Children's performance estimation in mathematics and science tests over a school year: A pilot study

The metacognitve ability to accurately estimate ones performance in a test, is assumed to be of central importance for initializing task-oriented effort. In addition activating adequate problem-solving strategies, and engaging in efficient error detection and correction. Although school children's' ability to estimate their own performance has been widely investigated, this was mostly done under highly-controlled, experimental set-ups including only one single test occasion. Method: The aim of this study was to investigate this metacognitive ability in the context of real achievement tests in mathematics. Developed and applied by a teacher of a 5th grade class over the course of a school year these tests allowed the exploration of the variability of performance estimation accuracy as a function of test difficulty. Results: Mean performance estimations were generally close to actual performance with somewhat less variability compared to test performance. When grouping the children into three achievement levels, results revealed higher accuracy of performance estimations in the high achievers compared to the low and average achievers. In order to explore the generalization of these findings, analyses were also conducted for the same children's tests in their science classes revealing a very similar pattern of results compared to the domain of mathematics. Discussion and Conclusion: By and large, the present study, in a natural environment, confirmed previous laboratory findings but also offered additional insights into the generalisation and the test dependency of students' performances estimations.

Unfolding Feasible Arithmetic and Weak Truth

In this paper we continue Feferman’s unfolding program initiated in (Feferman, vol. 6 of Lecture Notes in Logic, 1996) which uses the concept of the unfolding U(S) of a schematic system S in order to describe those operations, predicates and principles concerning them, which are implicit in the acceptance of S. The program has been carried through for a schematic system of non-finitist arithmetic NFA in Feferman and Strahm (Ann Pure Appl Log, 104(1–3):75–96, 2000) and for a system FA (with and without Bar rule) in Feferman and Strahm (Rev Symb Log, 3(4):665–689, 2010). The present contribution elucidates the concept of unfolding for a basic schematic system FEA of feasible arithmetic. Apart from the operational unfolding U0(FEA) of FEA, we study two full unfolding notions, namely the predicate unfolding U(FEA) and a more general truth unfolding UT(FEA) of FEA, the latter making use of a truth predicate added to the language of the operational unfolding. The main results obtained are that the provably convergent functions on binary words for all three unfolding systems are precisely those being computable in polynomial time. The upper bound computations make essential use of a specific theory of truth TPT over combinatory logic, which has recently been introduced in Eberhard and Strahm (Bull Symb Log, 18(3):474–475, 2012) and Eberhard (A feasible theory of truth over combinatory logic, 2014) and whose involved proof-theoretic analysis is due to Eberhard (A feasible theory of truth over combinatory logic, 2014). The results of this paper were first announced in (Eberhard and Strahm, Bull Symb Log 18(3):474–475, 2012).

Expanding Our Grasp: Causal Knowledge and the Problem of Unconceived Alternatives

I argue that scientific realism, insofar as it is only committed to those scientific posits of which we have causal knowledge, is immune to Kyle Stanford’s argument from unconceived alternatives. This causal strategy (previously introduced, but not worked out in detail, by Anjan Chakravartty) is shown not to repeat the shortcomings of previous realist responses to Stanford’s argument. Furthermore, I show that the notion of causal knowledge underlying it can be made sufficiently precise by means of conceptual tools recently introduced into the debate on scientific realism. Finally, I apply this strategy to the case of Jean Perrin’s experimental work on the atomic hypothesis, disputing Stanford’s claim that the problem of unconceived alternatives invalidates a realist interpretation of this historical episode.

Supporting Whole-Class Collaborative Inquiry in a Secondary Mathematics Classroom

Recent mathematics education reform efforts call for the instantiation of mathematics classroom environments where students have opportunities to reason and construct their understandings as part of a community of learners. Despite some successes, traditional models of instruction still dominate the educational landscape. This limited success can be attributed, in part, to an underdeveloped understanding of the roles teachers must enact to successfully organize and participate in collaborative classroom practices. Towards this end, an in-depth longitudinal case study of a collaborative high school mathematics classroom was undertaken guided by the following two questions: What roles do these collaborative practices require of teacher and students? How does the community’s capacity to engage in collaborative practices develop over time? The analyses produced two conceptual models: one of the teacher’s role, along with specific instructional strategies the teacher used to organize a collaborative learning environment, and the second of the process by which the class’s capacity to participate in collaborative inquiry practices developed over time.

Na 1 Nachlass Max Horkheimer, 697 - Cultural Aspects of National Socialism. A Research Project (p. IX 170.6 - 170.10)

"Bureaucracy" verschiedene Typoskripte, zum Teil mit handschriftlichen Korrekturen, circa 51 Blatt; Handschriftliche Notizen, 4 Blatt; "Mass Culture" verschiedene Typoskripte, zum Teil mit handschriftlichen Korrekturen, circa 40 Blatt ; zwei Manuskripte, eins von Max Horkheimer, 3 Blatt; "Anti-Christianity" verschiedene Typoskripte, zum Teil mit handschriftlichen Korrekturen, circa 51 Blatt; Eigenhändige Notizen von Max Horkheimer, 1 Blatt; "The War and Post-War Generation" verschiedene Typoskripte, zum Teil mit handschriftlichen Korrekturen, darunter ein Typoskript auf deutsch, mit eigenhändigen Korrekturen von Max Horkheimer, circa 67 Blatt; "Ideological Permeation of Labor and New Middle Classes" [enthält unter anderem den Titel "The German Masses and the Philosophy of National Socialism"] verschiedene Typoskripte, zum Teil mit handschriftlichen Korrekturen, circa 36 Blatt; Notizem, 2 Blatt;