mathematics; Proposed changes in the education system of Great Britain.

This article expresses concern for the sloppy language that is often used by the media to describe numerical comparisons and suggests guidelines for how such comparisons should be described such that the meanings are unambiguous. [ABSTRACT FROM AUTHOR]

Abstract: Charles Babbage (1791–1871) was the embodiment of a polymath: elected a Royal Society fellow, holder of the Lucasian Chair of mathematics at Cambridge, founder of the London Statistical Society, author of many papers and full-length monographs and, most famously from a 21st century perspective, the architect of modern computing with his difference engines and designs for the analytical engine. The scale and complexity of these machines meant their realisation was dependent upon the latest industrial advances like parts standardization and machine tool technology. As a result Babbage committed large amounts of his time and money to the theoretical and empirical study of advanced production and engineering practice. This paper argues that Charles Babbage deserves to be recognised as a pioneer in the field of operations management. His path-breaking contributions were born of a singular intellect and degree of creativity combined with a commitment to empiricist scientific method and statistical measurement. Moreover, he was working as Britain transformed itself into the most highly industrialized country the world had ever seen. The paper draws in particular upon the various editions of his best-selling book, ‘On the Economy of Machines and Manufactures’, first published in 1832. It reviews the many core operations principles evident in Babbage''s analyses and highlights insights that remain relevant to today''s theoretical and practical concerns. The paper concludes with a discussion of how a combination of contextual and biographical factors left Charles Babbage a largely unsung pioneer in the field of operations management. [Copyright &y& Elsevier]

Medical risk communication has been infrequently studied in immigrants with limited non-native language proficiency, even though they may be at greatest risk of illness. In a study, we examined to what extent Polish immigrants to the UK have difficulties in understanding treatment risk reduction expressed as ratios either in their native language or in a non-native language (English). We further investigated whether this population can be aided by using visual displays to enhance comprehension. A survey was conducted in the UK in spring, 2009, involving a sample of Polish immigrants (n = 96). Estimates of treatment risk reduction, confidence in estimates, and perceptions of treatment effectiveness. When assessing treatment risk reduction, participants often paid too much attention to the number of treated and non-treated patients who died (i.e. numerators) and insufficient attention to the overall number of treated and non-treated patients (i.e. denominators). This denominator neglect was especially noticeable when treatment risk reduction was not expressed in participants' native language. However, provision of visual aids in addition to the numerical information about risk reduction proved to be an effective method for eliminating denominator neglect. The visual aids drew participants' attention to the overall number of treated and non-treated patients and helped them to make more accurate risk estimates. When communicating risks to immigrants with limited non-native language proficiency, we should move beyond the simple, direct translation of health messages that are already being used with the indigenous population to messages that are more appropriate. The use of materials that include visual aids is an effective method of communicating medical risk information to immigrant populations. [ABSTRACT FROM AUTHOR]

Inferences from recent international comparative data on mathematical attainment, frequently quoted as justification for curriculum change, are critically examined, and the implications are contrasted with expressed curricular aims. Using characterisations by Ball (1990) and Ernest (1991), positions of key actors are analysed in relation to priorities given to different aspects of the mathematics curriculum, in particular facts and skills, cultural heritage, functionality and curricular structure. These are compared with characterisations made in the late 1980s, and in the early years of the New Labour government. This analysis highlights tensions that are likely to arise in the design of a new curriculum in mathematics. [ABSTRACT FROM AUTHOR]

This paper describes the design of a mathematical microworld to tackle the persistent difficulties that secondary school students have with the idea of algebraic generalization, which is a key stumbling block in secondary-school mathematics classrooms. Our focus is to characterize algebraic ways of thinking and to design both affordances of the system as well as suitable tasks and pedagogies that provide a substrate of activity and experience for the teaching and learning of algebraic generalizations. Using as reference illustrative cases of 12 to 13-year-old students' interaction with the microworld, we demonstrate the strong interplay between epistemology and the design of the microworld and draw conclusions regarding its potential to support the development of algebraic ways of thinking. [ABSTRACT FROM AUTHOR]

Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes. [ABSTRACT FROM PUBLISHER]

Background Attention-deficit/hyperactivity disorder ( ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents rated each twin's behaviour using a DSM- IV-based 18-item questionnaire of inattentive and hyperactive-impulsive ADHD symptoms. Mathematics tests based on the UK National Curriculum were completed by each twin. The twins also completed standardised tests of reading and general cognitive ability. Multivariate twin model fitting was applied. Results Inattentive and hyperactive-impulsive ADHD symptoms were highly heritable (67% and 73% respectively). Mathematics ability was moderately heritable (46%). Mathematics ability and inattentiveness showed a significantly greater phenotypic correlation ( rp = −.26) and genetic correlation ( rA = −.41) than mathematics ability and hyperactivity-impulsivity ( rp = −.18; rA = −.22). The genetic correlation between inattentiveness and mathematics ability was largely independent from hyperactivity-impulsivity, and was only partially accounted for by genetic influences related to reading and general cognitive ability. Conclusions Results revealed the novel finding that mathematics ability shows significantly stronger phenotypic and genetic associations with inattentiveness than with hyperactivity-impulsivity. Genetic associations between inattentiveness and mathematics ability could only partially be accounted for by hyperactivity-impulsivity, reading and general cognitive ability. Results suggest that mathematics ability is associated with ADHD symptoms largely because it shares genetic risk factors with inattentiveness, and provide further evidence for considering inattentiveness and hyperactivity-impulsivity separately. DNA markers for ADHD symptoms (especially inattentiveness) may also be candidate risk factors for mathematics ability and vice versa. [ABSTRACT FROM AUTHOR]

Background Widespread subclinical iodine insufficiency has recently been reported in Europe, based on urinary iodine using World Health Organization/ Food and Agriculture Organization criteria, in particular among young women. Although urinary iodine concentration ( UIC) is a useful measurement of the iodine status in a population, it does not provide an insight into the habitual iodine intake of this population. This is compounded by the fact that very few iodine-specific food frequency questionnaires ( FFQ) have been validated so far. The present study aimed to develop and validate a new, simple, rapid survey tool to assess dietary iodine exposure in females of childbearing age. Methods Iodine was measured in a duplicate 24-h urine collection. Iodine intake was measured with duplicate 4-day semi-quantitative food diaries and the FFQ. Correlation, cross-classification and Bland-Altman analyses were used to estimate agreement, bias and the reliability of the method. The triangular (triad) method was used to calculate validity coefficients. Results Forty-three women, aged 19-49 years, took part in the validation of the 17-items FFQ. Median ( interquartile range) UIC was 74 (47-92) μg L−1, which is indicative of mild iodine insufficiency. The FFQ showed good agreement with food diaries with respect to classifying iodine intake (82% of subjects were classified in the same or adjacent quartile). The FFQ was moderately correlated with the food diaries ( rs = 0.45, P = 0.002) and urinary excretion in μg L−1 ( rs = 0.34, P = 0.025) but not in μg day−1 ( P = 0.316). The validity coefficients were 0.69, 0.66 and 0.52 for the food diaries, FFQ and urinary iodine excretion, respectively. Conclusions The FFQ provides a rapid and reliable estimate of dietary iodine exposure to identify those population subgroups at risk of iodine deficiency. [ABSTRACT FROM AUTHOR]

Advanced-level (A-level) mathematics is a high-profile qualification taken by many school leavers in England, Wales, Northern Ireland and around the world as preparation for university study. Concern has been expressed in these countries that standards in A-level mathematics have declined over time, and that school leavers enter university or the workplace lacking the required mathematical knowledge and skills. The situation in England, Wales and Northern Ireland reflects more general international concerns about decreasing educational standards. However, evidence to support this concern has been of limited scope, rarely subjected to peer-review and of questionable validity. Our study overcame the limitations of previous research into standards over time by applying a comparative judgement technique that enabled the direct comparison of mathematical performance across different examinations. Furthermore, unlike previous research, all examination questions were re-typeset and candidate responses rewritten to reduce bias arising from surface cues. Using this technique, mathematics experts judged A-level scripts from the 1960s, 1990s and the 2010s. We report that the experts believed current A-level mathematics standards to have declined since the 1960s, although there was no evidence that they believed standards have declined since the 1990s. We contrast our findings with those from previous comparison studies and consider implications for future research into standards over time. [ABSTRACT FROM AUTHOR]

Background Estimates of energy requirements are needed in weight management and are usually determined using prediction equations. The objective of these two systematic reviews was to identify which equations based on simple anthropometric and demographic variables provide the most accurate and precise estimates of (1) resting energy expenditure (REE) and (2) total energy expenditure ( TEE) in healthy obese adults. Methods Systematic searches for relevant studies in healthy adults with body mass index ( BMI) ≥25 kg m−2 and published in English were undertaken using Cinahl, Cochrane Library, OpenGrey, PubMed and Web of Science (completed March 2014). Search terms included metabolism, calorimetry, obesity and prediction equations. Data extraction, study appraisal and synthesis followed guidelines from PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Results From 243 REE papers and 254 TEE papers identified, 21 and four studies, respectively, met the inclusion criteria. (1) The most accurate REE predictions varied with BMI subgroup: WHO (weight and height) ≥25 and ≥30 kg m−2; Mifflin 30-39.9 kg m−2; Henry ≥40 kg m−2. The most precise REE predictions were obtained using Mifflin in BMI 30-39.9 and ≥40 kg m−2, where approximately 75% of predictions were within 10% of measured REE. (2) No accurate or precise predictions of TEE were identified. Conclusions No single prediction equation provides accurate and precise REE estimates in all obese adults. Mifflin equations are recommended in this population, although errors exceed 10% in 25% of those assessed. There is no evidence to support the use of prediction equations in estimating TEE in obesity. [ABSTRACT FROM AUTHOR]

Abstract: Tablets have much to offer children with learning difficulties, but evidence of their effectiveness to teach academic skills is limited and cannot be easily separated from the quality of the software. This paper analyses data from 3 iterative cycles of designing an app for children with Down syndrome to support their awareness of quantity through an inclusive game. Research with neurotypical children suggests that representation of quantity (or magnitude) is an area with considerable potential in supporting the foundations for children's mathematical learning. It has received little attention as an aspect for intervention for children with Down syndrome. Data collected in this study illustrate the need to carefully align the game mechanic to the target skills, strengthen levels of access, and introduce gradations of attentional demand. They also signal the interrelationship between children's cognitive and affective responses to the game, making it essential to find the optimal level of challenge. Children's strategies in response to mistakes indicate the importance of creating an agile responsive system. The data also suggest that developers routinely extend the number of features that are optional, enabling a greater level of personalization and a more inclusive game. [ABSTRACT FROM AUTHOR]

Abstract: The long‐standing debate into the potential benefit of developing mathematical thinking skills through learning to program has been reignited with the widespread introduction of programming in schools across many countries, including England where it is a statutory requirement for all pupils to be taught programming from 5 years old. Algorithm is introduced early in the English computing curriculum, yet there is limited knowledge of how young pupils view this concept. This paper explores pupils' (aged 10–11) understandings of algorithm following their engagement with 1 year of ScratchMaths, a curriculum designed to develop computational and mathematical thinking skills through learning to program. A total of 181 pupils from 6 schools undertook a set of written tasks to assess their interpretations and evaluations of different algorithms that solve the same problem, with a subset of these pupils subsequently interviewed to probe their understandings in greater depth. We discuss the different approaches identified, the evaluation criteria they used, and the aspects of the concept that pupils found intuitive or challenging, such as simplification and abstraction. The paper ends with some reflections on the implications of the research, concluding with a set of recommendations for pedagogy in developing primary pupils' algorithmic thinking. [ABSTRACT FROM AUTHOR]

Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent–teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population‐based sample and robust measures of speech development. Aim: Using a large prospective UK population‐based study—the Avon Longitudinal Study of Parents and Children (ALSPAC)—this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10–11 and 13–14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full‐scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10–11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13–14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13–14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10–11 and 13–14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11–13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long‐term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper addsWhat is already known on the subjectSpeech‐sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech‐sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent–teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population‐based samples.What this paper adds to existing knowledgeThis prospective, longitudinal study of a large community‐based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13–14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs.What are the potential or actual clinical implications of this work?Understanding the long‐term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals. [ABSTRACT FROM AUTHOR]

The underrepresentation of women in Science, Technology, Engineering and Maths (STEM) occupations is a world‐wide phenomenon. The UK is simultaneously encountering a shortage of STEM skills. While gender imbalances in STEM study in higher education and A‐level study are widely documented, gender imbalances are apparent in vocational post‐16 education, though the existence and causes of these imbalances have received little attention. This paper uses administrative data to explore the extent of gender imbalances in STEM qualifications attempted and achieved in vocational post‐16 education routes. Gender differentials in the uptake of vocational STEM qualifications are much starker than they are in A‐levels and the roles of ability, socio‐economic status and school characteristics in explaining gender differentials differ with the education route taken, though their power in explaining these gaps is limited. [ABSTRACT FROM AUTHOR]

The paper investigates semiotics as an integrative, foundational framework for operational research (OR). To this end, the semiotics of the pragmatist C.S. Peirce is explained and its application in OR research, and consulting practice is explored. It is the fourth in a series of papers each seeking to ground OR in a different logic: philosophic/mathematical logic, pragmatic logic, economic logic and now semiotic logic. For Peirce, semiotics is a logic, and as such it is argued in the paper that it can embrace philosophical/mathematical, pragmatic and economic logics. The comprehensive nature of semiotics is such that it brings to a close the research programme aimed at establishing foundations for OR. However, the closure of one programme opens up another—the application of semiotics in OR practice and academic research. Possible avenues for further research include learning from, and collaboration with, neighbouring disciplines such as information systems and computer science. [ABSTRACT FROM AUTHOR]