New human resource management systems in non-based-knowledge firms: Applications for decision making on the business performance

The aim of this paper is double. First, it provides a conceptual framework and modelling of the relationship between human resource management (HRM) systems and non-based-knowledge firms. Second, using survey data on 1.518 Catalan firms (in Spain, with capital in Barcelona), the paper: 1) identify two system of HRM (in progress HRM system and non-HRM developed system); 2) build a causal model of determinants of HRM systems; and 3) describe the association links between in progress HRM system and firm's performance. Using factor and cluster analysis, we find that only one-third of firms use in progress HRM system. Using logit binomial analysis, we find that features which are structural, technological, strategic, organisational and performance-related explain the adoption of in progress HRM system. Finally, using association analysis, we find that firms that adopt in progress HRM system: 1) are more internationalised and show greater ability to adapt to the changing environment, to innovate and to collaborate; 2) focus on product/service differentiation strategy enhancing quality; 3) apply a greater degree of new forms of work organization; 4) have more technological equipment and use IT more intensively; and 5) invest more in training their employees, than firms with non-HRM system developed

Analyzing the effects of a linguistic approach to the teaching of algebra: students tell “stories of development” revealing new competencies and conceptions

This work is part of a wide-ranging long-term project aimed at fostering students’ acquisition of symbol sense through teaching experiments on proof in elementary number theory (ENT). In this paper, in particular, we highlight the positive effects of our approach analysing the written reflections that the students involved have produced at the end of the project. These reflections testify an increased level of awareness, developed by students, about the role played by algebraic language as a tool for thinking and a positive evolution in their vision of algebra

Improving awareness about the meaning of the principle of mathematical induction

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering studentsÕ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematics

Between past and future: stories of pre-service mathematics teachers’ professional development

We study the efficiency of a pre-service teachers’ education method that is based on a theory-informed analysis of teaching-learning processes, design of tasks for pupils and subsequent creation of fictional classroom discussions focused on the same tasks. A key element of the method is the request, to pre-service teachers, of writing down, after each session of the course in which the method is implemented, accounts of the session, under the guide of suggestive questions. In the contribution we analyse such accounts in order to study the evolution of pre-service teachers’ attitude towards mathematics and mathematics teaching and the development of their identity as future teachers

The role of formative assessment in fostering individualized teaching at university level

International audienceIn this paper we present the design of individualized online teaching/learning paths at university level, within a formative assessment frame. Moreover, we discuss the preliminary results of a pilot study aimed at investigating the students’ perception of the impact of these online paths to support their learning, their elaboration of the external feedback that the digital environment provides and their awareness about their difficulties and the strategies they could activate to overcome them

The role of the teacher in fostering students’ evolution across different layers of generalization by means of argumentation

We address students’ processes of generalization in early algebra and investigate how the teacher can support them in developing interpretations of non-canonical arithmetic representations, by means of argumentation. Data are constituted by grade 5 students written protocols and excerpts from video-recorded classroom discussions. The analysis is developed on qualitative base, referring to three main aspects: the layers of generalization that emerge in students’ semiotic activities, the argumentation, with reference to the criteria of correctness, clearness, and completeness, and the roles played by the teacher to foster students’ generalization and argumentation processes. Results point out three specific roles that revealed powerful for fostering students’ evolution across different layers of generalization, by means of argumentation: reflective guide, activator of reflective attitudes and activator of interpretative processes

Improving awareness about the meaning of the principle of mathematical induction

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering students’ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematics. Fomentar la conciencia sobre el significado del principio de inducción matemática Este trabajo está basado en nuestra convicción de que es posible minimizar las dificultades de los alumnos cuando se enfrentan al aprendizaje del principio de inducción matemática mediante la clarificación de sus aspectos lógicos. Basándonos en la investigación y teoría previas, diseñamos un método para fomentar la comprensión del principio por los alumnos. Presentamos resultados que respaldan la efectividad de nuestro método con profesores en formación no especializados en matemáticas.Handle: http://hdl.handle.net/10481/350