233 results
Search Results
2. Patterns of reading behaviour in digital hypertext environments.
- Author
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Hahnel, Carolin, Ramalingam, Dara, Kroehne, Ulf, and Goldhammer, Frank
- Subjects
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HYPERTEXT systems , *LANGUAGE & languages , *POPULATION geography , *MATHEMATICS , *SOCIAL classes , *DESCRIPTIVE statistics , *READING , *HIGH school students , *SCIENCE - Abstract
Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. A Transdisciplinary Approach to Teaching Citizen Science in a Primary Classroom
- Author
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Haggerty, Bernadette, Paige, Kathryn, and O'Keeffe, Lisa
- Abstract
This paper reports on a transdisciplinary approach to science with a Year 4/5 class incorporating citizen science through the Birds in Backyards project. This transdisciplinary approach created opportunities for student engagement through science, mathematics, design and technology, humanities and social sciences (HASS), arts and English, while also creating meaningful connections to nature and the local environment.
- Published
- 2023
4. Researchers from University of Newcastle Detail Findings in COVID-19 (Was Covid-19 an Unexpected Catalyst for More Equitable Learning Outcomes? a Comparative Analysis After Two Years of Disrupted Schooling In Australian Primary Schools).
- Subjects
SARS-CoV-2 ,EDUCATIONAL outcomes ,COVID-19 ,SCHOOL year ,PRIMARY schools - Abstract
Keywords: Callaghan; Australia; Australia and New Zealand; COVID-19; Coronavirus; Epidemiology; Health and Medicine; Mathematics; Pandemic; RNA Viruses; SARS-CoV-2; Severe Acute Respiratory Syndrome Coronavirus 2; Viral; Virology EN Callaghan Australia Australia and New Zealand COVID-19 Coronavirus Epidemiology Health and Medicine Mathematics Pandemic RNA Viruses SARS-CoV-2 Severe Acute Respiratory Syndrome Coronavirus 2 Viral Virology 759 759 1 04/10/23 20230414 NES 230414 2023 APR 16 (NewsRx) -- By a News Reporter-Staff News Editor at NewsRx COVID-19 Weekly -- Fresh data on Coronavirus - COVID-19 are presented in a new report. Keywords for this news article include: Callaghan, Australia, Australia and New Zealand, COVID-19, Coronavirus, Epidemiology, Health and Medicine, Mathematics, Pandemic, RNA Viruses, SARS-CoV-2, Severe Acute Respiratory Syndrome Coronavirus 2, Viral, Virology, University of Newcastle. Researchers from University of Newcastle Detail Findings in COVID-19 (Was Covid-19 an Unexpected Catalyst for More Equitable Learning Outcomes?. [Extracted from the article]
- Published
- 2023
5. Findings from Monash University Has Provided New Data on Data Integrity (Concerns About Data Integrity of 22 Randomized Controlled Trials In Women's Health).
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DATA integrity ,WOMEN'S health ,INFORMATION technology - Abstract
Keywords: Clayton; Australia; Australia and New Zealand; Clinical Research; Clinical Trials and Studies; Data Integrity; Health and Medicine; Hospitals; Information Technology; Information and Data Validation; Mathematics; Women's Health EN Clayton Australia Australia and New Zealand Clinical Research Clinical Trials and Studies Data Integrity Health and Medicine Hospitals Information Technology Information and Data Validation Mathematics Women's Health 506 506 1 03/23/23 20230314 NES 230314 2023 MAR 13 (NewsRx) -- By a News Reporter-Staff News Editor at Women's Health Weekly -- Current study results on Information Technology - Data Integrity have been published. For more information on this research see: Concerns About Data Integrity of 22 Randomized Controlled Trials In Women's Health. [Extracted from the article]
- Published
- 2023
6. Longitudinal associations between weight status and academic achievement in primary school children.
- Author
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Watson, Amanda, D'Souza, Ninoshka J., Timperio, Anna, Cliff, Dylan P., Okely, Anthony D., and Hesketh, Kylie D.
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ACADEMIC achievement evaluation ,STATURE ,BODY weight ,CONFIDENCE intervals ,CHILDHOOD obesity ,LANGUAGE & languages ,LEANNESS ,RISK assessment ,PRE-tests & post-tests ,SEX distribution ,MATHEMATICS ,PRESCHOOLS ,DESCRIPTIVE statistics ,SCHOOL children ,ELEMENTARY schools ,BODY mass index ,ORTHOGRAPHY & spelling ,LONGITUDINAL method ,CHILDREN - Abstract
Summary: Background: Evidence for longitudinal associations between childhood weight status and academic achievement remains unclear due to considerable heterogeneity in study design, measures of academic achievement and appropriate categorization of weight status. Objective: To examine longitudinal associations between childhood weight status (underweight, healthy weight, overweight/obese) and academic achievement in the transition from preschool to primary (elementary) school among Australian school children. Methods: Data were from the Healthy Active Preschool and Primary Years study. Height and weight, for calculating BMI were measured at baseline (preschool age 3–5 years; 2008/9) and follow‐up (primary school age 6–8 years; 2011/12). Academic achievement was measured at age 9 years. Results: No associations between BMI z‐score or weight category in the preschool years and later NAPLAN scores were found for boys. For girls, having a higher BMI z‐score (B = −13.68, 95%CI: −26.61, −0.76) and being affected by overweight (B = −33.57, 95%CI: −61.50, −5.24) in preschool was associated with lower language scores. Remaining affected by overweight from preschool to primary school was associated with lower numeracy (B = −25.03, 95%CI: −49.74, −0.33), spelling (B = −33.5, 95%CI: −63.43, −3.58), language (B = −37.89, 95%CI: −72.75, −3.03) and total achievement scores (B = −24.24, 95%CI: −44.85, −3.63) among girls. For boys, becoming affected by overweight was associated with lower spelling (B = −38.76, 95%CI: −73.59, −3.93) and total achievement scores (B = −27.70, 95%CI: −54.81, −0.58). Conclusions: Associations between being affected by overweight/obesity and poorer academic achievement were more pronounced in girls than boys, indicating potentially inequitable impacts of excess weight and highlighting the greater need for intervention among girls. However, stronger study designs are needed to confirm our findings. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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7. Mathematics learning in the early years through nature play.
- Author
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Speldewinde, Chris and Campbell, Coral
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EDUCATIONAL planning ,EARLY childhood educators ,EARLY childhood education ,CHILDREN - Abstract
In Australia, there have been a growing number of nature-based early childhood education initiatives [Alme, H., and M. A. Reime. 2021. "Nature Kindergartens: A Space for Children's Participation." Journal of Outdoor and Environmental Education 24: 113–131]. Research into early years' nature education internationally remains under-theorised particularly in STEM teaching and learning. The nature or bush kindergarten programme (often referred to as 'bush kinders' in the Australian context), is one such programme where nature play and education occur. This paper considers how children's mathematical thinking develops through their time spent in bush kinder settings. Using an ethnographic lens, this longitudinal study is the first of its type in Australia with a focus on STEM in bush kinders. In this paper, eight 'powerful mathematical ideas' are used to analyse how educators can approach teaching mathematics with only what nature provides. The paper reports one main finding, that bush kinders provide opportunities for children through educator support to build mathematical understandings through nature play. Drawing on fieldwork data and the analysis of research literature, this paper contributes to the conceptualisation of mathematics in early childhood nature play and bush kinder programmes. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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8. Mathematics success against the odds: the case of a low socioeconomic status, rural Australian school with sustained high mathematics performance.
- Author
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Murphy, Steve
- Subjects
RURAL schools ,SOCIOECONOMIC status ,MATHEMATICS teachers ,MATHEMATICAL programming ,MATHEMATICS - Abstract
Mathematics education is seen as a right for all children, and important to ensure a prosperous future. However, in Australia and other nations, rural students and students from low socioeconomic backgrounds both perform less well in mathematics and are less likely to pursue advanced mathematics. This paper presents a case study of a low socioeconomic status, rural government school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a conceptual framework informed by Appreciative Inquiry and the theory of Practice Architectures to explore the activities and facilitatory elements that have likely contributed to the school's mathematics success. Rather than being attributed to one or two key programmes, the school's mathematics success seemed associated with a collection of whole-school factors. Setting high expectations while providing proactive learning support, differentiating instruction, emphasising the value of mathematics, linking mathematics to careers, and building mathematics teacher capacity were all associated with the school's higher than expected mathematics performance. Rather than hindering the school's mathematics programme, its small size and rural context were used to enable practices that contributed to mathematics success. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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9. Mathematics curriculum for intellectual disabilities schools in Indonesia and abroad: Literature review.
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Muchyidin, Arif, Priatna, Nanang, Dahlan, Jarnawi Afgani, Marfuah, Marfuah, Pahmi, Samsul, Aisyah, Aisyah, Zulkarnain, Zulkarnain, Rohati, Rohati, and Kusmanto, Hadi
- Subjects
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CHILDREN with intellectual disabilities , *INTELLECTUAL disabilities , *CHILDREN with disabilities , *EDUCATION of children with disabilities , *LITERATURE reviews , *MATHEMATICS , *WORD problems (Mathematics) - Abstract
Education for children with special needs, especially with mild intellectual disabilities, has not received much attention from researchers and practitioners. The education of intellectual disabilities children also has the same right to develop according to the needs of the times as regular children's education in general. The changing and evolving needs of the times should also be followed by changes in the curriculum used, considering that one of the learning goals in special schools for intellectual disabilities children is to make the children who can live independently. In special schools for intellectual disabilities children in Indonesia, mathematics learning is combined with other lessons to discuss specific themes in everyday life. Based on an extensive literature search on the mathematics curriculum in special schools for intellectual disabilities children, this paper aims to review the literature involving two things: (1) mathematics education curriculum in special schools for intellectual disabilities children in Indonesia, and (2) mathematics curriculum in special education in Australia and Singapore. A view is also provided. This paper concludes that: (1) learning in special schools for intellectual disabilities children in Indonesia uses thematic learning where mathematics learning is focused on its usefulness in everyday life, (2) numeracy is the focus of education in Australia, not least for intellectual disabilities children, and learning Mathematics for mild intellectual disabilities children in Singapore includes the concepts of numbers, spaces, arithmetic procedures, problem solving and measurement. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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10. Grouped out of STEM degrees: the overlooked mathematics 'glass ceiling' in NSW secondary schools.
- Author
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Jaremus, Felicia, Gore, Jennifer, Fray, Leanne, and Prieto-Rodriguez, Elena
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SECONDARY schools ,MATHEMATICS teachers ,MATHEMATICS ,ABILITY grouping (Education) ,MATHEMATICS students - Abstract
While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying the benefits of grouping for students perceived to have high ability, especially in mathematics. This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, Australia. We drew on interviews about mathematics participation with 85 students and 22 mathematics teachers from 11 government high schools. Our thematic analysis of these data identified that secondary school grouping practices often serve to entrench student interest and/or performance from primary school. This has consequences for many students, with a differentiated curriculum in Years 9 and 10 precluding low and middle grouped students from participating in high-level mathematics when they reach senior secondary school. These findings raise serious equity questions about the current push in Australia for universities to re-introduce high-level mathematics as a prerequisite to entering certain degrees. We argue that stakeholders need greater awareness of the consequences of ability grouping and that those seeking to lift post-compulsory mathematics participation should be targeting primary and early secondary school. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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11. Application of a Fourier Transform Infrared (FTIR) Principal Component Regression (PCR) Chemometric Method for the Quantification of Respirable Crystalline Silica (Quartz), Kaolinite, and Coal in Coal Mine Dusts from Australia, UK, and South Africa.
- Author
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Stacey, Peter, Clegg, Francis, Rhyder, Gary, and Sammon, Christopher
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SILICATES ,AIR pollution ,CHEMOMETRICS ,HAZARDOUS substances ,FOSSIL fuels ,KAOLIN ,REGRESSION analysis ,UNCERTAINTY ,MATHEMATICS ,DESCRIPTIVE statistics ,MINERAL industries ,SILICON compounds ,INFRARED spectroscopy ,POLYMERASE chain reaction - Abstract
This article describes the approach used to assess the performance of a Fourier transform infrared (FTIR) and principal component regression (PCR) chemometric method when measuring respirable quartz, kaolinite, and coal in samples from a variety of mines from different countries; relative to target assigned values determined using X-ray diffraction (XRD). For comparison, FTIR results using the partial least squares regression (PLSR) method are also available. Bulk dusts from 10 Australian mines were scanned using XRD and grouped into three sets based on the levels of quartz, kaolinite, and feldspar within their crystalline mineral composition. Prediction samples were generated from 5 of these Australian mine dusts, Durrans coal dust, 2 mine dusts from the UK, and a single South African mine dust (71 samples in total) by collecting the aerosolized respirable dust onto 25-mm diameter polyvinylchloride filters using the Safety in Mines Personal Dust Sampler (SIMPEDS) operating at 2.2 l min
−1 . The predicted values from the FTIR chemometric methods were compared with assigned target values determined using a direct on-aerosol filter XRD analysis method described in Method for the Determination of Hazardous Substances (MDHS) 101. Limits of detection (LOD) and uncertainty values for each analyte were calculated from a linear regression between target and predicted values. The uncertainty was determined using the calibration uncertainty equation for an unweighted regression. FTIR results from PCR and PLSR are very similar. For the PCR method, the LOD for quartz, kaolinite, and coal were 5, 25, and 71 µg, respectively. For quartz, an LOD of 5 µg corresponds to an airborne quartz concentration of 10 µg m−3 , assuming a 4-h sampling time and collection flow rate of 2.2 l min−1 . The FTIR measurement met the expected performance criteria outlined in ISO 20581 when sampling quartz for more than 4 h using a flow rate of 2.2 l min−1 at a concentration of 0.1 mg m−3 (100 µg m−3 ), the current workplace exposure limit in Great Britain. This method met the same performance criteria when measuring exposures at the Australian Workplace Exposure Standard (WES) concentration of 0.05 mg m−3 , although in this case a sampling period greater than 8 h was needed. [ABSTRACT FROM AUTHOR]- Published
- 2022
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12. Developing Pre-Service Teachers' Understanding of Numeracy
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Mathematics Education Research Group of Australasia (MERGA) and Bennison, Anne
- Abstract
In Australia, all teachers are expected to explicitly attend to numeracy in the subjects they teach. Pre-service teachers, therefore, need to begin to develop effective numeracy teaching strategies but there is a limited research base to inform the design of courses that address this need. This paper reports on findings from a study investigating the impact of one such course. The paper draws on data from two pre-service teachers: two course tasks completed at the beginning of the course and interviews conducted at the end of the course. Data were analysed using the 21st Century Numeracy Model. Findings suggest there were changes to the pre-service teachers' understanding of numeracy and their capacity to embed numeracy in the subjects they will teach.
- Published
- 2022
13. Identities of Mathematics Teacher Educators in a 'Hybrid' Mathematics and Mathematics Education Department
- Author
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Mathematics Education Research Group of Australasia (MERGA), Marshman, Margaret, Bennison, Anne, and Goos, Merrilyn
- Abstract
Prospective secondary mathematics teachers in Australia are typically taught by mathematics educators and mathematicians who work in different faculties and seldom collaborate--a situation that can lead to conflicting views about how to teach mathematics. This paper reports on findings from semi-structured interviews with three mathematics teacher educators in a hybrid mathematics/mathematics education department. Valsiner's zone theory is used to analyse how their beliefs, institutional context and professional learning opportunities shape their identities as MTEs. Findings reveal that the MTEs had developed similar beliefs within supportive institutional context but drew on different sources of professional learning.
- Published
- 2022
14. Student Perspectives of Engagement in Mathematics
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Mathematics Education Research Group of Australasia (MERGA), Zorn, Kristin, Larkin, Kevin, and Grootenboer, Peter
- Abstract
Engagement in mathematics education is an important factor in a successful student experience. This paper reports findings from a study of Year 5 student perceptions of engagement during a two-week, inquiry-based learning (IBL), problem-posing investigation. The study triangulated data from semistructured interviews, video observations and student work samples to understand the student's perspectives of IBL; however, this paper reports the interview data. The findings indicate that most of the students were behaviourally, emotionally, and cognitively engaged during the IBL investigation, and that the investigation provided an opportunity for students to experience levels of competence, relatedness, and autonomy need satisfaction.
- Published
- 2022
15. Exploratory Analysis of VET Market Segments. Technical Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Palmer, Bryan
- Abstract
This paper summarises the exploratory quantitative analysis undertaken to investigate how vocational education and training (VET) students cluster and segment in the Australian VET market. This analysis is outlined in three sections. The first section focuses on 'clustering' as a technique for grouping data and the three clustering algorithms used. These are then discussed in more detail to provide some insights into how they operate. Their specific data requirements, along with their strengths and weaknesses, are also considered. In next section the outputs of the clustering approaches are considered. The resultant clusters are examined to better understand them, and meaningfully label and group them into segments. The final section returns to the raw data. This step was necessary to further explore (in this case, only some of) the identified market segments. Three key market segments are explored: students in targeted English programs; students in social inclusion programs; and migrant students.
- Published
- 2022
16. When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation.
- Author
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Jaremus, Felicia
- Subjects
MATHEMATICS education ,MASCULINITY ,GENDER identity ,SECONDARY education - Abstract
While mathematics education research has become increasingly concerned with issues of equity, including girls' participation in the subject, the field remains troubled with conceptualising and operationalising gender. To date, few studies of gender and school mathematics participation have moved beyond conflating gender with sex or categorising masculinities and femininities through the body. This failure to engage with gender conceptualisation has persisted despite the apparent intractability of girls' underrepresentation in senior secondary mathematics in many contexts, including Australia. In this article, I provide fresh insights into girls' mathematics participation by employing a conceptualisation of gender as heteroglossic to explore the post-compulsory mathematics participation choices of two school students, one girl and one boy. Using these theoretical tools to decentre the students' bodies, I demonstrate that the reasons why these students chose to participate in Mathematics Advanced do not distinguish them by their sex/gender, as would be expected in the monoglossic gender system. While femininity was performed, both students' subject choices were primarily characterised as masculine performances, including establishing themselves as having mathematics brains and seeking to use their mathematics participation to attain prestige. I argue that recognising and normalising girls' masculinity and boys' femininity, rather than simply categorising gender differences, will be essential to increasing girls' belonging and participation in mathematics. This will require greater attention to the differences within, and similarities between, the categories of boy and girl. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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17. Differentiating Instruction for Students Who Fail to Thrive in Mathematics: The Impact of a Constructivist-Based Intervention Approach.
- Author
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Gervasoni, Ann, Roche, Anne, and Downton, Ann
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MATHEMATICS students ,INDIVIDUALIZED instruction ,WORD problems (Mathematics) ,STUDENTS ,MATHEMATICS ,GRADING of students - Abstract
In this paper we explore how participation in a constructivist-oriented, classroom aligned mathematics intervention program advanced the learning and positive dispositions of Grade 1 students who were failing to thrive when learning mathematics. Intervention programs are an approach to differentiated instruction that some schools adopt, but there are questions about whether such interventions advance equity and inclusion for students. To provide insight about these issues, we draw on data from the Extending Mathematical Understanding for All study in NSW, Australia (2016-2020) to address two research aims. The first aim was to evaluate the effectiveness of the EMU intervention approach for progressing the mathematics learning of students who were failing to thrive mathematically, and for closing the performance gap with their peers. The second aim was to consider the impact of participating in EMU intervention on students' dispositions for learning mathematics. The findings confirm the potential of intensive constructivist-based intervention approaches for closing the performance gap for students who were not thriving in mathematics, and for improving the learning dispositions of these students. However, two years after the intervention, the performance gap was again apparent for many students. It is likely that a one-off intervention program is not sufficient for enabling all students to thrive mathematically, and that well-focused classroom-based differentiated instruction and further intervention support may be warranted for some students. [ABSTRACT FROM AUTHOR]
- Published
- 2021
18. Positioning Indigenous knowledge systems within the Australian mathematics curriculum: investigating transformative paradigms with Foucault.
- Author
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Hughes, Amber
- Subjects
- *
TRANSFORMATIVE learning , *MATHEMATICS , *CRITICAL realism , *EDUCATIONAL objectives , *CURRICULUM , *TRADITIONAL knowledge - Abstract
This paper is intended to provide a source of critical and theoretical reflection on the current mathematics educational objectives for Indigenous students in Australia, which are premised on acceptance of underlying concepts of 'equity'. It is not the intention of this paper to identify 'how' Indigenous knowledge can be positioned within mathematics curricula, as this would entail a philosophical inquiry much deeper than has been afforded thus far. The intent here is a consideration, facilitated through the lens of key concepts of Foucault, of some of the boundaries currently shaping the ways in which this positioning is being influenced in the mathematics, albeit neoliberal education context. Acknowledging the interplay between the social, and unconsciously shaped adoptions of what can be considered truth; knowledge; and therefore power, is a first step toward developing the openness of heart and mind needed to make real and transformative changes to education for future societies. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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19. Becoming Information Centric: The Emergence of New Cognitive Infrastructures in Education Policy
- Author
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Sellar, Sam and Gulson, Kalervo N.
- Abstract
New cognitive infrastructures are emerging as digital platforms and artificial intelligence enable new forms of automated thinking that shape human decision-making. This paper (a) offers a new theoretical perspective on automated thinking in education policy and (b) illustrates how automated thinking is emerging in one specific policy context. We report on a case study of a policy analysis unit ('The Centre') in an Australian state education department that has been implementing a BI strategy since 2013. The Centre is now focused on using BI to support complex decision making and improve learning outcomes, and their strategy describes this focus as becoming 'information centric'. The theoretical framework for our analysis draws on infrastructure studies and philosophy of technology, particularly Luciana Parisi's recent work on automated thinking. We analyse technical documentation and semi-structured interview data to describe the enactment of a BI strategy in The Centre, with a focus on how new approaches to data analytics are shaping decision-making. Our analysis shows that The Centre is developing a cognitive infrastructure that is already creating new conditions for education policy making, and we conclude with a call for research designs that enable pragmatic exploration of what these infrastructures can do.
- Published
- 2021
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20. Children's Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues
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Mathematics Education Research Group of Australasia (MERGA), Quane, Katherine, Chinnappan, Mohan, and Trenholm, Sven
- Abstract
Ascertaining young children's attitudes towards mathematics has its challenges. Methodologically, limitations exist regarding the type of research techniques that can be employed. The use of children's drawings as a data source has both methodological affordances and issues. The study was conducted with 106 children in Years 2 and 3 from three South Australian primary schools. This paper identifies some of the methodological affordances and issues of using children's drawings to ascertain and describe their attitudes towards mathematics. [This paper is the third in a symposium of three papers. For the first paper, "Drawings Reveal Young Students' Multiplicative Visualisation," see ED616196. For the second paper, "Investigating Students' Drawings as a Representational Mode of Mathematical Fluency," see ED616197.]
- Published
- 2021
21. Positive attitudes towards mathematics and science are mutually beneficial for student achievement: a latent profile analysis of TIMSS 2015.
- Author
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Berger, Nathan, Mackenzie, Erin, and Holmes, Kathryn
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ACADEMIC achievement ,DISCRETE groups ,MATHEMATICS students ,MATHEMATICS ,EDUCATION research - Abstract
Australia has seen declining numbers of students choosing mathematics and science subjects in the senior secondary years, running counter to economic projections of an accelerating need for science and mathematics skills. Many students become less engaged with these subjects in the junior secondary years but attitudes such as self-concept, utility value, and intrinsic value are important for subject selection decisions. We used latent profile analysis to examine the relationship between attitudes towards both subjects using data from 10,051 Australian Grade 8 students sampled by TIMSS 2015 and revealed six discrete groupings. While most students were at least attitudinally receptive to both subjects, there were many students who either resisted both or expressed a strong preference for one over another. Positive attitudes towards both subjects were mutually beneficial—better attitudes towards both were associated with higher achievement in each—but boys tended to be more positive towards both subjects and so benefitted from this relationship more than girls. Implications for educational research and teachers' practices are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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22. Social climate and help-seeking avoidance in secondary mathematics classes.
- Author
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Smalley, Roy T. and Hopkins, Sarah
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SET theory ,SOCIAL perception ,STRUCTURAL equation modeling ,STUDENT attitudes ,HELP-seeking behavior - Abstract
In Australia, student under-participation and disengagement in secondary mathematics classes are persistent problems. Academic help seeking is a unique self-regulated behaviour that is important for engagement in mathematics classes and yet many students avoid seeking help from teachers and peers as they progress through secondary school. The aim of this study was to explore the relationship between students' perceptions of the social climate of their classrooms and their avoidance of help seeking in secondary mathematics classes. Students' perceptions of classroom social climate, along with perceptions of their own academic and social self-efficacy, self-theories of intelligence, and help-seeking goals and intentions, were assessed for a sample of 551 Australian students in 47 classes from eight secondary schools and two vocational institutes. The measurement model for social climate was reduced to four factors (Task Orientation, Teacher Support, Cooperation and Investigation) and a mediated structural equation model, informed by theory and previous empirical studies, was assessed using Mplus. Bootstrap confidence intervals were used to assess the direct and indirect effects of social climate on help-seeking avoidance. Findings indicated that Task Orientation and Cooperation had a negative effect on help-seeking avoidance, while Investigation had a positive effect. Teacher Support was not associated with help-seeking avoidance. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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23. Analysis using natural language processing of feedback data from two mathematics support centres.
- Author
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Cronin, Anthony, Intepe, Gizem, Shearman, Donald, and Sneyd, Alison
- Subjects
- *
MATHEMATICS , *UNIVERSITIES & colleges , *CONSULTING firms , *UNDERGRADUATES - Abstract
This paper explores analysis of feedback data collected from student consultations at two mathematics support centres at universities in Australia and Ireland. Unstructured text data was collected over six years and includes qualitative data on student queries collected during the consultations from mathematics and statistics related subjects. Topic modelling and clustering algorithms are used to uncover key themes in the data across stages. Common areas of difficulty experienced by undergraduate students at both universities are investigated and a comparison between them is shown. The results suggest that, despite institutional differences, there is considerable overlap in the types of mathematical and statistical difficulties experienced by students in their first and second year of university at these institutions. We discuss how the ability to uncover such common mathematical and statistical themes with the aid of text mining techniques can be used to improve the support provided by mathematics support centres in terms of providing an efficient and effective service. The code for analyses at both institutions is provided in a GitHub repository so other academic support centres may use it. Outcomes of this analysis have implications for mainstream mathematics and statistics instructors who wish to gain further insights into their students' learning. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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24. The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study.
- Author
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Gregory, Linda, Villarosa, Amy R., Ramjan, Lucie M., Hughes, Mitch, O'Reilly, Rebecca, Stunden, Annette, Daly, Miranda, Raymond, Debra, Fatayer, Mais, and Salamonson, Yenna
- Subjects
ACADEMIC achievement ,CLINICAL trials ,CONFIDENCE intervals ,FACTOR analysis ,MATHEMATICS ,RESEARCH methodology ,NURSING students ,PHARMACEUTICAL arithmetic ,STATISTICAL sampling ,SELF-efficacy ,STATISTICS ,SURVEYS ,LOGISTIC regression analysis ,DATA analysis ,TEACHING methods ,PRE-tests & post-tests ,ODDS ratio - Abstract
Aim and objectives: To examine the factors that influence nursing students' mathematics self‐efficacy, the effect of numeracy instruction on self‐efficacy, and the association between self‐efficacy and numeracy test performance. Background: Medication administration errors, including administering incorrect dosages or infusion rates, can result in serious harm to patients. Hence, it is essential that nursing students are adequately prepared with the necessary numeracy skills during their nursing program. Design: This quasi‐experimental cohort study used a pre‐ and post‐test survey design. The study complied with the STROBE checklist for cohort research. Methods: In total, n = 715 undergraduate first year nursing students participated in the study from June to October 2017 at a single multi‐campus university in the Western Sydney region of Australia. Data were collected at three time‐points: (a) baseline, including assessing pre‐instruction mathematics self‐efficacy (NSE‐Math scale); (b) 6‐week follow‐up; including assessing post‐instruction mathematics self‐efficacy; and (c) numeracy test performance was collected at 7‐week follow‐up. Findings: At baseline, those with high NSE‐Math scale scores were more likely to be male and have at least high school advanced mathematics level education. Following structured numeracy instruction, NSE‐Math scale scores increased significantly, and those who obtained a satisfactory grade in their numeracy assessment were more likely to have high NSE‐Math scale scores and high academic performance in the previous semester. Conclusion: The study shows that structured numeracy instruction improved mathematics self‐efficacy, which in turn influenced numeracy test performance. Relevance to clinical practice: Using a structured medication numeracy pedagogical approach, to teach skills in nursing undergraduate programs, provides students with the foundations to improve mathematics self‐efficacy and to be successful and safe with medication numeracy calculations and administration in clinical practice. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
25. The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers.
- Author
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Norton, Stephen
- Subjects
PEDAGOGICAL content knowledge ,TEACHERS ,LEARNING ,TEACHER education ,REGRESSION analysis - Abstract
In Australia, there is increasing scrutiny of teacher education processes in learning to teach primary mathematics. In this study, mixed methods, including linear regression, are used to examine the entry mathematical content knowledge of third-year Bachelor of Education Pre-service Students and to relate this to their graduating level of content and a measure of pedagogical content knowledge based upon capacity to describe student errors and provide learning support. The data indicate low levels of mathematical content knowledge at the beginning of the course, prompting questioning of the focus of earlier mathematics curriculum courses. Over the life of the study, there was improvement in some domains, which is to be expected where knowledge of mathematics was an intended outcome. Mathematical content knowledge at the start, but particularly at the end of the study, was highly predictive of expressions of mathematical pedagogical content knowledge. The stronger predictive value of mathematical content knowledge at the end of the study for mathematical pedagogical content knowledge suggests merit in developing the two aspects of teacher knowledge in tandem, rather than in different courses. The relevance of the data to teacher preparation in the institution and more broadly is discussed. [ABSTRACT FROM AUTHOR]
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- 2019
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26. The frequency of bowel and bladder problems in multiple sclerosis and its relation to fatigue: A single centre experience.
- Author
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Lin, Sophia D., Butler, Jane E., Boswell-Ruys, Claire L., Hoang, Phu, Jarvis, Tom, Gandevia, Simon C., and McCaughey, Euan J.
- Subjects
FATIGUE (Physiology) ,MULTIPLE sclerosis ,BLADDER ,REGRESSION analysis ,PHYSICAL sciences ,CONSTIPATION - Abstract
Background: Bowel and bladder problems affect more than 50% of people with Multiple Sclerosis (MS). These problems have a large impact on quality of life and place a significant burden on health systems. Objectives: This study aimed to ascertain the frequency of bladder and bowel problems in a select Australian MS cohort and to investigate the relationships between level of disability, bladder and bowel problems, and fatigue. Methods: Questionnaires on the nature and severity of MS symptoms were distributed to clients attending an Australian MS centre. Log-binomial regression and multiple linear regression models were used to investigate relationships between disability, fatigue, and bladder and bowel problems. Results and conclusions: Of 167 questionnaires distributed, 136 were completed. Bladder problems were reported by 87 (74.4%) respondents, whilst 66 (48.9%) experienced functional constipation and 43 (31.9%) faecal incontinence. This frequency in our select Australian MS population is similar to that reported globally. There was a significant correlation between level of disability and: bladder problems (p = 0.015), faecal incontinence (p = 0.001), fatigue (p<0.001) and constipation (p = 0.016, relative risk: 1.16). Further investigation into the causal relationships between various MS symptoms may be beneficial in the development of novel therapeutic strategies for people with MS. [ABSTRACT FROM AUTHOR]
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- 2019
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27. Drink driving engagement in women: An exploration of context, hazardous alcohol use, and behaviour.
- Author
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Armstrong, Kerry A., Freeman, James E., Davey, Jeremy D., and Kelly, Rachel L.
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DRUNK driving ,ALCOHOL drinking ,BEHAVIOR ,DEMOGRAPHIC characteristics - Abstract
Background: While drink driving continues to be significantly more common among male drivers, there is evidence from many countries that shows a growing trend of women engaging in this risky behaviour. The aims of the current study were threefold: (i) determine to what extent a sample of women drivers reported engaging in drink driving behaviour by expanding the construct into a range of definitions, (ii) determine if there were significant differences in self-reported engagement in drink driving behaviours in accordance with hazardous drinking behaviour, and (iii) identify which situational or personal factors would increase women drivers’ likelihood to engage in drink driving through presenting a range of scenarios. Method: Data were collected using an on-line, purpose-designed survey and promoted to reach women aged 17 years and older, living in Queensland, Australia. In addition to questions relating to demographic characteristics, participants completed items relating to engagement in seven drink driving related behaviours in the previous 12-month period, hazardous drinking as measured by the Alcohol Use Disorders Identification Test, and likelihood of driving when unsure if over the legal limit for licence type across a range of scenarios manipulating different situational factors. A total of 644 valid responses were received in the two-week period the study was advertised. Results: The results demonstrate women’s self-reported engagement in drink driving behaviour ranged from 12.6% (driving when they believed they were over the legal limit) to over 50.0% (driving when unsure if over the legal limit the morning after drinking alcohol) and was significantly more likely among those who reported hazardous levels of alcohol use. Circumstances in which women reported they would drive when unsure if over the legal BAC limit were when they were a few blocks from home, if they subjectively felt they were not too intoxicated, or if they needed their car to get somewhere the next morning. Conclusion: Examining drink driving behaviour by way of responses to nuanced definitions provided valuable insight into self-reported engagement in the behaviour and highlights the usefulness of multi-measure dependent variables in order to illuminate a more accurate acknowledgement into both the type (and extent) of drink driving behaviours. [ABSTRACT FROM AUTHOR]
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- 2019
- Full Text
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28. Linking knowledge and attitudes: Determining neurotypical knowledge about and attitudes towards autism.
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Kuzminski, Rebecca, Netto, Julie, Wilson, Joel, Falkmer, Torbjorn, Chamberlain, Angela, and Falkmer, Marita
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AUTISTIC children ,AUTISM ,AUTISM spectrum disorders ,PERVASIVE child development disorders - Abstract
“Why are neurotypicals so pig-ignorant about autism?” an autistic person wrote on the Curtin Autism Research Group’s on-line portal as a response to a call for research questions. Co-produced with an autistic researcher, knowledge about and attitudes towards autism were analysed from 1,054 completed surveys, representing the Australian neurotypical adult population. The majority, 81.5% of participants had a high level of knowledge and 81.3% of participants had a strong positive attitude towards autism. Neither age, nor education level had an impact on attitudes. However, attitudes were influenced by knowledge about ‘Societal Views and Ideas’; ‘What it Could be Like to Have Autism’; and the demographic variables ‘Knowing and having spent time around someone with autism’; and gender (women having more positive attitudes than men). Thus, targeted interventions, geared more towards men than women, to increase knowledge about autism could further improve attitudes and increase acceptance of the autistic community. [ABSTRACT FROM AUTHOR]
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- 2019
- Full Text
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29. Delayed Disaster Impacts on Academic Performance of Primary School Children.
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Gibbs, Lisa, Nursey, Jane, Cook, Janette, Ireton, Greg, Alkemade, Nathan, Roberts, Michelle, Gallagher, H. Colin, Bryant, Richard, Block, Karen, Molyneaux, Robyn, and Forbes, David
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NATURAL disasters & psychology ,ACADEMIC achievement ,SCHOOL children ,WILDFIRES ,READING ,NUMERACY ,RESEARCH ,RESEARCH methodology ,EVALUATION research ,MEDICAL cooperation ,MATHEMATICS ,COMPARATIVE studies ,LONGITUDINAL method - Abstract
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2-4 years after the disaster (n = 24,642; 9-12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential. [ABSTRACT FROM AUTHOR]
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- 2019
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30. Developing a population wide cost estimating framework and methods for technological intervention enabling ageing in place: An Australian case.
- Author
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Rahman, Azad, Akbar, Delwar, Rolfe, John, and Nguyen, Julie
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COST estimates ,OLDER people ,ASSISTIVE technology ,POPULATION forecasting ,CHRONICALLY ill ,WORKSHOPS (Facilities) - Abstract
Purpose: Ageing in place is one of the greatest desires of elderly people. Assistive digital technologies could potentially delay the institutionalization of the elderly people and allow them ageing in place. This study develops a population-wide cost estimating framework for adopting digital technologies that can improve the quality of life of elderly people through examining an Australian region. Methods: We developed a five-stage cost estimation framework, which involved progressive forecasting of elderly population and direct cost estimation methods. The forecasting and cost estimation models have been set for a 10-year period because the prediction accuracy from cross-sectional data is better in the short to medium term compared to the long-term. For cost estimation, we categorised the ageing population on the basis of the number of chronic diseases that they have contracted. Costs of assistive technologies were collected from open sources. The model has been tested in the Fitzroy and Central West, a regional area of Queensland in Australia. A stakeholder panel discussion in a workshop format was used to validate the appropriateness of the proposed framework and the study findings. Results: This study identified eight common chronic diseases with different comorbidity patterns in Australia. We also identified the required assistive technologies to assist patients with chronic diseases. This study estimated that annual per capita cost for technological intervention could range from AUD 4,169 to AUD 7,551 on the basis of different price margins of the technologies. Conclusion: The approach of categorising the aged cohorts on the basis of the number of chronic diseases helps estimate population-wide costs compared to using single technology intervention costs for a particular chronic disease cohort. The cost estimation framework and the method developed in this study can assist the government to estimate costs for ageing-in-place programs. [ABSTRACT FROM AUTHOR]
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- 2019
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31. Working Memory Power Test for Children.
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Chalmers, Kerry A. and Freeman, Emily E.
- Subjects
MEMORY disorders ,ORTHOGRAPHY & spelling ,MATHEMATICS ,PSYCHOLOGICAL tests ,PSYCHOMETRICS ,READING ,RESEARCH evaluation ,SCHOOL children ,SHORT-term memory ,RESEARCH methodology evaluation ,EVALUATION ,CHILDREN ,DIAGNOSIS - Abstract
Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11 years). Reliability (internal consistency) and validity of WMPT accuracy scores were examined. WMPT accuracy predicted achievement in reading, numeracy, and spelling. The results provide preliminary evidence of reliability and validity that supports interpretation of the WMPT accuracy score. With additional research, the WMPT could be valuable as an easy-to-administer screener for WM deficits. [ABSTRACT FROM AUTHOR]
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- 2019
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32. Teaching Mathematics for Understanding in Primary Schools: Could Teaching for Mathematising be a Solution?
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Mun Yee Lai, Kinnear, Virginia, and Chun Ip Fung
- Subjects
TEACHING ,PRIMARY schools ,MATHEMATICS education ,MATHEMATICS - Abstract
This paper argues for Teaching for Mathematising as a pedagogy that supports teaching mathematics for understanding in primary school. Mathematics education in Australia currently emphasises teaching for mathematical understanding, a shift that redirects children's learning from merely memorising computation procedures to helping children construct knowledge of the mathematics that informs mathematical concept and processes. The shift to teaching for understanding however is not reflected in students' item responses in international and national achievement studies. This paper provides one example that illustrates a learning trajectory for supporting mathematical understanding of both conceptual and procedural knowledge through teaching that builds on the framework of Teaching for Mathematising. A corresponding field-test will then be used to illustrated how students learn pragmatically. [ABSTRACT FROM AUTHOR]
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- 2019
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33. Laying Groundwork for an Understanding of Academic Integrity in Mathematics Tasks
- Author
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Seaton, Katherine A.
- Abstract
To date, the way that academic misconduct is manifested in undergraduate mathematics coursework has been unexamined in the literature, with the consequence that policy and preventive education can fail to address it appropriately. This paper describes the particular features of the responses expected in mathematical tasks and provides concrete examples of what lapses of integrity look like in this context. The intent is to lay groundwork for discussion and a response to this issue from within our discipline.
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- 2019
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34. Challenges in Assessing Mathematical Reasoning
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Mathematics Education Research Group of Australasia and Herbert, Sandra
- Abstract
Mathematical reasoning is foundational to making sense of mathematics. Yet assessing mathematical reasoning can be challenging for teachers. This paper reports on a project where teachers taught two lessons with a specific focus on reasoning and came together with other teachers at their school to attempt to assess the reasoning of their students. Results, derived from an analysis of two post-lesson discussions about student work samples and associated completed assessment rubrics, provide insights into the challenges identified by 34 primary teachers at 4 Victorian government schools.
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- 2019
35. Prospective primary teachers' perceptions about the use of mathematics homework.
- Author
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Trenholm, Sven and Chinnappan, Mohan
- Subjects
PRIMARY school teachers ,HOMEWORK ,MATHEMATICS ,TEACHER education ,TEACHER development ,HOME schooling ,PRIMARY schools ,SCHOOL children - Abstract
The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers' views of HW have received limited attention. In this study, we survey primary pre-service teachers' ('PSTs') views of HW use (n = 45 teaching grades 2-5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university. The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding. [ABSTRACT FROM AUTHOR]
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- 2019
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36. Identifying the Mathematics Middle Year Students Use as They Address a Community Issue
- Author
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Marshman, Margaret
- Abstract
Middle year students often do not see the mathematics in the real world whereas the "Australian Curriculum: Mathematics" aims for students to be "confident and creative users and communicators of mathematics" (Australian Curriculum Assessment and Reporting Authority [ACARA] 2012). Using authentic and real mathematics tasks can address this situation. This paper is an account of how, working within a Knowledge Producing Schools' framework, a group of middle year students addressed a real community issue, the problem of the lack of a teenage safe space using mathematics and technology. Data were collected for this case study via journal observations and reflections, semi-structured interviews, samples of the students' work and videos of students working. The data were analysed by identifying the mathematics the students used determining the function and location of the space and focused on problem negotiation, formulation and solving through the statistical investigation cycle. The paper will identify the mathematics and statistics these students used as they addressed a real problem in their local community.
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- 2018
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37. Mother–Infant and Partner–Infant Emotional Availability at 12 Months of Age: Findings From an Australian Longitudinal Study.
- Author
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Rossen, Larissa, Mattick, Richard P., Wilson, Judy, Burns, Lucinda, Macdonald, Jacqui A., Olsson, Craig, Allsop, Steve, Elliott, Elizabeth J., Jacobs, Sue, McCormack, Clare, and Hutchinson, Delyse
- Subjects
AGE distribution ,CHI-squared test ,MENTAL depression ,EMOTIONS ,LONGITUDINAL method ,MATHEMATICS ,MULTIPLE pregnancy ,PARENT-infant relationships ,PARENTING ,PLAY ,PUERPERIUM ,SUBSTANCE abuse ,VIDEO recording ,TOBACCO products - Abstract
Emotional availability (EA) is a focal indicator of parent–infant relationship quality and plays a key role in determining healthy child development, yet factors thought to influence EA have not been examined comprehensively in the postnatal period in both mothers and partners. The aim of this study was to examine the influence of mother–infant and partner–infant bonding, mental ill‐health and substance use at 8 weeks postbirth on mother–infant and partner–infant EA at 12 months postbirth, accounting for a range of demographic and postnatal variables. Participants were 191 matched mother–partner–infant triads from a nested sample of an Australian longitudinal pregnancy cohort (The Triple B Pregnancy Cohort). Assessments were conducted at 8 weeks postbirth and at infant age 12 months. Parental EA was coded from dyadic interactions during a 20‐min free play observational video recorded at 12 months. Generalized estimating equations (GEE) analysis, accounting for within‐dyad clustering, showed older parent age was associated with higher parent–child EA scores (χ2 = 6.28, p < .01), while parental tobacco use (χ2 = 7.35, p < .01) and depression (χ2 = 4.51, p < .05) at 8 weeks postnatal predicted poorer parent–child EA scores at 12 months. These novel findings suggest that it may be particularly important to support young couples and those struggling with symptoms of depression or tobacco use during the postnatal period. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
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38. Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?
- Author
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Law, Helen
- Subjects
MATHEMATICS education ,STUDENTS ,GENDER differences in mathematical ability - Abstract
In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
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39. Cost analysis of improving emergency care for aged care residents under a Hospital in the Nursing Home program in Australia.
- Author
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Fan, Lijun, Lukin, Bill, Zhao, Jingzhou, Sun, Jiandong, Dingle, Kaeleen, Purtill, Rhonda, Tapp, Sam, and Hou, Xiang-Yu
- Subjects
ELDER care ,COST analysis ,EMERGENCY medical services ,RESIDENTS (Medicine) ,NURSING home care - Abstract
Background: This study aims to examine the costs associated with a Hospital in the Nursing Home (HiNH) program in Queensland Australia directed at patients from residential aged care facilities (RACFs) with emergency care needs. Methods: A cost analysis was undertaken comparing the costs under the HiNH program and the current practice, in parallel with a pre-post controlled study design. The study was conducted in two Queensland public hospitals: the Royal Brisbane and Women’s Hospital (intervention hospital) and the Logan Hospital (control hospital). Main outcome measures were the associated incremental costs or savings concerning the HiNH program provision and the acute hospital care utilisation over one year after intervention. Results: The initial deterministic analysis calculated the total induced mean costs associated with providing the HiNH program over one year as AU$488,116, and the total induced savings relating to acute hospital care service utilisation of AU$8,659,788. The total net costs to the health service providers were thus calculated at -AU$8,171,671 per annum. Results from the probabilistic sensitivity analysis (based on 10,000 simulations) showed the mean and median annual net costs associated with the HiNH program implementation were -AU$8,444,512 and–AU$8,202,676, and a standard deviation of 2,955,346. There was 95% certainty that the values of net costs would fall within the range from -AU$15,018,055 to -AU$3,358,820. Conclusions: The costs relating to implementing the HiNH program appear to be much less than the savings in terms of associated decreases in acute hospital service utilisation. The HiNH service model is likely to have the cost-saving potential while improving the emergency care provision for RACF residents. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
40. Work-integrated learning in science, technology, engineering and mathematics: Drivers of innovation for students.
- Author
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RAMPERSAD, GISELLE and ZIVOTIC-KUKOLJ, VLATKA
- Subjects
ABILITY ,AGE distribution ,PSYCHOLOGY of college students ,COMMUNICATIVE competence ,COMPARATIVE studies ,CRITICAL thinking ,DIFFUSION of innovations ,ENGINEERING ,INTERDISCIPLINARY education ,INTERNSHIP programs ,LEARNING strategies ,MATHEMATICS ,PROBLEM solving ,QUESTIONNAIRES ,RESEARCH funding ,SCIENCE ,SEX distribution ,STUDENT attitudes ,TECHNOLOGY ,TEAMS in the workplace ,TRAINING ,QUANTITATIVE research ,NATIONAL competency-based educational tests ,DESCRIPTIVE statistics - Abstract
Internationally, innovation represents the lifeblood of modern economies. In particular, there is growing recognition of the vital role of Science, Technology, Engineering and Mathematics (STEM) educators in developing students' innovation skills for the jobs of the future. Work-integrated learning (WIL) has emerged as an important pedagogical approach for developing innovation capabilities. This paper is based on a quantitative study that examines the key factors driving innovation in STEM WIL students. The study undertakes a comparative analysis of students by age, gender, degree type, and placement duration. It found that students participating in longer durations of 20 weeks compared to 12 weeks had higher perceived levels of innovation skills. The study shows how feedback on skills can be provided to students and employers, with output from the tool used in this study. Therefore, it has implications for student career literacy, industry outreach and WIL program development. [ABSTRACT FROM AUTHOR]
- Published
- 2018
41. Selecting a location for a primary healthcare facility: combining a mathematical approach with a Geographic Information System to rank areas of relative need.
- Author
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Dudko, Yevgeni, Robey, Dennis E., Kruger, Estie, and Tennant, Marc
- Subjects
GEOGRAPHIC information systems ,HEALTH facility design & construction ,HEALTH services accessibility ,HOSPITALS ,MATHEMATICS ,POPULATION ,PRIMARY health care ,SOCIOECONOMIC factors - Abstract
Geographic Information Systems have become an invaluable tool in many industries as it can help to conceptualise available data and answer questions visually. The software allows for integration of key statistics and geographic data for a more detailed analysis. The objective of this study was to show how mathematically weighted, publicly available, relevant demographics data can be integrated with Geographic Information Systems to identify and rank potential locations for new primary healthcare facilities. Index of Relative Socio-economic Advantage and Disadvantage was mathematically weighted with respect to the usual resident population and the number of people not in the labour force data, at Statistical Area level 1 (SA1). Smoothing was applied by repeating the process at Statistical Area level 2,3 and 4 to produce a quasi-index of priority. A total of 229 SA1 areas were identified and preselected as potential primary healthcare facility infrastructure sites across Australia. The quasi-index was incorporated into a Geographic Information System to produce a map identifying and ranking areas of relative need. Combining a mathematical approach with Geographic Information Systems can yield significant qualitative and quantitative advantages over conventional methods of site selection. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
42. Assessing the probability of introduction and spread of avian influenza (AI) virus in commercial Australian poultry operations using an expert opinion elicitation.
- Author
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Singh, Mini, Toribio, Jenny-Ann, Scott, Angela Bullanday, Groves, Peter, Barnes, Belinda, Glass, Kathryn, Moloney, Barbara, Black, Amanda, and Hernandez-Jover, Marta
- Subjects
AVIAN influenza prevention ,POULTRY ,ZOONOSES ,ENVIRONMENTAL engineering ,MANAGEMENT - Abstract
The objective of this study was to elicit experts’ opinions and gather estimates on the perceived probability of introduction and spread of avian influenza (AI) virus in the Australian broiler and layer industry. Using a modified Delphi method and a 4-step elicitation process, 11 experts were asked to give initial individual estimates for the various pathways and practices in the presented scenarios using a questionnaire. Following this, a workshop was conducted to present group averages of estimates and discussion was facilitated to obtain final individual estimates. For each question, estimates for all experts were combined using a discrete distribution, with weights allocated representing the level of expertise. Indirect contact with wild birds either via a contaminated water source or fomites was considered the most likely pathway of introduction of low pathogenic avian influenza (LPAI) on poultry farms. Presence of a water body near the poultry farm was considered a potential pathway for introduction only when the operation type was free range and the water body was within 500m distance from the shed. The probability that LPAI will mutate to highly pathogenic avian influenza (HPAI) was considered to be higher in layer farms. Shared personnel, equipment and aerosol dispersion were the most likely pathways of shed to shed spread of the virus. For LPAI and HPAI spread from farm to farm, shared pick-up trucks for broiler and shared egg trays and egg pallets for layer farms were considered the most likely pathways. Findings from this study provide an insight on most influential practices on the introduction and spread of AI virus among commercial poultry farms in Australia, as elicited from opinions of experts. These findings will be used to support parameterization of a modelling study assessing the risk of AI introduction and spread among commercial poultry farms in Australia. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
43. On the Use of History of Mathematics: An Introduction to Galileo's Study of Free Fall Motion
- Author
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Ponce Campuzano, Juan Carlos, Matthews, Kelly E., and Adams, Peter
- Abstract
In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students' development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.
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- 2018
- Full Text
- View/download PDF
44. Teachers' Perceptions on Declining Student Enrolments in Australian Senior Secondary Mathematics Courses
- Author
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Hine, Gregory
- Abstract
The study of higher-level secondary mathematics is considered essential for national economic growth, competitiveness in research and innovation, and further education opportunities. Yet the reported trend within Australian secondary schools is that enrolments in higher-level mathematics are declining and have been in a state of decline for over a decade. The little available and recent literature published on this phenomenon has looked at why secondary students elect to study higher-level mathematics courses, both from the perspective of teachers and students. This research paper presents findings as to why Heads of Learning Area: Mathematics (HOLAMs) believe capable secondary students elect not to enrol in those courses. Data were collected from 50 secondary schools across the three sectors (Government, Catholic, Independent) in Western Australia. The key findings are that capable students do not enrol in higher-level mathematics courses because these courses are not required for university entrance, other courses appear to be less rigorous and more viable, and the Australian Tertiary Admissions Ranking (ATAR) score can be maximised by taking one mathematics course instead of two courses.
- Published
- 2018
45. The Beliefs about Mathematics, Its Teaching and Learning of Those Involved in Secondary Mathematics Pre-Service Teacher Education
- Author
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Marshman, Margaret and Goos, Merrilyn
- Abstract
Secondary mathematics pre-service teachers often have different experiences of mathematics and its teaching and learning during their initial teacher education. This paper documents the beliefs about mathematics, its teaching, and its learning, of mathematicians and mathematics educators who teach secondary mathematics pre-service teachers. The beliefs of the surveyed sample of eighty-two academics and differences between groups were characterised using descriptive statistics and one-way comparisons between groups ANOVA. Generally, respondents had a Problem-solving view of mathematics and those with education backgrounds were more in agreement with that method of teaching.
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- 2018
46. Investigating Mathematics Students' Motivational Beliefs and Perceptions: An Exploratory Study
- Author
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Mathematics Education Research Group of Australasia, Orellana, Claudia, and Barkatsas, Tasos
- Abstract
The purpose of this study was to explore the factorial structure of motivation and perception items from a student survey utilised as part of the Reframing Mathematical Futures II (RMFII) Project. Data was collected in 2017 from 442 students in Years 7 to 10 from various different States across Australia. An exploratory factor analysis identified four factors which were consistent with the studies the items were adapted from: Intrinsic and Cognitive Value of Mathematics, Instrumental Value of Mathematics, Mathematics Effort, and Social Impact of School Mathematics. An analysis of variance (ANOVA) also revealed that there were statistically significant differences between Year Level and State for some of these factors.
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- 2018
47. Linking Theory and Practice: A Case Study of a Co-Teaching Situation between a Mathematics Teacher Educator and a Primary Classroom Teacher
- Author
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Downton, Ann, Muir, Tracey, and Livy, Sharyn
- Abstract
In recent years there has been growing concern as to how to bridge the gap between the theory preservice teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of preservice teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.
- Published
- 2018
48. Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.
- Author
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Mundy, Lisa K., Canterford, Louise, Tucker, Dawn, Bayer, Jordana, Romaniuk, Helena, Sawyer, Susan, Lietz, Petra, Redmond, Gerry, Proimos, Jenny, Allen, Nicholas, and Patton, George
- Subjects
ACADEMIC achievement evaluation ,BEHAVIOR disorders in children ,CHI-squared test ,CONFIDENCE intervals ,DIETHYLSTILBESTROL ,EDUCATIONAL tests & measurements ,ELEMENTARY schools ,LONGITUDINAL method ,MATHEMATICS ,QUESTIONNAIRES ,READING ,RESEARCH funding ,STATISTICAL sampling ,SCHOOL children ,SEX distribution ,T-test (Statistics) ,MATHEMATICAL variables ,SOCIOECONOMIC factors ,DATA analysis software ,CHILDREN - Abstract
ABSTRACT BACKGROUND Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. METHODS A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into 'borderline/abnormal' and 'normal' categories. RESULTS One in 5 grade 3 students fell in the 'borderline/abnormal' category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. CONCLUSIONS Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. [ABSTRACT FROM AUTHOR]
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- 2017
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49. Mathematics-a Critical Filter for STEM-Related Career Choices? A Longitudinal Examination among Australian and U.S. Adolescents.
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Watt, Helen, Hyde, Janet, Petersen, Jennifer, Morris, Zoe, Rozek, Christopher, and Harackiewicz, Judith
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WOMEN in mathematics ,ADOLESCENT psychology ,CHOICE (Psychology) ,STEM occupations ,TEENAGERS ,MOTIVATION (Psychology) in adolescence ,PSYCHOLOGY of mothers ,PSYCHOLOGY ,TEENAGER attitudes - Abstract
Although women have made progress in entering scientific careers in biology, they remain underrepresented in mathematically intensive fields such as physics. We investigated whether gender differences in mathematics motivation and socialisers' perceptions impacted choices for diverse STEM careers of varying mathematical intensity. Drawing on expectancy-value theory, we tested structural equation models in which adolescents' preferred careers related to each of physics, biology, chemistry, and mathematics were predicted by prior mathematical performance, motivations, and mothers' perceptions. We explored potential differences in gendered processes of influence using multigroup models. Samples were 331 Australian adolescents followed from 9th to 11th grade in 1998 and 277 U.S. adolescents from 9th to 12th grade in 2009-10. In both samples female adolescents preferred biological careers more than males did; male adolescents preferred physics-related careers and also mathematical careers in the Australian sample. Mothers' perceptions were important to female and male adolescents' mathematics motivations; gendered motivations were more evident in the Australian sample. Mathematics interest played the strongest role in male adolescents' preferred careers, whereas actual or perceived mathematical achievements were most important for females, demonstrating the impacts of mathematical motivations on preferences for diverse STEM careers. [ABSTRACT FROM AUTHOR]
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- 2017
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50. Accuracy and precision of estimation equations to predict net endogenous acid excretion using the Australian food database.
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Parmenter, Benjamin H., Slater, Gary J., and Frassetto, Lynda A.
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ACID-base equilibrium ,BEVERAGES ,CONFIDENCE intervals ,CROSSOVER trials ,DATABASES ,FRUIT ,MATHEMATICS ,NUTRITIONAL assessment ,RESEARCH evaluation ,STATISTICAL sampling ,URINALYSIS ,VEGETABLES ,RANDOMIZED controlled trials ,RESEARCH bias ,BLIND experiment ,FOOD diaries ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Aim The gold standard of measurement for net endogenous acid production ( NEAP) is net acid excretion ( NAE), a test that is not readily available, and consequently, estimative equations by Remer and Manz and Frassetto et al. are often used. These equations rely on nutrient databases and it is recommended that their validity be assessed using a country's database before their application in research in that country. We sought to delineate the accuracy and precision of these estimation equations using the Australian food database. Methods In a double blind, randomised, cross-over fashion, healthy participants (n = 13) residing in regional Australia were exposed to varying net acid loads while they collected weighted food diaries and 24-hour urine samples for measurement of NAE. Results In comparison to the Frassetto et al. equations (equation one bias = −57.1 mEq/day, equation two bias = −32.8 mEq/day), only the Remer and Manz equation was accurate (bias = −5.4 mEq/day); however, all equations were imprecise. Conclusions Using the Australian database, the performance of these equations to predict NEAP appears equal to other databases; however, caveats apply in their application. For future research, the equation by Remer and Manz is preferential for group estimates. None of the equations are recommended for individual estimates. [ABSTRACT FROM AUTHOR]
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- 2017
- Full Text
- View/download PDF
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