Levels Of Numeracy Research Articles

Novel approach for detection of IoT generated DDoS traffic

The problem of detecting anomalies in network traffic caused by the distributed denial of service (DDoS) attack so far has mainly been investigated in terms of detection of illegitimate DDoS traffic generated by conventional terminal devices (PCs, laptops, mobile devices, tablets, servers). Technological development has resulted in the emergence of the Internet of Things (IoT) concept, whose implementation implies numerous terminal devices with a low level of implemented protection. The large growth and prediction of future growth is noticeable in the environment of a smart home and smart office. IoT devices in such environments are increasingly being used as a platform for generating DDoS traffic due to its numeracy and low level of protection. The aim of this research is to propose a novel approach for detection of DDoS traffic generated by IoT devices in a form of conceptual network anomaly detection model. Proposed conceptual model is based on device classes which are dependent on individual device traffic characteristics.

Inhaler Technique in Low-Income, Inner-City Adults with Uncontrolled Asthma

Poor inhaler technique has been shown to be associated with less asthma control and increased health care utilization. Little is known about the impact of inhaler technique on the most vulnerable patients. This study examined inhaler technique in low-income, inner-city adults with uncontrolled asthma. Inhaler technique data and other patient characteristics were evaluated in adults drawn from 2 studies conducted at the University of Pennsylvania. Subjects were from low-income Philadelphia neighborhoods and had uncontrolled asthma. Baseline characteristics were collected. Inhaler technique was rated by research coordinators who were trained with written materials. In 584 adults, 56% of metered dose inhaler users and 64% of dry powder inhaler users had adequate visually assessed inhaler technique. Inhaler technique did not vary by reading comprehension or numeracy levels. In this group of patients with uncontrolled asthma, visually assessed inhaler technique was adequate in more than one-half. Although incorrect inhaler technique is generally common and must be routinely addressed, this study suggests that other factors that lead to poor control must be identified.

An exploration of U.S. adults’ information processing skills and political efficacy

As recent debates about the role of social media in election outcomes suggest, understanding the association between information processing skills and political efficacy in the U.S. is a significant inquiry for adult and continuing education. Data from the Programme for the International Assessment of Adult Competencies were used to explore relationships between U.S. participants’ information processing skills and political efficacy. Given the impact of certain demographic characteristics on political efficacy, the study also analyzed whether the relationship between information processing skills and self-reported political efficacy varied across levels of cultural engagement, formal educational attainment, or immigrant status. The results illustrate that higher levels of literacy, numeracy, and problem solving in technology-rich environments are associated with higher political efficacy for U.S. participants. Our research is framed in both cognitive and critical lenses, and we provide implications for practice in adult and continuing education settings.

Health Information Technologies in the Support Systems of Pregnant Women and Their Caregivers: Mixed-Methods Study.

BackgroundThe quality and quantity of families’ support systems during pregnancy can affect maternal and fetal outcomes. The support systems of expecting families can include many elements, such as family members, friends, and work or community groups. Emerging health information technologies (eg, social media, internet websites, and mobile apps) provide new resources for pregnant families to augment their support systems and to fill information gaps.ObjectiveThis study sought to determine the number and nature of the components of the support systems of pregnant women and their caregivers (eg, family members) and the role of health information technologies in these support systems. We examined the differences between pregnant women’s support systems and those of their caregivers and the associations between support system composition and stress levels.MethodsWe enrolled pregnant women and caregivers from advanced maternal-fetal and group prenatal care clinics. Participants completed surveys assessing sociodemographic characteristics, health literacy, numeracy, and stress levels and were asked to draw a picture of their support system. Support system elements were extracted from drawings, categorized by type (ie, individual persons, groups, technologies, and other) and summarized for pregnant women and caregivers. Participant characteristics and support system elements were compared using the Pearson chi-square test for categorical variables and Wilcoxon ranked sum test for continuous variables. Associations between support system characteristics and stress levels were measured with Spearman correlation coefficient.ResultsThe study enrolled 100 participants: 71 pregnant women and 29 caregivers. The support systems of pregnant women were significantly larger than those of caregivers—an average of 7.4 components for pregnant women and 5.4 components for caregivers (P=.003). For all participants, the most commonly reported support system elements were individual persons (408/680, 60.0%), followed by people groups (132/680, 19.4%), technologies (112/680, 16.5%), and other resources (28/680, 4.1%). Pregnant women’s and caregivers’ technology preferences within their support systems differed—pregnant women more often identified informational websites, apps, and social media as parts of their support systems, whereas caregivers more frequently reported general internet search engines. The size and components of these support systems were not associated with levels of stress.ConclusionsThis study is one of the first demonstrating that technologies comprise a substantial portion of the support systems of pregnant women and their caregivers. Pregnant women more frequently reported specific medical information websites as part of their support system, whereas caregivers more often reported general internet search engines. Although social support is important for maternal and fetal health outcomes, no associations among stress, support system size, and support system components were found in this study. As health information technologies continue to evolve and their adoption increases, their role in patient and caregiver support systems and their effects should be further explored.

Digital health technology and mobile devices for the management of diabetes mellitus: state of the art.

Diabetes mellitus is a disease that can be difficult to manage and requires high levels of health literacy and numeracy, self-monitoring and frequent contact with clinicians. If not optimally controlled, diabetes can lead to kidney failure, blindness and cardiovascular complications, which, in turn, contribute to increasing healthcare costs. Although not yet widely used, mobile health (mHealth) tools have enhanced diabetes management and prevention and are likely to play an increasing role with the growth of smartphone ownership and medical device innovations. Recent mHealth interventions targeting type 1 and type 2 diabetes are diverse in their goals and components, and include insulin management applications, wearable blood glucose meters, automated text messages, health diaries and virtual health coaching. In this paper, we review the modalities and components of various impactful interventions for insulin management, diabetes education, self-management and prevention. More work is needed to investigate how individual demographic, socioeconomic, behavioural and clinical characteristics contribute to patient engagement and the efficacy of mHealth tools for diabetes.

Devices and desires: Competing visions of a good education in the digital age

AbstractThe long anticipated ubiquity of digital technologies is now established in the developed world. The manifestations and consequences are not entirely as predicted, perhaps nowhere more so than in the classroom. Amid a clamour for the banning of mobile phone use in school, it is timely to reflect upon the Utopian dream of an enriched experience of education mediated by computers and consider where it all went wrong. Computer‐mediated instruction was supposed to free learners from the constraints which were preventing them from achieving their full potential. The barriers erected by inadequate teaching, impoverished curricula and limited assessment systems would be removed through the introduction of intelligent tutoring systems, worldwide access to information and comprehensive assessment protocols. In reality, the majority of OECD countries are still struggling to ensure that all school leavers have an adequate level of numeracy and literacy to serve their own and the national economy’s needs. This paper considers policy and practice in the introduction of digital technologies in schools as recorded in the available research evidence. The data sources are predominantly from the UK with some US examples. What emerges goes to the heart of what is meant by a good education.Anticipated contribution to the Special Issue themeThis paper will address the theme Government policy: national visions for educational experience through the lens of government‐led innovation in curriculum definition and high‐stakes assessment as a device to manage school accountability. The data sources will be predominantly from the UK with some US examples. It will draw heavily on recent desk research supported through an award from the Nuffield Foundation.

Parents of healthy children assign lower quality of life measure to scenarios labeled as cancer than to identical scenarios not labeled as cancer

BackgroundWhile it is commonly understood that a cancer diagnosis evokes feelings of fear, the effect of labeling a child’s illness as “cancer” remains unstudied. We hypothesized that lower health utility scores would be assigned to disease states labeled as cancer compared to identical disease states without the mention of cancer.MethodsIn this randomized study, caregivers of healthy children were asked to assign health utility values to different scenarios written as improving, stable, or worsening. Participants from general pediatric clinics at Eskenazi Health were randomly assigned to either the scenarios labeled as “cancer” or “a serious illness”. Participants then rated the scenarios using the Standard Gamble, with laddering of health utilities between 0 (a painless death) and 1 (perfect health). We also gathered subject demographics and assessed the subject’s numeracy.ResultsWe approached 319 subjects and 167 completed the study. Overall median health utilities of “cancer” scenarios were lower than “serious illness” scenarios (0.61 vs. 0.72, p = 0.018). Multivariate regression (with an outcome of having a utility above the 75th percentile) showed no significant effects by race, ethnicity, numeracy, or income level. “Cancer” scenarios remained significantly lower after adjustment for confounders using logistic regression, but only for the more serious scenarios (OR 0.92, p = 0.048).ConclusionsOn average, caregivers with healthy children were shown to take more risk with their treatment options and view their child as having a worse quality of life when they knew the disease was cancer. Awareness of this bias is important when discussing treatments with families, particularly when a risk of cancer is present.

Adult education and development

The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements

Effect of calories-only vs physical activity calorie expenditure labeling on lunch calories purchased in worksite cafeterias

BackgroundCalorie labeling on restaurant menus is a public health strategy to guide consumer ordering behaviors, but effects on calories purchased have been minimal. Displaying labels communicating the physical activity required to burn calories may be a more effective approach, but real-world comparisons are needed.MethodsIn a quasi-experimental study, we examined the effect of physical activity calorie expenditure (PACE) food labels compared to calorie-only labels on point-of-decision food purchasing in three worksite cafeterias in North Carolina. After a year of quarterly baseline data collection, one cafeteria prominently displayed PACE labels, and two cafeterias prominently displayed calorie-only labels. Calories from foods purchased in the cafeteria during lunch were assessed over 2 weeks every 3 months for 2 years by photographs of meals. We compared differences in purchased calorie estimates before and after the labeling intervention was introduced using longitudinal generalized linear mixed model regressions that included a random intercept for each participant.ResultsIn unadjusted models comparing average meal calories after vs before labeling, participants exposed to PACE labels purchased 40.4 fewer calories (P = 0.002), and participants exposed to calorie-only labels purchased 38.2 fewer calories (P = 0.0002). The small difference of 2 fewer calories purchased among participants exposed to PACE labeling vs calorie-only labeling was not significant (P = 0.90). Models adjusting for age, sex, race, occupation, numeracy level, and health literacy level did not change estimates appreciably.ConclusionIn this workplace cafeteria setting, PACE labeling was no more effective than calorie-only labeling in reducing lunchtime calories purchased.

Developing numeracy and problem-solving skills by overcoming learning bottlenecks

PurposeThe purpose of this paper is to present an educational approach to elevating problem-solving and numeracy competencies of business undergraduates to meet workplace demand. The approach is grounded in the theory of constraints following the Decoding the Discipline model. The authors investigated a cognitive bottleneck involving problem modeling and an affective bottleneck concerning low self-efficacy of numeracy and designed specific interventions to address both bottlenecks simultaneously. The authors implemented the proposed approach in an introductory level analytics course in business operations.Design/methodology/approachThe authors use an empirical study to evaluate the effectiveness of the proposed approach in addressing deficiency in numeracy and problem-solving skills. Cognitive and affective learning interventions were introduced in an undergraduate core course in analytics. The perceived effectiveness of the interventions was evaluated with the use of a survey at the end of the course. To further investigate the effectiveness of the proposed interventions beyond self-reporting, the impact of the interventions on actual learning was evaluated by comparing the exam scores between classes with and without the interventions.FindingsStudents who underwent the interventions successfully overcame both learning bottlenecks and indicated a positive change in attitude toward the analytics discipline as well as achieved higher exam scores in the analytics course.Research limitations/implicationsThis study succeeds in strengthening the body of research in teaching and learning. The authors also offer a holistic treatment of cognitive and affective learning bottlenecks, and provide empirical evidence to support the effectiveness of the proposed approach in elevating numeracy and problem-solving competencies of business undergraduates.Practical implicationsThe proposed approach is useful for business educators to improve business students’ quantitative modeling skill and attitude. Researchers can also extend the approach to other courses and settings to build up the body of research in learning and skill development. Educational policy makers may consider promoting promising approaches to improve students’ quantitative skill development. They can also set a high standard for higher education institutions to assess students’ numeracy and problem-solving competencies. Employers will find college graduates bring to their initial positions the high levels of numeracy and problem-solving skills demanded for knowledge work to sustain business growth and innovation.Social implicationsAs students’ numeracy and problem-solving skills are raised, they will develop an aptitude for quantitative-oriented coursework that equips them with the set of quantitative information-processing skills needed to succeed in the twenty-first century society and global economy.Originality/valueThe proposed approach provides a goal-oriented three-step process to improve learning by overcoming learning bottlenecks as constraints of a learning process. The integral focus on identifying learning bottlenecks, creating learning interventions and assessing learning outcomes in the proposed approach is instrumental in introducing manageable interventions to address challenges in student learning thereby elevating students’ numeracy and problem-solving competencies.

Evidence on the effectiveness of health literacy interventions in the EU: a systematic review

BackgroundIn the last decade, the attention for health literacy has increased in the European Union. This is due to three main reasons. First, reviews have shown that inadequate health literacy is associated with worse health outcomes, higher health care use and expenditure. Second, in all European countries the population is aging and the number of chronically ill people is rising. Improving health literacy in this group can offer greater opportunities to take an active part in society, be independent and improve quality of life. Third, since most research on health literacy has been conducted outside Europe and relatively little is known about the development of health literacy interventions and its effects on outcome measures in European countries. The aim of this systematic review was to assess the evidence on the effectiveness of health literacy interventions in the European Union published between 1995 and 2018.MethodsSearches have been performed in Medline, PubMed, EMBASE, CINAHL, Cochrane library, PsychINFO, ERIC, Web of Science and SCOPUS for publications on health literacy intervention studies in European Union countries. Studies were included if the research was conducted in one or more Member States of the European Union, the publication described an intervention study, the intervention was aimed at health literacy, the publication described an outcome measure related to health literacy and the publication was written in English, French or German.ResultsA total of 23 studies were included. Three types of interventions were identified; aimed at improving health literacy, tailored to different health literacy levels and aimed at improving health outcomes in general that differentiated in effects for people with different health literacy levels. Most interventions identified in the review focus on the functional level of health literacy or numeracy. The strength of evidence from the European health literacy intervention studies was low and there was a huge heterogeneity in study design, measurement tools and outcomes measured.ConclusionsPromising interventions were tailored to the needs of patients, addressing functional, interactive and critical skills and use not difficult animated spoken text. Future research should focus on the development and assessment of such interventions and use stronger designs.

"1-in-X" bias: "1-in-X" format causes overestimation of health-related risks.

According to the "1-in-X" effect, "1-in-X" ratios (e.g., 1 in 12) trigger a higher subjective probability than do numerically equivalent "N-in-X*N" ratios (e.g., 3 in 36). Here we tested the following: (a) the effect on objective measures, (b) its consequences for decision-making, (c) whether this effect is a form of bias by measuring probability accuracy, and (d) its amplification in people with lower health literacy and numeracy. In parallel-designed experiments, 975 participants from the general adult population participated in 1 of 5 experiments following a 2(format: "1-in-X" or "N-in-X*N") × 4(scenarios) mixed design. Participants assessed the risk of contracting a disease on either a verbal probability scale (Experiment 1) or a numerical probability/frequency scale with immediate (Experiments 2-3) or delayed presentation (Experiments 4-5). Participants also made a health-related decision and completed a health literacy and numeracy scale. The "1-in-X" ratios yielded higher probability perceptions than did the "N-in-X*N" ratios and affected relevant decisions. Critically, the "1-in-X" ratios led to a larger objective overestimation of numerical probabilities than did the "N-in-X*N" ratios. People with lower levels of health literacy and numeracy were not more sensitive to the bias. Health professionals should use "1-in-X" ratios with great caution when communicating to patients, because they overestimate health risks. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Valuing health states: is the MACBETH approach useful for valuing EQ-5D-3L health states?

BackgroundQuality Adjusted Life Years (QALYs) are a key outcome measure widely used within health technology assessment and health service research studies. QALYs combine quantity and quality of life, with quality of life calculations relying on the value of distinct health states. Such health states’ values capture the preferences of a population and have been typically built through numerical elicitation methods. Evidence points to these value scores being influenced by methods in use and individuals reporting cognitive difficulties in eliciting their preferences. Evidence from other areas has further suggested that individuals may prefer using distinct elicitation techniques and that this preference can be influenced by their numeracy. In this study we explore the use of the MACBETH (Measuring Attractiveness by a Categorical Based Evaluation Technique) non-numerical preference elicitation approach for health states’ evaluation.MethodsA new protocol for preference elicitation based on MACBETH (only requiring qualitative judgments) was developed and tested within a web survey format. A sample of the Portuguese general population (n=243) valued 25 EQ-5D-3L health states with the MACBETH protocol and with a variant of the time trade-off (TTO) protocol, for comparison purposes and for understanding respondents’ preference for distinct protocols and differences in inconsistent evaluations. Respondents answered to a short numeracy test, and basic socio-economic information collected.ResultsResults show that the mean values derived from MACBETH and the TTO variant are strongly correlated; however, there are substantial differences for several health states’ values. Large and similar numbers of logical inconsistencies were found in respondents’ answers with both methods. Participants with higher levels of numeracy according to the test preferred expressing value judgments with MACBETH, while participants with lower levels were mostly indifferent to both methods. Higher correlations between MACBETH and TTO variant evaluations were observed for individuals with higher numeracy.ConclusionResults suggest that it is worth researching the use of non-numerical preference elicitation methods. Numeracy tests more appropriate for preference elicitation when no explicit considerations of uncertainty are made need to be explored and used. Further behavioural research is needed to fully understand the potential for using these methods in distinct settings (e.g. in different evaluation contexts and in face-to-face and non-face-to-face environments), as well as to explore the effect of literacy on assessments and on respondents’ preferences.

Lesotho Grade R teachers’ mathematical knowledge for teaching numeracy

Background: It is important that mathematics teachers have a robust knowledge of the mathematics they teach. They need more than just knowledge of the content because they are expected to facilitate understanding of the content with their learners. This study focused on the knowledge of practising Grade R teachers from Lesotho. Aim: The purpose of this exploratory study was to explore practising Grade R teachers’ mathematical knowledge for the teaching of numeracy. Setting: The study was conducted with 48 practising Grade R teachers while they were enrolled in an in-service programme at a College of Education in Lesotho. Methods: Data was generated through the use of questionnaires. The questionnaire included items focusing on the four domains of knowledge, namely common content knowledge, special content knowledge, knowledge of content and students, and knowledge of content and teaching. Results: The findings revealed that some teachers were unable to carry out division problems accurately and many struggled to explain the possible modification of a teaching plan. Only 27% of the group were able to explain that there were levels of understanding numeracy. With respect to ordering a sequence of three topics, only 15% of the teachers produced a reasonable sequence. Conclusion: These teachers’ difficulties raise concerns about the effectiveness of their teaching of numeracy. Despite the Lesotho government’s commitment to improving the learning of mathematics at the Grade R level, much more work is required to be conducted with teachers so that their mathematical knowledge for teaching (MKT) numeracy can be improved.

Financial literacy among high school students: Evidence from India

Financial literacy is an important but oft ignored skill that is vital for young people. This study measured financial literacy levels among high school students ( N = 608) in India and found low levels of performance on standard measures of financial literacy. The percentage correct score on the basic financial literacy questions was 45% and on the sophisticated financial literacy questions the score was 44%. Financial literacy levels in India were found to be lower than those in developed countries. Gender differences were found, with females outperforming males, contrary to findings in developed countries. Students who pursued the commerce/economics stream of education were found to have higher levels of financial literacy than students pursuing the science stream. Results showed that students, despite having high levels of numeracy, were unable to transfer that knowledge to do financial computations. Parental involvement was also found to have a significant influence on financial literacy. Interviews with students highlighted the fact that understanding of societal and macroeconomic impacts of financial literacy was low. These findings lend support for high school financial education which involves parents and stresses practical hands-on application, societal and macroeconomic impact, as a means of improving financial literacy.

School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan

ABSTRACT This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research.

국제성인역량조사(PIAAC) 자료를 활용한 근로자의 직업기초능력으로서 요구되는 문해, 수리 및 문제해결 능력 수준 설정

이 연구의 목적은 국제성인역량조사(PIAAC)자료를 활용하여 우리나라 근로자의 직업기초능력으로서 요구되는 문해, 수리 및 문제해결 능력의 적정 수준을 설정하는데 있었다. 분석대상은 국제성인역량조사(PIAAC)에 참여한 우리나라 근로자 4,428명이다. 주요 결과는 첫째, 우리나라 근로자의 문해 및 수리 능력은 2수준, 문제해결 스킬 은 1수준으로 OECD 국가의 평균과 대체로 유사한 수준이다. 대체로 문해 및 수리 스킬 수준은 성별에 따른 차 이는 없으나, 최종 학력, 월소득 수준이 높을수록 수준이 높았다. 또한 전문직 종사자가 준전문직과 단순노무직에 비해 스킬 수준이 높았다. 한편, 연령대, 근속년수와 총 경력은 낮을수록 스킬 수준은 높았다. 문제해결 스킬 수 준은 대체로 변인에 따른 차이가 없다. 둘째, 스킬 미스매치 집단별 스킬 수준의 차이는 주관적 측정 방법만을 사용하는 것보다는 객관적 측정과 주관적 측정 방법을 혼용하는 것이 더 타당하다. 자기보고식 문항의 응답 값만 을 활용하여 스킬 미스매치 집단을 분류한 결과보다 자기보고식 문항 응답 값과 실제 획득한 스킬 점수를 함께 활용한 분류 결과가 더 타당한 것으로 판단된다. 셋째, 직종별로 문해, 수리 및 문제해결 스킬 수준의 차이가 있 다. 군인, 관리자, 전문가 및 기술 관련 종사자의 문해 및 수리 스킬 수준은 대체로 OECD 평균에 비해 약간 높 은 편이며, 사무지원, 판매, 농림어업숙련, 기능원, 조작원, 기계공 및 조립공 관련 종사자는 대체로 비슷한 편이 다. 문제해결 스킬 수준은 군인, 관리자, 전문가, 기술 및 사무 지원 관련 종사자는 OECD 평균와 대체로 비슷한 편이며, 판매, 농림어업숙련, 기능원, 조작원, 기계공, 조립공 및 단순 업무 관련 종사자는 대체로 낮은 편이다. 제언은 첫째, 연구 결과로 제시된 근로자의 직업기초능력으로서 요구되는 문해능력, 수리능력 및 문제해결능력의 적정 수준은 교육목표 설정, 채용 및 승진 평가에서 기준점으로 활용할 수 있을 것이다. 둘째, 연구에서 활용한 스킬미스매치 판단 및 적정 수준의 설정을 위한 접근법은 후속적인 연구에서도 활용할 수 있을 것이다. 셋째, 설 정된 직업기초능력의 적정 수준에 대한 면밀한 검토와 구체적인 활용 방안에 대한 후속적인 연구가 필요하다.

Learning to focus on number

With age and education, children become increasingly accurate in processing numerosity. This developmental trend is often interpreted as a progressive refinement of the mental representation of number. Here we provide empirical and theoretical support for an alternative possibility, the filtering hypothesis, which proposes that development primarily affects the ability to focus on the relevant dimension of number and to avoid interference from irrelevant but often co-varying quantitative dimensions. Data from the same numerical comparison task in adults and children of various levels of numeracy, including Mundurucú Indians and western dyscalculics, show that, as predicted by the filtering hypothesis, age and education primarily increase the ability to focus on number and filter out potentially interfering information on the non-numerical dimensions. These findings can be captured by a minimal computational model where learning consists in the training of a multivariate classifier whose discrimination boundaries get progressively aligned to the task-relevant dimension of number. This view of development has important consequences for education.

SKILL ACQUISITION FOR ENHANCING EMPLOYABILITY THROUGH MULTIPLE LEARNING EXPERIENCE INSTRUCTIONAL STRATEGY (MLEIS) – TOWARDS ENSURING INCLUSIVE AND EQUITABLE TECHNOLOGY EDUCATION

Matching skills to jobs has long been one of the important goals of education. The National Employability Report (2016) has highlighted the fact that engineering graduates do not fulfill the basic criteria of employability. It has been reported the current strategies do not address multiple modes and levels of numeracy, programming, computer literacy, algorithm and programming. It was revealed that students find certain subjects quite difficult and the objective based achievement test revealed failure to realize learning objectives and learning outcomes. Theory based instructional strategies and lecture mode of instructional delivery has been found to be not suited for engineering education [1]. In this study, the effectiveness of a Multiple Learning Experience based Instructional strategy (MLEIS) is explored. MLEIS is based on theories of learning, instruction design, learning styles and techno pedagogies. MLEIS envisages a skill based curricular strategy which addresses diversity, inclusiveness focusing on aspects like skill development, skill acquisition, professional competency and subject comprehension. Article visualizations:

Closing the poverty related attainment gap: Using Learning Journals to engage parents at the early level, with a particular focus on numeracy

AimThis study aimed to explore the efficacy of using internet based resources to increase parental engagement in an area of social and economic deprivation with a focus on numeracy attainment outcomes.Method22 pupils in one mainstream primary school class took part in a six week intervention using Learning Journals to demonstrate numeracy activities to be carried out at home with parents. Pre- and post-questionnaires and semi-structured interviews were used to explore parents’ values and beliefs on engagement with school and numeracy learning. Standardised measures of pupils’ levels in numeracy and preferred areas of the curriculum were also gathered.FindingsThe introduction of Learning Journals increased parental engagement. Parents reported that Learning Journals removed many of the perceived barriers to engagement and increased their understanding of children’s learning. Pupils showed an increased preference for activity associated with number and shape compared to other curricular activities. Pupils’ numeracy levels showed a significant improvement post-intervention.LimitationsMethodological limitations to this study include: a very short time scale; a small sample size (N=22); and no measurement of the varying levels of engagement and home learning activity.ConclusionsLearning Journals are an effective method of engaging parents from areas of socio-economic deprivation who would otherwise be unlikely to engage in school activity. Future research is required to clarify the causal relationship between increased parental engagement and attainment outcomes.