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Talen naar rekenen en rekenen op taal

“Leer kinderen problemen oplossen.” Dat is een belangrijk doel van het onderwijs van de toekomst, zowel binnen als buiten de rekenles. Als het gaat om het oplossen van non-routine rekenopgaven (opgaven waarbij kinderen zelf een oplossingsmanier construeren) is het van belang dat leerlingen daarover met elkaar in gesprek gaan. Dat vereist een adequate rekentaal waarmee ze hun rekenideeën kunnen verwoorden en die van anderen kunnen begrijpen. Leerlingen kunnen die rekentaal verwerven door met elkaar in gesprek te gaan over het oplossen van non-routine rekenopgaven. Dit lijkt een vicieuze cirkel, maar leerkrachten die zich ervan bewust zijn dat hun leerlingen tijdens het uitwisselen van oplossingsmanieren aan een dubbel doel werken, kunnen zorgen voor niveauverhoging, zowel in rekentaal als in probleemoplossende vaardigheden. Door feedback te geven op zowel het taalgebruik van de leerlingen als hun oplossingsmanieren, creëren ze een win-win-onderwijs-situatie.

Training-induced muscle adaptations during competitive preparation in elite female rowers

Training-induced adaptations in muscle morphology, including their magnitude and individual variation, remain relatively unknown in elite athletes. We reported changes in rowing performance and muscle morphology during the general and competitive preparation phases in elite rowers. Nineteen female rowers completed 8 weeks of general preparation, including concurrent endurance and high-load resistance training (HLRT). Seven rowers were monitored during a subsequent 16 weeks of competitive preparation, including concurrent endurance and resistance training with additional plyometric loading (APL). Vastus lateralis muscle volume, physiological cross-sectional area (PCSA), fascicle length, and pennation angle were measured using 3D ultrasonography. Rowing ergometer power output was measured as mean power in the final 4 minutes of an incremental test. Rowing ergometer power output improved during general preparation [+2 ± 2%, effect size (ES) = 0.22, P = 0.004], while fascicle length decreased (−5 ± 8%, ES = −0.47, P = 0.020). Rowing power output further improved during competitive preparation (+5 ± 3%, ES = 0.52, P = 0.010). Here, morphological adaptations were not significant, but demonstrated large ESs for fascicle length (+13 ± 19%, ES = 0.93), medium for pennation angle (−9 ± 15%, ES = −0.71), and small for muscle volume (+8 ± 13%, ES = 0.32). Importantly, rowers showed large individual differences in their training-induced muscle adaptations. In conclusion, vastus lateralis muscles of elite female athletes are highly adaptive to specific training stimuli, and adaptations largely differ between individual athletes. Therefore, coaches are encouraged to closely monitor their athletes' individual (muscle) adaptations to better evaluate the effectiveness of their training programs and finetune them to the athlete's individual needs.

Classic design of curriculum innovations

How partner gender influences female students’ problem solving in physics education

Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.

Comparing students' results on word problems with their reuslts on image-rich numeracy problems

This paper reports on an experiment comparing students’ results on image-rich numeracy problems and on equivalent word problems. Given the well reported problematic nature of word problems, the hypothesis is that students score better on image-rich numeracy problems than on comparable word problems. To test the hypothesis a randomized controlled trial was conducted with 31,842 students from primary, secondary, and vocational education. The trial consisted of 21 numeracy problems in two versions: word problems and image-rich problems. The hypothesis was confirmed for the problems used in this experiment. With the insights gained we intend to improve the assessment of students’ abilities in solving quantitative problems from daily life. Numeracy, word problem, image-rich problem, randomized controlled trial, assessment

Constructivist learning theories and complex learning environments

Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive constructivism focuses on the active role of the learner, and on real-life learning. Social-learning theories, comprising the socio-historical, socio-cultural theories as well as the situated-learning and community-of-practice approaches, emphasise learning as being a process within and a product of the social context. Critical-learning theory stresses that this social context is a man-made construction, which should be approached critically and transformed in order to create a better world. We propose to view these different approaches as contributions to our understanding of the learning-environment relationship, and their educational impact as questions to be addressed to educational contexts.