What is the best model for girls and boys faced with a standardized mathematics evaluation situation: a hardworking role model or a gifted role model?

Same-gender role models are likely to improve girls' math performance. This field experiment examined whether the explanation given for a role model's success also influence children's math performance. Fifth graders were presented with a female or a male role model before a difficult math test and were informed about the cause of his/her math success (effort vs. ability vs. no explanation). The results showed that the gender of a hardworking role model did not influence math performance. In contrast, when the role model's success was not explained or explained by abilities, children performed better with the female role model than with the male role model. The hardworking role model and the female role model allowed reducing stereotype threat among girls.     

Gödel,Kant, and the Path of a Science

Gödel's philosophical views were to a significant extent influenced by the study not only of Leibniz and Husserl, but also of Kant. Both Gödel and Kant aimed at the secure foundation of philosophy, the certainty of knowledge and the solvability of all meaningful problems in philosophy. In this paper, parallels between the foundational crisis of metaphysics in Kant's view and the foundational crisis of mathematics in Gödel's view are elaborated, especially regarding the problem of finding the “secure path of a science” for both mathematics and philosophy. Gödel's temporal subjectivism and metaphysical conceptual objectivism are presented as positively or negatively motivated by Kant's viewpoints. A remark on Gödel's collapse of modalities (in accordance with the collapse of objective time) is added.     

The mathematics of sharing / Las matemáticas que realizan los niños al compartir

Abstract

The purpose of sharing is to construct equivalent sets, making it an ideal context for analysing important quantitative concepts such as counting, equivalence and cardinality. Two studies analysed how four- and five-year-olds shared blocks in equal sharing and reciprocity conditions and their number inferences about one set after counting the other. The researcher asked children to share double and single blocks between two characters. They succeeded more in building equivalent shares in an equal sharing than reciprocity condition. Most children who shared correctly also made appropriate number inferences. To examine whether perceptual cues helped children share the blocks, a second study used Canadian $1 and $2 coins. A double block is twice the size of a single, whereas there is no visual cue about the value relation between coins because they are the same size. Unexpectedly, children shared equally well with blocks and coins, and most children made number inferences.     

The effects of mindfulness-based interventions for health and social care undergraduate students – a systematic review of the literature

Health and social care undergraduate students experience stress due to high workloads and pressure to perform. Consequences include depression and burnout. Mindfulness may be a suitable way to reduce stress in health and social care degree courses. The objective of this systematic review is to identify and critically appraise the literature on the effects of Mindfulness-Based Interventions for health and social care undergraduate students. PubMed, EMBASE, Psych Info, CINAHL, The Cochrane Library and Academic Search Complete were searched from inception to 21st November 2016. Studies that delivered Mindfulness-Based Stress Reduction, Mindfulness-Based Cognitive Therapy, or an intervention modelled closely on these, to health or social care undergraduate students were included. Eleven studies, representing medicine, nursing and psychology students met the inclusion criteria. The most commonly used measurement tools were; the Five Facet Mindfulness Questionnaire and the General Health Questionnaire. Short term benefits relating to stress and mood were reported, despite all but one study condensing the curriculum. Gender and personality emerged as factors likely to affect intervention results. Further research with long-term follow-up is required to definitively conclude that mindfulness is an appropriate intervention to mentally prepare health and social care undergraduate students for their future careers.     

Bernays,Dooyeweerd and Gödel – the remarkable convergence in their reflections on the foundations of mathematics

Abstract

In spite of differences the thought of Bernays, Dooyeweerd and Gödel evinces a remarkable convergence. This is particularly the case in respect of the acknowledgment of the difference between the discrete and the continuous, the foundational position of number and the fact that the idea of continuity is derived from space (geometry–Bernays). What is furthermore similar is the recognition of what is primitive (and indefinable) as well as the account of the coherence of what is unique, such as when Gödel observes something quasi-spatial in the character of sets. It is shown that Dooye-weerd’s theory of modal aspects provides a philosophical framework that exceeds his own restrictive understanding of infinity (to the potential infinite) and at the same time makes it possible to account for key insights found in the thought of Bernays and Gödel. When Laugwitz says that discreteness rules within the sphere of the numerical, he says nothing more than what Dooyeweerd had in mind with his idea that discrete quantity, as the meaning-nucleus of the arithmetical aspect, qualifies every element within the structure of the quantitative aspect. And when Bernays says that analysis expresses the idea of the continuum in arithmetical language his mode of speech is equivalent to saying that mathematical analysis could seen as being founded upon the spatial anticipation within the modal structure of the arithmetical aspect. The view of the actual infinite (the at once infinite) in terms of an “as if” approach (Bernays), that is, as appreciated as a regulative hypothesis through which every successively infinite multiplicity of numbers could be envisaged as being giving all at once as an infinite totality, provides a sound understanding of the at once infinite and makes it plain why every form of arithmeticism fails. Such attempts have to call upon Cantor’s proof of the non-denumerability of the real numbers–and this proof pre-supposes the use of the at once infinite which, in turn, pre-supposes the (irreducibile) spatial order of simultaneity and the spatial whole-parts relation.     

The 1920 Encyclical of the Ecumenical Patriarchate and the Proposal for a “League of Churches”

In January 1920, the Ecumenical Patriarchate issued an encyclical – “Unto all the Churches of Christ Wheresoever They Be” – which has played a key role in the history of the ecumenical movement and the engagement of the Orthodox Church in it. The document was prepared by a group of theologians of the Ecumenical Patriarchate headed by Metropolitan Germanos (Strenopoulos). At the time of its publication, it had an official English version; however, it is usually referenced according to its later revised translation, undertaken in 1959 by W. A. Visser ’t Hooft. A significant difference is that the 1920 translation did not include what has come to be seen as the central feature of the 1920 encyclical: that is, the proposal to create a “League of Churches.” The article explores whether the revision is a more accurate translation of the Greek original or rather an interpretation of the encyclical that enshrines in the text its key concept – which was, however, not contained in the original document.     

The effect of students’ roles on the establishment of shared knowledge during collaborative problem solving: a case study from the field of mathematics

According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge. An earlier version of this paper was presented at the 28th Annual Conference of the International Group for the Psychology of Mathematics Education (PME 28), held in Bergen, Norway in 2004.     

The theory‐ladenness of observations,the role of scientific instruments,and the Kantian a priori

During the last decades it has become widely accepted that scientific observations are ‘theory‐laden’. Scientists ‘see’ the world with their theories or theoretical presuppositions. In the present paper it is argued that they ‘see’ with their scientific instruments as well, as the uses of scientific instruments is an important characteristic of modern natural science. It is further argued that Euclidean geometry is intimately linked to technology, and hence that it plays a fundamental part in the construction and operation of scientific instruments. Finally, Euclidean geometry is compared to fractal geometry, and the question of its a priori status is raised. Although the position that Euclidean geometry is a priori in the original Kantian sense is untenable, the paper concludes that in some restricted sense Euclidean geometry may be said to be a priori.     

The Parable of the Sower: a case study examining the use of the Godly Play® method as a spiritual intervention on a psychiatric unit of a major children’s hospital

This case study examines the use of Godly Play® as a pastoral intervention on a psychiatric unit at Children’s Health – Children’s Medical Center in Dallas, Texas. The chaplain adapts Godly Play®, more typically used as a programme of Christian formation in churches and schools, for this setting, leading a ‘Purpose and Meaning’ group weekly whose goal is to provide inpatients with a developmentally appropriate way of reflecting on and expressing their own sense of identity, purpose and meaning within the personal, social and spiritual milieu in which they identify themselves as members. The case study examines how the method is adapted as a spiritual intervention in a clinical setting, and analyses its effectiveness in meeting the stated goals of the group.