Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning

To encourage adult participation in education and training, contemporary policy makers typically encourage education and training provision to have a strongly vocational (employment-related) character, while also stressing individuals’ responsibility for developing their own learning. Adults’ motivation to learn is not, however, purely vocational—it varies substantially, not only between individuals but between populations. This article uses regression analysis to explain motivation among 12,000 learners in formal education and training in 12 European countries. Although vocational motivation is influenced by individual-level characteristics (such as age, gender, education, occupation), it turns out that the country in which the participation takes place is a far stronger explanatory variable. For example, although men’s vocational motivation to participate is higher than women’s in all countries, Eastern European women have significantly higher levels of vocational motivation than men in Western Europe. This supports other research which suggests that, despite globalization, national institutional structures (social, economic) have continuing policy significance

Wiskundeonderwijs voor de 21ste eeuw

Onlangs vond in Stockholm de conferentie Mathematics Education for the 21st Century plaats. Een bijeenkomst die werd gesponsord door gerenommeerde instellingen als de Bill and Melinda Gates Foundation en de OECD. De centrale vraag was: what should students learn in the 21st Century

Leren voor later : toekomstgericht science- en techniekonderwijs voor de basisschool

Intreerede, uitgesproken op 20 maart 2009 aan de Technische Universiteit Eindhoven

Leren redeneren over statistische verdelingen; een ontwikkelingsonderzoek

In dit ontwikkelingsonderzoek is onderzocht hoe brugklasleerlingen kunnen leren redeneren over statistische verdelingen. Hat onderzoek bouwt voort op ontwikkelingsonderzoek van Cobb, Gravemeijer en collega’s in de Verenigde Staten met computerprogramma’s die wij vertaald en aangepast hebben (Cobb, 1999; Cobb, Gravameijer, Bowers, & Doorman, 1997; Cobb, McClain, & Gravemeijer, in druk). De ontwikkeling van het redeneren over verdeling is geanalyseerd in dna fasen in overeenstemming met de gebruikte representaties: staafgrafieken, dotplots en door leerlingen ontworpen grafieken. Vier typen activiteiten kwamen tijdens dif onderzoek naar voren als zinvol bij het leren redeneren over verdeling: verzinnen van data bij bepaalde situaties, ‘groeiende steekproeven’, grafieken laten ontwerpen en voorspellende ‘wat als-vrage

Correction to Introduction to this Special Issue (International Journal of Science and Mathematics Education, (2017), 15, S1, (1-4), 10.1007/s10763-017-9815-5)

\u3cp\u3eThis correction stands to correct the reference found in the reference list of the introductory paper above.\u3c/p\u3

Epilogue

Not available

Design research with a focus on learning processes:an overview on achievements and challenges

\u3cp\u3eDesign research continues to gain prominence as a significant methodology in the mathematics education research community. This overview summarizes the origins and the current state of design research practices focusing on methodological requirements and processes of theorizing. While recognizing the rich variations in the foci and scale of design research, it also emphasizes the fundamental core of understanding and investigating learning processes. That is why the article distinguishes two archetypes of design research, one being focused on curriculum innovations, one being focused on developing theories on the learning processes, which is the main focus of the thematic issue. For deepening the methodological discussion on design research, it is worth to distinguish aims and quality criteria along the archetypes and elaborate achievement and challenges for the future.\u3c/p\u3