A qualitative study of adaptation to the euro in the Republic of Ireland: I. attitudes,the ‘euro illusion’ and the perception of prices

This is the first of two reports of a study using semi‐structured, in‐depth interviews to explore the current and recollected experiences of Irish people for the period before, during, and after the introduction of euro notes and coins (1 January 2002). Twenty‐four adults, 12 males and 12 females, covering a range of ages and educational attainment, were interviewed between October 2002 and February 2003. We found that most had welcomed the new currency initially, though some had felt less positive about it, whilst current experiences were more mixed. People's explanations for their attitudes seemed to focus more on the economic and practical aspects of currency change rather than symbolic meanings. Initially, most had experienced a euro illusion (prices in euros seeming to be more expensive than in punts). However, for most, the strength of the illusion appeared to diminish quite quickly. Nonetheless, current prices were believed to be higher, and many respondents attributed this either directly or indirectly to the change of currency. Although independent evidence found that there had been price increases in certain sectors, it was concluded that perceived price rises were, in part, illusory, and driven by expectations and selective price monitoring. Copyright © 2005 John Wiley & Sons, Ltd.     

Correction to: Examining the Relationship between Helicopter Parenting and Emerging Adults’ Mindsets Using the Consolidated Helicopter Parenting Scale

Journal of Child and Family Studies -     

A Developing Approach to Studying Students’ Learning through Their Mathematical Activity

We discuss an emerging program of research on a particular aspect of mathematics learning, students’ learning through their own mathematical activity as they engage in particular mathematical tasks. Prior research in mathematics education has characterized learning trajectories of students by specifying a series of conceptual steps through which students pass in the context of particular instructional approaches or learning environments. Generally missing from the literature is research that examines the process by which students progress from one of these conceptual steps to a subsequent one. We provide a conceptualization of a program of research designed to elucidate students’ learning processes and describe an emerging methodology for this work. We present data and analysis from an initial teaching experiment that illustrates the methodology and demonstrates the learning that can be fostered using the approach, the data that can be generated, and the analyses that can be done. The approach involves the use of a carefully designed sequence of mathematical tasks intended to promote particular activity that is expected to result in a new concept. Through analysis of students’ activity in the context of the task sequence, accounts of students’ learning processes are developed. Ultimately a large set of such accounts would allow for a cross-account analysis aimed at articulating mechanisms of learning.