The contexts of mathematics tasks and the context of the classroom: are we including all students?

Mathematics teachers are encouraged to use realistic contexts in order to make mathematics more meaningful and accessible for all students. However, the focus group research reported in this article shows that decisions on the suitability of contexts are complex and multidimensional. Similarly, the way the task contexts are presented, and the way the tasks are incorporated into classroom routines have potential to alienate some groups of students. We suggest that teachers and researchers should be sensitive to difficulties that students might experience as a result of both the task and classroom contexts, and take specific steps to avoid or overcome the difficulties.

Distributions of caregiving tasks among family members: the place of gender and availability.

To extend family-oriented approaches to caregiving, participants in 2 studies were asked to distribute tasks among a set of adult children, first with information only about gender and then with systematically varied information about commitments to paid work, marriage, and/or parenting. Making the distributions, using a computer-based program, were 2 groups of older adults (ages 60 to 90 years). In Study 1, gender composition was kept constant (2 sons and 2 daughters). In Study 2, it was varied. The results showed several ways in which people combine attention to gender and to availability. The results also pointed to the need to consider both the number and type of tasks allocated. The results are discussed in terms of implications for the way caregiving is regarded, the development of multiple-factor models for variations among family members, and the possible replications and extensions to other circumstances and populations.

Safely delegating data mining tasks

Data mining is playing an important role in decision making for business activities and governmental administration. Since many organizations or their divisions do not possess the in-house expertise and infrastructure for data mining, it is beneficial to delegate data mining tasks to external service providers. However, the organizations or divisions may lose of private information during the delegating process. In this paper, we present a Bloom filter based solution to enable organizations or their divisions to delegate the tasks of mining association rules while protecting data privacy. Our approach can achieve high precision in data mining by only trading-off storage requirements, instead of by trading-off the level of privacy preserving.

Opening up open-ended mathematics tasks

This discussion has evolved from ideas in Peter Sullivan and Pat Lilburn's Open-Ended Maths Activities; Using 'Good' Questions to Enhance Learning (1997). This is a compilation of open-ended questions, and methods for generating open-ended questions, along with a brief rationale for using such questions. This classroom-oriented teaching resource developed from earlier research and teaching development work by Peter Sullivan and David Clarke, and others. Two methods are offered for constructing a 'good question'.

Investigative interviewers' perceptions of the value of different training Tasks on their adherence to open-ended questions with children

Prior research has highlighted the considerable difficulties investigative interviewers have in adhering to open-ended questions in child abuse interviews. Although improvements in interviewing can be achieved by providing training that incorporates multiple practice opportunities and feedback, currently little is known about the way in which these elements are best administered. The current study extends debate and research on this issue by examining the perceptions of 15 trainee interviewers (police as well as social workers) regarding the relative value of various practical training exercises experienced in a recent training program. The findings indicated that although practice in interviewing was deemed essential, not all tasks were perceived to be equally beneficial. The two most favoured exercises were (a) simulated interviews involving trained actors playing the role of the child, and (b) self-evaluation of a transcribed interview using an objective coding protocol. A summary of the participants' perceptions is provided along with a discussion of the implications for trainers and researchers.

Corticomotor excitability during precision motor tasks

The aim of this preliminary study was to investigate motor cortex (cortical) excitability between a similar fine visuomotor task of varying difficulty. Ten healthy adults (three female, seven male; 20–45 years of age) participated in the study. Participants were instructed to perform a fine visuomotor task by statically abducting their first index finger against a force transducer which displayed the level of force (represented as a marker) on a computer monitor. This marker was to be maintained between two stationary bars, also displayed on the computer monitor. The level of difficulty was increased by amplifying the position of the marker, making the task more difficult to control. Cortical measures of motor evoked potential (MEP) and silent period (SP) duration in first dorsal interosseous (FDI) muscle were obtained using transcranial magnetic stimulation (TMS) while the participant maintained the “easy” or “difficult” static task. An 11.8% increase in MEP amplitude was observed when subjects undertook the “difficult” task, but no differences in MEP latency or SP duration. The results from this preliminary study suggest that cortical excitability increases reflect the demand required to perform tasks requiring greater precision with suggestions for further research discussed.

Influence of an adventure learning program, using group adventure initiative tasks, on participant self-esteem

The purpose of this study was to assess the influence of an adventure learning program, based on participation in group adventure initiative tasks (GAITs), on participant self-esteem and, further, to examine any associated gender differences in the dependent variable. The study took place within the framework of the 'Group Dynamics in Action' unit offered at the University of South Australia, Underdale Campus, in semester 2, 1994. The course included participation in group adventure initiative tasks, the identification and examination of group dynamic processes, the investigation of individual roles within the small group and the review of these processes in the group setting. The program also included an experience on a high ropes course. Both quantitative and qualitative data was gathered to gain insight into gender differences and their relationship to the dependent variable and also to provide insight into any discrepancy in outcomes between males and females with regard to participation in group adventure initiative tasks. The sample set of participants was drawn from undergraduate students studying at the University of South Australia in the Bachelor of Teaching (Primary), Bachelor of Education (Secondary Physical Education Teaching) and Bachelor of Applied Science (Exercise and Sport Science) courses. Subjects were assigned to either experimental or control conditions and the experimental group were then randomly assigned to one of three treatment groups. Sixty one (N = 61) male and female subjects were tested pre and post-treatment period. Psychological tests included the Coopersmith Self Esteem Inventory (Coopersmith 1981) and an adaptation of Coopersmith's Behaviour Rating Form (Coopersmith 1967). Qualitative data was gathered using Kuhn's Twenty Statements Test (Kuhn and McPartland 1954), a self-esteem questionnaire, observations made by the researcher and other staff about subjects interactions and from weekly journals kept by subjects throughout the treatment. The duration of the treatment period was 14 weeks consisting of 14, 2 hour seminars.