The relationship of cognitive learning styles, mathematics attitude, and achievement in a problem posing classroom

This study investigated relationships of cognitive learning styles, mathematics attitude, and mathematics achievement for students instructed with problem posing activities. It was conducted with pre-algebra students at Walters State Community College in Morristown, Tennessee. For one semester, three control classes (45 students) were taught in a traditional manner; and three treatment classes (46 students) were taught in a traditional manner plus one-third of the class time devoted to problem posing activities. Hypothesis one claimed there would be no significant difference in the mathematics achievement of control versus treatment students based on learning style and initial mathematics attitude. Hypothesis two claimed there would be no significant difference in attitude change during the study for students in the control versus treatment groups. Pre-tests and post-tests of mathematics achievement, using the final examination of the course, and mathematics attitudes, using Fennema-Sherman Mathematics Attitudes Scales, were given. Teaming styles were evaluated with Kolb\u27s Learning- Style Inventory (LSI-IIa). Due to the low number of converger learners, students were grouped for analyses in two ways: 1) concrete experience versus abstract conceptualization learners and 2) reflective observational versus active experimentation learners. Achievement gain, for hypothesis one, was analyzed by ANOVA with factors of teaming style and treatment group membership; pre-attitude was tested as a covariate. Abstract conceptualization learners in the treatment group showed a significantly lower achievement gain than did abstract learners in the control group. No significant difference in achievement gain was seen between concrete learners in control and treatment groups. Mathematics pre-attitudes of students showed no significant effect on mathematics achievement gain. Analysis of students as reflective observational versus active experimentation learners showed no interactions. Changes in mathematics attitudes were analyzed by repeated measures ANOVA with factors of learning style and treatment group membership; attitude tests were repeated over time. For attitude domains of anxiety and confidence in doing mathematics, abstract learners in the treatment group showed significantly lower attitude improvements than abstract learners in the control group. Abstract learners in general found mathematics more useful than did concrete learners

Canadian 24-Hour Movement Guidelines for the Early Years (0–4 years): An Integration of Physical Activity, Sedentary Behaviour, and Sleep

Background: The Canadian Society for Exercise Physiology convened representatives of national organizations, research experts, methodologists, stakeholders, and end-users who followed rigorous and transparent guideline development procedures to create the Canadian 24-Hour Movement Guidelines for the Early Years (0–4 years): An Integration of Physical Activity, Sedentary Behaviour, and Sleep. These novel guidelines for children of the early years embrace the natural and intuitive integration of movement behaviours across the whole day (24-h period). Methods: The development process was guided by the Appraisal of Guidelines for Research and Evaluation (AGREE) II instrument. Four systematic reviews (physical activity, sedentary behaviour, sleep, combined behaviours) examining the relationships within and among movement behaviours and several health indicators were completed and interpreted by a Guideline Development Panel. The systematic reviews that were conducted to inform the development of the guidelines, and the framework that was applied to develop the recommendations, followed the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) methodology. Complementary compositional analyses were performed using data from the Canadian Health Measures Survey to examine the relationships between movement behaviours and indicators of adiposity. A review of the evidence on the cost effectiveness and resource use associated with the implementation of the proposed guidelines was also undertaken. A stakeholder survey (n = 546), 10 key informant interviews, and 14 focus groups (n = 92 participants) were completed to gather feedback on draft guidelines and their dissemination. Results: The guidelines provide evidence-informed recommendations as to the combinations of light-, moderate- and vigorous-intensity physical activity, sedentary behaviours, and sleep that infants (<1 year), toddlers (1–2 years) and preschoolers (3–4 years) should achieve for a healthy day (24 h). Proactive dissemination, promotion, implementation, and evaluation plans were prepared to optimize uptake and activation of the new guidelines. Conclusions: These guidelines represent a sensible evolution of public health guidelines whereby optimal health is framed within the balance of movement behaviours across the whole day, while respecting preferences of end-users. Future research should consider the integrated relationships among movement behaviours, and similar integrated guidelines for other age groups should be developed.Education, Faculty ofNon UBCKinesiology, School ofReviewedFacult