School Socio-Cultural Identity and Perceived Parental Involvement About Mathematics Learning in Greece

In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed

Teaching for the objectification of the Pythagorean Theorem

This study concerns a teaching design with the purpose to facilitate the students’ objectification of the Pythagorean Theorem. Twelve 14-year old students (N=12) participated in the study before the theorem was introduced to them at school. The design incorporated ideas from the ‘embodied mind’ framework, history and realistic mathematics, linking ‘embodied verticality’ with ‘perpendicularity’. The qualitative analyses suggested that the participants were led to the conquest of the ‘first level of objectification’ (through numbers) of the Pythagorean Theorem, showing also evidence of appropriate ‘fore-conceptions’ of the ‘second level of objectification’ (through proof) of the theorem. The triangle the sides of which are associated with the Basic Triple (3,4,5) served as a primary instrument for the students’ objectification, mainly, by facilitating their ‘generic abstraction’ of the Pythagorean Triples

Mathematics as a discipline and as a school course: a systemic comparative study conducted in Brazil and Greece about the in-service school principals’ constructions

Em todos os sistemas educacionais hierárquicos são importantes os pontos de vista dos diretores de escola, pois eles afetam crucialmente as práticas de sala de aula e as relações entre todos os protagonistas da unidade escolar. Neste trabalho, adotamos aspectos da abordagem para a teoria dos sistemas, com o objetivo de investigar os pontos de vista dos diretores em serviço sobre a matemática, tanto como uma disciplina curricular como as práticas gerenciais do sistema de ensino, buscando entender as interações entre seus pontos de vista em relação à matemática e à organização dessa disciplina no sistema. A matemática no contexto escolar foi investigada considerando três focos: as representações simbólicas/ regulamentares, as representações pragmáticas e as intencionalidades das ações adotadas. Um estudo comparativo qualitativo foi realizado em pequena escala (N = 59), incluindo diretores de escolas públicas em serviço em uma região de São Paulo, no Brasil (NB = 29) e diretores de escolas da Grécia (NG = 30). Os resultados das comparações intraculturais e interculturais sugerem convergências e divergências noemáticas entre os pontos de vista epistemológicos adotados sobre a matemática pelos diretores gregos e pelos seus colegas brasileiros, também evidenciam pontos de vista sobre a matemática como um curso no ano letivo, revelando então interações intra e intersistêmicas

Mathematics as a discipline and as a school course: a systemic comparative study conducted in Brazil and Greece about the in-service school principals’ constructions

Em todos os sistemas educacionais hierárquicos são importantes os pontos de vista dos diretores de escola, pois eles afetam crucialmente as práticas de sala de aula e as relações entre todos os protagonistas da unidade escolar. Neste trabalho, adotamos aspectos da abordagem para a teoria dos sistemas, com o objetivo de investigar os pontos de vista dos diretores em serviço sobre a matemática, tanto como uma disciplina curricular como as práticas gerenciais do sistema de ensino, buscando entender as interações entre seus pontos de vista em relação à matemática e à organização dessa disciplina no sistema. A matemática no contexto escolar foi investigada considerando três focos: as representações simbólicas/ regulamentares, as representações pragmáticas e as intencionalidades das ações adotadas. Um estudo comparativo qualitativo foi realizado em pequena escala (N = 59), incluindo diretores de escolas públicas em serviço em uma região de São Paulo, no Brasil (NB = 29) e diretores de escolas da Grécia (NG = 30). Os resultados das comparações intraculturais e interculturais sugerem convergências e divergências noemáticas entre os pontos de vista epistemológicos adotados sobre a matemática pelos diretores gregos e pelos seus colegas brasileiros, também evidenciam pontos de vista sobre a matemática como um curso no ano letivo, revelando então interações intra e intersistêmicas

EndoVAscular treatment and ThRombolysis for Ischemic Stroke Patients (EVA-TRISP) registry: basis and methodology of a pan-European prospective ischaemic stroke revascularisation treatment registry.

PURPOSE The Thrombolysis in Ischemic Stroke Patients (TRISP) collaboration was a concerted effort initiated in 2010 with the purpose to address relevant research questions about the effectiveness and safety of intravenous thrombolysis (IVT). The collaboration also aims to prospectively collect data on patients undergoing endovascular treatment (EVT) and hence the name of the collaboration was changed from TRISP to EVA-TRISP. The methodology of the former TRISP registry for patients treated with IVT has already been published. This paper focuses on describing the EVT part of the registry. PARTICIPANTS All centres committed to collecting predefined variables on consecutive patients prospectively. We aim for accuracy and completeness of the data and to adapt local databases to investigate novel research questions. Herein, we introduce the methodology of a recently constructed academic investigator-initiated open collaboration EVT registry built as an extension of an existing IVT registry in patients with acute ischaemic stroke (AIS). FINDINGS TO DATE Currently, the EVA-TRISP network includes 20 stroke centres with considerable expertise in EVT and maintenance of high-quality hospital-based registries. Following several successful randomised controlled trials (RCTs), many important clinical questions remain unanswered in the (EVT) field and some of them will unlikely be investigated in future RCTs. Prospective registries with high-quality data on EVT-treated patients may help answering some of these unanswered issues, especially on safety and efficacy of EVT in specific patient subgroups. FUTURE PLANS This collaborative effort aims at addressing clinically important questions on safety and efficacy of EVT in conditions not covered by RCTs. The TRISP registry generated substantial novel data supporting stroke physicians in their daily decision making considering IVT candidate patients. While providing observational data on EVT in daily clinical practice, our future findings may likewise be hypothesis generating for future research as well as for quality improvement (on EVT). The collaboration welcomes participation of further centres willing to fulfill the commitment and the outlined requirements

Styles and strategies in exam-type questions

This paper focuses on the links between the 'thinking styles' (Sternberg, 1999) of students following a BSc in Mathematics and the strategies they employ when they deal with exam-type questions. The students' strategies were identified according to the 'A-B-Delta classification', a classification that builds on Weber's (2005) 'semantic', 'syntactic' and 'procedural'. The students' 'Initial Strategies' seem to be linked with the students' thinking styles, whereas the students' 'Back-Up Strategies' seem to be linked with the nature of the exam-type questions. The identified links between styles and strategies are discussed, drawing from Skemp's (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival)

Proving as multimodal argumentation: an investigation based on Toulmin's scheme

International audienceIn this theoretical paper, we discuss mathematical argumentation and proving as multimodal text. It is argued that such a perspective is in line with the everyday experiences of mathematics and school mathematics. The PROving-as-MultimOdal-TExt analytical tool (ProMoTe) is presented, which draws upon Toulmin's scheme to address proving and argumentation as multimodal text. Two exemplary implementations and their implications on research and practice are discussed

University mathematiics students : Thinking styles and strategies

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