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Given the established role of parental talk in the growth of math knowledge in preschoolers, there has been an increasing focus on identifying ways to promote parental math talk at this stage of child development. The current study investigated how parental math talk is affected by features of play materials and contexts. The features were manipulated along two dimensions: homogeneity (whether the toys were unique or included identical sets) and boundedness (whether the number of toys was restricted). Parent-child dyads (n = 75, child's age: 4-6) from China were randomly assigned to one of three experimental conditions: unique objects-unbounded range, homogeneous sets-unbounded range, and homogeneous sets-bounded range. In all conditions, dyads played games in two contexts that varied in the extent to which they were typically associated with math-party preparation and grocery shopping. As expected, more parental math talk was observed in the grocery shopping than in the party preparation context. Importantly, the manipulation of features within context also affected the amount and nature of parental math talk: homogeneity increased absolute magnitude talk, and boundedness increased relative magnitude talk. The results provide support for the cognitive alignment framework, underscoring the importance of aligning the features of materials with targeted concepts and demonstrating the possibility of impacting parental math talk through small manipulations of play materials.

The present study examined whether the number of manipulatives used in arithmetic strategy instruction influences learning. First graders were randomly assigned to one of the following conditions for learning a decomposition strategy to solve arithmetic problems: intervention with a single manipulative, intervention with multiple manipulatives, and a business-as-usual control condition. Both intervention conditions produced a greater increase in the use of decomposition for mental calculation than the control condition. The pattern of results across the intervention conditions varied as a function of the outcome examined. In terms of children's mastery of strategy execution with the manipulatives, there was no difference between these conditions. In terms of generalization, children whose instruction involved two complementary manipulatives tended to generalize the base-10 strategy to mental calculation to a greater extent than children whose instruction involved a single manipulative. Most noteworthy was that the findings indicated path-dependent transfer: children who mastered decomposition in the multiple-manipulatives condition were more likely to generalize this knowledge to mental calculation than those who achieved mastery via practice with a single manipulative. The implications of these findings for better understanding the conditions under which manipulatives are likely to affect learning for different outcomes is discussed.

Statistical learning—an unconscious cognitive process used to extract regularities—is well-established as a fundamental mechanism underlying learning. Yet, despite the prominence of patterns in the number system and operations, little is known about the relation between statistical learning and mathematics knowledge. This study examined the associations among statistical learning, executive control, and arithmetic knowledge among first graders (N = 54). The relations varied by operation. For addition, children with greater statistical learning capacity responded more quickly to problems that were part of a principle (i.e., commutativity) pair than to unrelated problems, even after accounting for baseline performance, executive control, and age. For subtraction, results indicated an interaction between children's baseline subtraction performance and their statistical learning on accuracy. These findings provide an impetus for testing new models of mathematics learning that include statistical learning as a potentially important mechanism.

Artiklene som presenteres spenner bredt både tematisk og geografisk, med bidrag både fra Norge, Sverige og Finland. Hensikten med temanummeret er å stimulere til diskusjon ved å presentere artikler med en bred variasjon av teoretiske og empiriske fokus og metodiske tilnærminger. Bidragene undersøker aspekter ved tema som pedagogisk ledelse, retningslinjer og politisk-administrativ styring, navigering av dilemmaer og krysspress, organisering og profesjonalisering, samt roller og karriereveier.

Perception of Healthcare Facility Garden and Impressions of Interactive Elements AbstractThis research presents the effects of indoor healing gardens and interactive elements (technology) on people in medical facilities: patients, visitors, and staff. Previous studies showed that medical facilities generally received a negative perception by people who visited or worked there; yet the effect of indoor greenery seemed to improve the perceptions of those surveyed. In this study, the potential of added technology to a garden brought a new aspect to be explored. The participants were shown a video of four simulations of indoor gardens with added interactive elements (e.g., lights, sounds, music, images, interactive floor tiles); afterwards, the participants completed a short survey. The results of the research corroborated the literature regarding the benefits of indoor gardens on the study participants’ enhanced mood when in a medical setting with the added appreciation for interactive elements. Of the interactive elements provided, the wall projections of flying birds had a positive feedback of 91.3 %. Interactive floor tiles had a high likability rate as well (85.1%). While many appreciated the garden-only option, participants favored the playful components as entertaining for the brief time they would be in the space awaiting an appointment or on a staff break. Enhancing all medical spaces with natural and interactive elements should be a design goal for future new builds and renovation projects in healthcare or other commercial buildings.Key-words: indoor garden healthcare, interactive elements (lights, audio-visual images, of birds and animals, sound, color), healthcare facility.

Introduction The translators and commentators have mentioned the four meanings of “anna” and its place in verse 39 of Zoukhrof surah. Among these, two possibilities are mentioned in the description of the literature. In the first possibility, the “anna” is in the infinitive format so the final phrase of the verse becomes the “subject” of “Lan Yanf’akom”. The explanation is taken from “ez” or from the general meaning of the verse. Some of the translators, and commentators have explained this verse based on this possibility. In the second possibility the “anna” is in infinitive form too, but the final phrase is in an explanatory role (Mafoul-lah). The “subject” is a pronoun in this case. Some of the commentators analyzed the verse on this possibility.Some of the translators, and commentators said two different possibilities that the linguists did not said those two. So in the third possibility, the “anna” is non-infinitive and the final phrase has “consequence” meaning. In the last possibility, both “anna” and “ez” in “explanation” meaning. They explain the final phrase in a non-infinitive format.To choose a criterion composition, the possibilities have been explored. At first, these possibilities were described based on literature books, Quran translations, and interpretations. After that, the reasons were explained and reviewed. Finally, we evaluated among the possibilities.Research Question(s)Main question: What is the translation and composition of the criteria in verse 39 of Zoukhrof surah with emphasis on “anna” and “explanation” meaning?Sub-questions:What is the position of “anna” in Arabic literature based on the literary analysis of verse 39 of Zoukhrof surah?How is the reflection of the concept of “explanation” in the Persian translation based on literary study about “anna”?What is the difference between translators, and commentators in literary analysis of verse 39 in Zoukhrof surah?What is the main reason for the disagreement between explainers based on literary and interpretive evidence?How is the composition and translation of the criteria based on the analysis of evidence and the relationship of this verse to others?2. Literature Review Many books and articles have been written in the study of “explanation meaning”. Among them is “The Method of Explanation and its Ways in Holy Quran” book by Mr. Yunus Abdolmarzok al-Janabi. He defined “explanation” in Arabic and its formats in the Quran. But he did not discuss the translation of “explanation”. The second is the “Explanation in Jar letters meanings” article, It was written by Seyyed Mohammad ibn-e Rasoul and Somayeh Najaf Abadi. They discussed the translation of explanation letters that influence choosing the correct translation of verse 39 of Zoukhrof surah. The third is “The role of context in the explanatory and emphatic meaning of this and its effect on endowment and initiation” article, It was written by A’zam Parcham and Fatimah Zamani; this article was used in the “explanation” definition, the differences between “anna” and “enna” in delivering “explanation meaning and Persian translation, the effect of choosing each meanings in endowment and beginning in “Anfal” and “towbah” surah.This paper will focus on translation and literature study. One of them is the literary study of “anna” in a compressive way. The other is the concept of “explanation” in relation to “anna”. The third is collecting all of the combined and semantic possibilities of verse 39 of Zoukhrof surah based on syntax scientists, translators, and commentators. The fourth is examining the correctness or incorrectness of each possibility and choosing a better possibility and translation and interpretation based on it and the interpretation of the Quran by the Quran method.MethodologyThis article is done by a descriptive-analytical method and library references. At first, the combined possibilities were described. After that, they were analyzed based on pieces of evidence. Finally, the correctness combined in verse and the translation and interpretation based on it were selected.ConclusionFor the translation and combination of verse 39 of Zoukhrof surah, the literary study in this verse and transferring “explanation” meaning in translations were discussed. In this discussion, we used three groups of ideas: syntax scientists, translators, and commentators. Based on they ideas, the verse has four combined and interpretive possibilities. Two possibilities (the third and fourth possibility) did not have literary support; so they were incorrect. In other possibilities, they have literary support but if this verse each to similar (49/A’raf) verse in its literature and meaning, the first possibility is the only correct state. So the translation based on this possibility is (Because of the injustice you have done in the world, it will not benefit you to share in the torment on that day).

Elementary school mathematics instruction aims to develop children's understanding of both numerical and spatial mathematics--two key areas of mathematical learning. The present study explored how learning within one of these areas may impact the other. Specifically, it investigated whether a measurement-to-number intervention designed to increase children's understanding of measurement would also affect the growth of symbolic numerical knowledge. The intervention focused on developing the concept of unit that is critical for reasoning about spatial and numerical magnitude. The study was conducted with kindergarten students in Russia (N = 105, M age = 76 months). Children were randomly assigned to either an experimental condition, which involved measurement instruction, or a control condition, which involved mathematics lessons on topics covered in regular class instruction. At pretest, participants in both conditions demonstrated little conceptual understanding of measurement, as evidenced by poor performance on an unaligned ruler task. Following the intervention, children in the experimental condition outperformed the control group on this task. Critically, the experimental group also outperformed the control group on three tasks measuring symbolic numerical magnitude knowledge: number line estimation, number comparison, and numeric distance comparison. Thus, the measurement-to-number intervention simultaneously promoted learning in two key areas of mathematical learning that have an overlapping conceptual basis.