Planning for teaching early mathematics: negotiation of shared intentions

This paper uses thematic analysis to investigate how shared intentions for the Maths4all project were negotiated. Individuals or pairs prepared seven mathematical activity guides forpreschool and primary school groups. These plans were then reviewed in team meetings using the Teaching for Robust Understanding framework (Schoenfeld, 2013) as a conversation guide. Thematic analysis of field notes taken at these meetings shows that the framework acted as a catalyst for discussions in which the ideological focus of the project became more defined. Other key themes that informed this development included looking across primary and preschool contexts; consideration of teacher interpretation of project output; the curricular context; and interrogation of frequently used languag

A narrative review of literature on the use of health and social care by older trans adults: what can United Kingdom services learn?

This article has been accepted for publication and will appear in a revised form, subsequent to peer review and/or editorial input by Cambridge University Press, in Ageing & Society published by Cambridge University Press. Copyright The Author(s), 2021.We carried out a narrative review and thematic analysis of literature on the physical healthcare, mental healthcare and social care of trans older adults to ascertain what is known about older trans adults’ contacts with and use of health and social care. Thirty papers were found: a majority originated in the United States. Five themes were identified: experience of discrimination/ prejudice and disrespect; health inequalities; socioeconomic inequalities; positive practice; and staff training and education. The first three themes present challenges for providers and service users. Experiences of discrimination/ prejudice and disrespect over the course of their lives powerfully influence how older trans adults engage with care services and practitioners. Health and socio-economic inequalities suggest that older trans adults are likely to have greater need of services and care. The remaining two themes offer opportunities for service improvement. We conclude that more research is needed, that there is a strong argument for taking a life course perspective in a spirit of cultural humility, and that contextual societal factors influence service users and providers. We identify positive trans-inclusive practices which we commend to services. More needs to be done now to make older adult services appropriate and welcoming for trans service users

Young children's identifications of the most and least likely outcomes of experiments

The aim of this study was to investigate the probabilistic thinking of young children, focusing in particular on the judgements that influence their identifications of the most and least likely outcomes of experiments. Research studies present conflicting results pertaining to young children’s potential to engage in probabilistic thinking and a wide variance exists across international mathematics curricula regarding the age at which children receive formal probabilistic instruction. At present, young children in Ireland are not formally introduced to probability until Third class when they are approximately 8 or 9 years old. In this study, the probabilistic thinking of 16 children aged 5-6 years was examined using task-based group interviews. The results suggest that young children are capable of engaging in sophisticated probabilistic thinking and highlights that the current practice of formally introducing children to probability in Third class warrants further investigation

Young children's use of subjective thinking in response to probabilistic tasks

This paper reports on a study that investigated young children’s responses to a range of probabilistic tasks. A central aspect of the study was our examination of the children’s use of subjective thinking. Most research that has been conducted in relation to young children’s probabilistic thinking has focused on the extent to which young children can identify the most and least likely outcome of experiments. There is, however, limited research into the types of judgements children use when making these identifications. For example, while a small number of studies have reported on children’s use of subjective thinking, there is an absence of research focusing on the role of subjectivity and the range of beliefs on which these judgements are based. In this research, the subjective thinking of children aged 5–6 years in Ireland was examined to address this gap in current knowledge. The data were collected through task-based group interviews and analysed using thematic analysis. Results suggest that a range of personal beliefs and experiences influence young children’s probabilistic thinking including the physical position of objects, personal affinity for one possible outcome, a desire to win, and the influence of previous experiments

Pedagogical strategies, approaches and methodologies to support numeracy in early childhood A review of the literature

● The everyday nature of mathematics should guide learning in ECEC settings. As young children explore and make sense of the world around them, they discover mathematical concepts in meaningful and developmentally appropriate ways. ● Play is a central learning process for young children. Thus, it is important that early childhood educators recognise the potential for mathematical ideas to be explored in play situations and that they engage with and extend children’s understanding and learning during play activities. Intentional teaching should also be utilised to provide children with varied early numeracy experiences such as opportunities to engage in real-world problem-solving based on active and hands-on experiences. ● The role of the adult in the ECEC setting is fundamental in early mathematics learning. Early childhood educators require knowledge of children’s mathematical development and an understanding of how to communicate mathematical ideas in a relevant and meaningful way to young children (Ginsburg, 2016). The maths content knowledge (MCK) of the educator is also central to mathematics teaching and learning as it influences the educator’s identification of a child’s current level of understanding and supports them in devising an appropriate pathway for future learning. MCK also impacts how an educator responds to or enhances children’s play in a mathematical way. ● Educators in ECEC require access to professional development (PD) in mathematics teaching and learning to enhance their mathematical knowledge. In particular, training in the use of learning trajectories in mathematics may support educators in noticing, interpreting and enhancing young children’s mathematical ideas. ● Engaging young children in mathematical talk and discussion promotes mathematical thinking and provides children with opportunities to construct and communicate their mathematical reasoning. It may also support children in developing a range of higherorder thinking skills such as justifying and analysing. ● The use of children’s literature provides young children with opportunities to engage with mathematical ideas and may have a positive impact on children’s mathematical discourse and achievement. ● Babies and toddlers’ innate mathematical abilities should be informally developed through daily experiences, interactions, and routines. ● Numeracy early interventions of shorter duration are more effective (Nelson & McMaster, 2018; Charitaki et al., 2021), but for those learning English as an additional language, longer interventions show higher effect sizes (Arizmendi et al., 2021). One-to-one instruction is beneficial for children including those with MD and learning English as a second language (Wang et al., 2016 & Arizmendi et al. 2021)

Teachers' use of mathematical picturebooks to engage children in the upper primary years in mathematics

The use of picturebooks to engage children in developing mathematical proficiency is well documented. However, there is limited evidence as to their use with children in the upper primary years. Therefore, we developed a novel initiative in which we would source picturebooks that contained mathematical topics appropriate to this age cohort and trial them in the classroom. In this paper, we present the findings from the seven teachers who took part. The thematic analysis is aligned with the three core principles of Universal Design for Learning. Results demonstrate that use of picturebooks offer learners multiple means of accessing and engaging with mathematical concepts, multiple means of building conceptual representations of mathematics, and lend themselves to multiple means of action and expression in extending, internalising and showcasing learning

Cognitive bias modification for social anxiety in adults who stutter: a feasibility study of a randomised controlled trial

Objective: To determine the feasibility and acceptability of a computerised treatment for social anxiety disorder for adults who stutter including identification of recruitment, retention and completion rates, large cost drivers and selection of most appropriate outcome measure(s) to inform the design of a future definitive trial. Design: Two-group parallel design (treatment vs placebo), double-blinded feasibility study. Participants: 31 adults who stutter. Intervention: Attention training via an online probe detection task in which the stimuli were images of faces displaying neutral and disgusted expressions. Main outcome measures Psychological measures: Structured Clinical Interview Global Assessment of Functioning score; Liebowitz Social Anxiety Scale; Social Phobia and Anxiety Inventory; State-Trait Anxiety Inventory; Unhelpful Thoughts and Beliefs about Stuttering. Speech fluency: percent syllables stuttered. Economic evaluation: resource use questionnaire; EuroQol three-dimension questionnaire. Acceptability: Likert Scale questionnaire of experience of trial, acceptability of the intervention and randomisation procedure. Results: Feasibility of recruitment strategy was demonstrated. Participant feedback indicated that the intervention and definitive trial, including randomisation, would be acceptable to adults who stutter. Of the 31 participants who were randomised, 25 provided data at all three data collection points. Conclusions: The feasibility study informed components of the intervention. Modifications to the design are needed before a definitive trial can be undertaken. Trial registration number I SRCTN55065978

Late life acquired dual-sensory impairment: A systematic review of its impact on everyday competence

The literature on the relationship between late acquired dual-sensory impairment (DSI) in older adults and the ability to remain independent is limited. A systematic search of the literature was conducted to assess the impact that late life acquired DSI in older adults has on their ability to remain independent within their homes. Exclusion and inclusion criteria were applied to the papers identified and eight qualified for inclusion in the review. Each selected paper was assessed using a quality rating scale. Country of origin, population studied, age, vision, and hearing criteria all varied between papers. They provide evidence that DSI affects everyday competence, and this effect is complicated by physical comorbidities, mental health, and social factor