Coletiva de imprensa: anúncio do Governo - 17/02/2021

O Governador João Doria confirmou nesta quarta-feira (17) que o Instituto Butantan vai antecipar a entrega de mais 54 milhões de doses da vacina contra o coronavírus ao Ministério da Saúde. A oferta da carga adicional de imunizantes será finalizada em agosto, totalizando 100 milhões de vacinas produzidas em São Paulo para todo o Brasil. “Inicialmente prevista para o final de setembro, a entrega de 54 milhões de doses da vacina do Butantan será feita até o fim do mês de agosto”, afirmou o Governador. “O Instituto Butantan está trabalhando 24 horas por dia, sete dias por semana, incluindo feriados e finais de semana, para produzir as vacinas que estão imunizando os brasileiros. Nove em cada dez brasileiros, neste momento, estão sendo vacinados com a vacina do Butantan”, destacou Doria. Pelo novo acordo firmado entre o Butantan e o Ministério da Saúde na segunda (15), a carga adicional de 54 milhões de doses se soma às 46 milhões que o instituto do Governo do Estado já havia se comprometido a fornecer ao PNI (Plano Nacional de Imuniuzações). “No cronograma contratado, a última entrega seria em setembro. Nós vamos fazer todo o esforço para adiantar essa produção e entrega. Esperamos que, no máximo em agosto, tenhamos entregue o total de 100 milhões de doses”, declarou Dimas Covas, Diretor do Butantan. “Neste momento, é a única vacina que está sendo usada em grande volume no Brasil. Isso traz uma responsabilidade muito grande para o Butantan”, acrescentou Dimas. Até agora, o Governo de São Paulo e o Butantan já entregaram 9,8 milhões de vacinas ao PNI. Em janeiro, foram 6 milhões no dia 17, outras 900 mil no dia 22 e mais 1,8 milhão no dia 29. Em fevereiro, foram enviadas outras 1,1 milhão de doses no último dia 5. A partir da próxima semana, o Butantan começa a entregar parte de uma nova carga de 17,3 milhões de vacinas fabricadas com o IFA (Insumo Farmacêutico Ativo) enviado neste mês pela biofarmacêutica Sinovac. A parceria internacional garantiu 11 mil litros de matéria-prima vinda da China para a fábrica em São Paulo. Também neste mês, o Butantan já solicitou uma nova remessa de 8 mil litros de IFA para a Sinovac. O objetivo é acelerar ainda mais a produção de novas vacinas na capital paulista.

Competences for implementation science: what trainees need to learn and where they learn it.

Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation practice and research and by exploring implementation experts' sources of expertise. The competence profile is theoretically based on educational psychology, which implies the definition of improvable and teachable competences. In an online-survey, an international, multidisciplinary sample of 82 implementation experts named competences that they considered most helpful for conducting implementation practice and implementation research. For these competences, they also indicated whether they had acquired them in their professional education, additional training, or by self-study and on-the-job experience. Data were analyzed using a mixed-methods approach that combined qualitative content analyses with descriptive statistics. The participants deemed collaboration knowledge and skills most helpful for implementation practice. For implementation research, they named research methodology knowledge and skills as the most important ones. The participants had acquired most of the competences that they found helpful for implementation practice in self-study or by on-the-job experience. However, participants had learned most of their competences for implementation research in their professional education. The present results inform education and training activities in implementation science and serve as a starting point for a fluid set of interdisciplinary implementation science competences that will be updated continuously. Implications for curriculum development and the design of educational activities are discussed.

Coletiva de imprensa: anúncios do Governo SP - 02/09/2020

O Governado João Doria anunciou nesta quarta-feira (2) o lançamento do programa Psicólogos da Educação, que vai contratar pelo menos mil profissionais da área para atender 3,5 milhões de estudantes e 250 mil professores e servidores da rede estadual paulista. O atendimento remoto vai ser feito em mais de 5 mil escolas a partir de novembro. “Os atendimentos serão feitos inicialmente por videoconferência, remotamente, como determina a orientação do Centro de Contingência da COVID-19. O suporte de psicólogos já era uma demanda histórica, mas se tornou ainda mais necessária diante da pandemia”, declarou Doria. Os psicólogos vão apoiar o desenvolvimento das ações do Programa de Melhoria da Convivência e Proteção Escolar (Conviva-SP) e orientar profissionais sobre possíveis sinais passíveis de identificação de traumas e abusos entre os alunos, além de conduzir testes e ferramentas psicológicas, conforme planejamento de cada escola. “Desde o período anterior a pandemia, a ansiedade é um dos fatores que mais afeta os educadores. 28% afirmam estar sofrendo ou ter sofrido algum tipo de depressão. Agora, quase 50% dos professores indicam que estão preocupados com a saúde mental”, declarou o Secretário de Educação Rossieli Soares. “80% dos jovens hoje dizem que o lado emocional tem atrapalhado nos estudos. O aumento de ocorrência desses transtornos acaba afetando a própria aprendizagem”, acrescentou. Todas as mais de 5 mil unidades da rede estadual serão beneficiadas. Cada escola terá à disposição, no mínimo, 5 horas semanais de atendimento por um psicólogo. Quanto maior o número de alunos atendidos pela unidade, maior será a carga horária semanal disponibilizada pelos profissionais. Os atendimentos vão começar em novembro e devem ocorrer por meio de conferência por áudio ou vídeo via internet. A prioridade é que os psicólogos atuem em atividades coletivas que contribuam para a melhora de todo o ambiente escolar. Também haverá a possibilidade de atendimento clínico de emergência para alunos ou servidores. Para ter acesso ao atendimento, as escolas terão de realizar agendamento por meio de uma plataforma específica. As equipes das Diretorias de Ensino e da Secretaria de Educação vão fazer o monitoramento e avaliação da atuação dos psicólogos e da melhoria do convívio escolar na rede pública. Pesquisa promovida pelo Datafolha em parceria com a Fundação Lemann, Itaú Social e Imaginable Futures apontou que 75% dos estudantes estão tristes, ansiosos ou irritados em decorrência da pandemia. O Datafolha entrevistou 424 responsáveis por estudantes da rede pública com idade entre 6 e 18 anos, dos anos iniciais e finais do ensino fundamental e do ensino médio, no último mês de junho. Em pesquisa do Instituto Peninsula, feita com professores de todo o país entre abril e maio de 2020, 50% dos profissionais indicaram preocupação com a saúde mental durante a pandemia. O estudo apontou que 55% dos professores declaram que gostariam ter acesso a suporte emocional e psicológico. Saiba mais em: www.saopaulo.sp.gov.br/coronavirus/planosp

Sexta evaluación de test editados en España: Resultados e impacto del modelo en docentes y editoriales / Sixth review of tests published in Spain: Results and impact of the model on lecturers and publishers

El cuestionario para la Evaluación de los Tests (CET; Prieto y Muñiz, 2000) y su revisión (CET-R; Hernández et al., 2016) se han venido aplicando sistemáticamente desde 2010, impulsado por la Comisión de tests del Consejo General de la Psicología del Colegio Oficial de Psicólogos. El objetivo es proporcionar información contrastada sobre la calidad de las pruebas a los profesionales, con el fin de mejorar el uso de los tests. El presente trabajo tiene un doble objetivo. El primero, presentar los resultados de la sexta evaluación de tests psicológicos y educativos, en la que se han revisado un total de 10 tests. El segundo, evaluar el impacto que la aplicación del CET/CET-R ha tenido durante estos años en dos agentes cruciales: las editoriales de tests, y los profesores universitarios encargados de formar a los futuros profesionales usuarios de tests. Los resultados de la sexta evaluación, así como los resultados de la encuesta para evaluar el impacto del CET/CET-R, se pueden considerar en general satisfactorios. Sin embargo, se identifican varios aspectos que son susceptibles de mejora

The Questionnaire for the Assessment of Tests (CET; Prieto & Muñiz, 2000) and the revised version of this questionnaire (CET-R; Hernández et al., 2016) have been applied systematically since 2010 by the Test Commission of the Spanish Psychological Association. The main goal is to provide practitioners with reliable information on the quality of the tests in order to improve test use. The aim of this paper is twofold. First, to present the results of the sixth review of psychological and educational tests, in which a total of 10 tests have been evaluated. Second, to assess the impact that the application of CET/CET-R has had over these years on two key agents: test publishers and university lecturers who are responsible for training future test users. Both the results of the sixth review and the results of the survey to assess the impact of CET/CET-R are satisfactory in general terms. However, some issues where there is room for improvement have been identified

La psicología como técnica de subjetivación / Psychology as a technique of subjectification

Se propone de forma tentativa una concepción de la Psicología que pretende desplazar las cuestiones epistemológicas (qué clase de ciencia es, de serlo) y las teóricas y metodológicas (cuál debe ser su objeto y su método) adoptando una perspectiva basada en la genealogía de cuño foucaultiano y en la antropología de la ciencia de autores como Bruno Latour. Para ello, se marca distancia con la llamada Psicología crítica y se argumenta que la Psicología importa más por lo que hace que por lo que dice (aunque decir es también hacer) y que funciona ante todo como una práctica de subjetivación. Se termina revisando brevemente algunos trabajos que intentan mostrar ese funcionamiento en casos concretos

A conception of psychology is tentatively proposed which aims to displace epistemological questions (what kind of science it is, if it is a science) and theoretical and methodological questions (what its object and its method should be). Instead, a perspective is adopted that is based on Foucauldian genealogy and the anthropology of science by authors such as Bruno Latour. An attempt is made to create distance with respect to so-called critical psychology. It is argued that psychology matters more for what it does than for what it says (although saying is also doing) and that it functions mainly as a practice of subjectivation. This paper ends by briefly reviewing a number of works that attempt to show this functioning in specific cases

La intervención en habilidades narrativas en alumnado con dificultades del lenguaje. Una oportunidad para el trabajo colaborativo entre logopedas, profesorado y familias / The intervention in narrative skills in students with language difficulties. An opportunity for collaborative work between speech therapists, teachers and families

No disponible

Validation of a scale for a nonword repetition task to assess lexical development / Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico

It has been demonstrated that the ability to repeat non-words is a good marker of lexical development in a number of languages, including Spanish. In addition, the ability to repeat nonwords has been used as a good discriminator between typically developing children and children with language delays or other language difficulties. However, despite its potential usefulness for clinical and research purposes, there is no validated scale in Spanish. To address this situation, we present a scale based on a sample of 342 monolingual Spanish-speaking children aged from four to seven years. After data analysis, a scale was elaborated to provide populational references for colleagues working in educational, clinical and research fields. The results show a ceiling effect for six years olds, as well as for monomorphemic and bisyllabic items. Implications of these scores are discussed in the corresponding section (AU)

La habilidad para repetir pseudopalabras se ha mostrado como un buen marcador de desarrollo léxico en multitud de lenguas incluyendo el español. Además, permite discriminar en buena medida entre niños con desarrollo típico y niños con trastornos y retrasos del lenguaje. Sin embargo, pese a su potencial importancia para su uso clínico e investigador, en español no contamos con baremos para una lista de estímulos determinada. Con el objetivo salvar esta notable carencia, se realiza una tarea de repetición de pseudopalabras a una muestra total de 342 niños y niñas monolingües españoles de entre cuatro y siete años. Tras el análisis de los resultados se elaboró un baremo con el objeto de aportar referencias poblacionales a colegas que trabajan en las citadas áreas clínico-educativas y de investigación. Los resultados muestran un efecto techo de esta tarea a los 6 años, así como para los estímulos monomorfémicos y bisílabos. Las implicaciones de estos resultados y baremo obtenido son discutidas en el apartado correspondiente (AU)

Recruitment and retention of Native American graduate students in school psychology.

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record

Infrahumanization in children: An evaluation of 70 terms relating to humanity / Infrahumanización en niños: evaluación de 70 términos relacionados con humanidad

BACKGROUND: Research on infrahumanization has revealed that individuals attribute more secondary emotions to the in-group than to the out-group, whose capacity to experience them is denied or restricted. When this bias has been examined in children, researchers have used the same taxonomy of affective terms as that used with adults. The aim of this research is to conduct a normative study that will equip researchers with a taxonomy of humanity attributed to emotional terms specifically for children. METHODS: Three hundred and sixty-three children aged between 11 and 12 responded to several questionnaires containing a total of 70 emotional terms, evaluated in eight dimensions associated with the perception of humanity. RESULTS: Principal component analysis shows that children categorize implicit dimensions associated with humanity differently to adults. CONCLUSIONS: This normative study enables the selection of graded emotional terms in humanity perceived by a child sample, in order to overcome current limitations in research on infrahumanization in children

ANTECEDENTES: las investigaciones sobre la infrahumanización han revelado que las personas atribuyen más sentimientos al endogrupo que al exogrupo, al que niegan o restringen la capacidad para experimentarlos. Cuando se ha investigado este sesgo en niños, los investigadores han utilizado la misma taxonomía de rasgos emocionales que con adultos. El objetivo de esta investigación es realizar un estudio normativo que permita a los investigadores tener una taxonomía de humanidad atribuida a los términos emocionales específica para niños. MÉTODO: 363 niños de entre 11 y 12 años respondieron diferentes cuestionarios relativos a un total de 70 términos emocionales, evaluados en ocho dimensiones relacionadas con la percepción de humanidad. RESULTADOS: el análisis de componentes principales muestra que los niños agrupan las dimensiones implícitas asociadas a humanidad de modo diferente a los adultos. CONCLUSIONES: este estudio normativo permite seleccionar términos emocionales graduados en humanidad percibida por una muestra infantil, con el fin de superar las limitaciones encontradas hasta el momento en la investigación sobre infrahumanización en niños

Multiple goals and homework involvement in elementary school students

This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp 2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp 2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp 2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement (AU)

No disponible

Pre-service science teachers’ teaching self-efficacy in relation to personality traits and academic self-regulation

The aim of this study is to examine the relationship among pre-service science teachers’ personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers’ Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers’ teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes (AU)

No disponible

Red académico-profesional de la psicología en la educación / No disponible

A mediados de septiembre de 2010 se firmó en España un Acuerdo sobre la Inserción del psicólogo educativo en el sistema de educación español no universitario. En ese momento ya se indicó la pertinencia de la implementación de una red que posibilitara la unión de esfuerzos de padres, profesores, psicólogos educativos (entre otros profesionales), autoridades académicas y profesionales del mundo académico y profesional de la Psicología (Conferencia de Decanos y Colegios de Psicólogos) para la mejora de la enseñanza formal no universitaria. Lo que ahora se presenta es un esbozo avanzado de esta Red, que trata de integrar las ventajas tanto de la Web 1.0 (unidireccional) como de la 2.0 (multidireccional y participativa). Está, de momento, estructurada en torno a 5 núcleos de interés: psicólogos educativos, padres, profesores, autoridades académicas e instituciones de consulta. A todos estos grupos se les ofrece la posibilidad de contar con información relevante y actualizada para cada uno de ellos (legislación, programas de intervención, servicios de conexión, etc.), a la par que la de participar, bien intra o intergrupos, en actividades de enseñanza y aprendizaje mediante las TIC (discusiones, ayudas, propuestas, iniciativas, asesoramiento, etc.). Esta Red, que ve la luz pública en estos precisos momentos, está llamada a ir construyéndose y transformándose continuamente (incorporación de la Web 3.0), gracias a la colaboración y participación de todas y cada una de las personas pertenecientes al mundo académico y profesional de la educación, sobre todo dentro de España, pero con el deseo de que puedan integrarse, si así lo desean, también otros países (AU)

In mid-September 2010, an agreement was signed in Spain about the insertion of the educational psychologist in the Spanish education system. At this time already it was indicated the relevance of implementing a network that would enable to join the different efforts of parents, teachers, educational psychologists (including professionals), academic authorities and practitioners from academia and professional psychology (Conference of Deans of Psychology and General Association of Psychologists) in order to improve non university formal education. What is now presented is an outline of the Network, which seeks to integrate the advantages of both Web 1.0 (one way) and the 2.0 (multidirectional and participatory). It is organized around 5 nuclei: educational psychologists, parents, and teachers, academic and consulting institutions. All these groups are offered the possibility to have relevant and timely information for each of them (law, intervention programs, services, connections, etc.) alongside that of participating, either intra-or inter-group, in teaching and learning activities (discussions, grants, proposals, initiatives, advice, etc.). This network is called to be constructed and transformed continuously (integration of Web 3.0), with the cooperation and participation of each and every one of the persons belonging to the academic and professional education, especially from Spain, but with the desire to integrate other countries, if they desire so (AU)

Servicios Municipales de Atención Comunitaria Psicológica y Educativa: Una Experiencia de Atención Comunitaria Psicológica y Educativa y Perspectivas de Futuro / Municipal Psychological and Educational Community Care Services: An Experience in Community Psychological and Educational Care and Prospects for the Future

En este trabajo se recoge la experiencia de los Servicios de Atención Comunitaria Psicológica y Educativa que, desde un ámbito municipal, vienen desarrollando distintos programas de intervención y actividades de carácter preventivo y comunitario. Dichas actividades parten de un análisis de necesidades que permiten una actualización permanente de sus objetivos de actuación y basado en un modelo de competencia y metodologías evaluables. Este servicio cubren necesidades y un espacio de trabajo determinado para el que no hay respuesta desde ningún otro servicio u organismo (AU)

This paper describes the experience of Community Care Services and Educational Psychology, which, on a municipal level, are developing different intervention programs and preventive community activities. These activities are based on a needs analysis to enable the continuous updating of performance targets and are based on a competency model and valuable methodology. This service covers an area of needs and a specific job for which there is currently no response from any other department or agency (AU)

El ámbito de las dificultades específicas de aprendizaje en España a partir de la ley orgánica de educación / No disponible

La evaluación e intervención en alumnos con dificultades de aprendizaje (DA) requiere un tratamiento específico que entienda la realidad de esta problemática, en coherencia con el conocimiento científico internacionalmente establecido y las evidencias empíricas. En España, la LOE se ha convertido en un punto de inflexión determinante en este aspecto, al incluir por primera vez las DA dentro de la categoría de necesidades específicas. Sin embargo, la Ley no clarifica las medidas organizativas y funcionales que se deben emprender, delegando en las Comunidades Autónomas su concreción. A lo largo del presente artículo se reflexiona acerca de los cambios ligados al ámbito de las DA introducidos por la LOE, abordando además el análisis de las medidas emprendidas por las Administraciones autonómicas. A partir de las limitaciones detectadas en estos primeros avances se aportan sugerencias sobre aspectos que todavía es necesario concretar o mejorar para asegurar un tratamiento educativo adecuado a los alumnos DA (AU)

Assessment and intervention in students with learning disabilities (LD) require a specific processing which comprises this real problem according to the international scientific knowledge and the empirical evidences. In Spain, the Educational Organic Law (LOE, 2006)supposed a significant change in LD field, because of, it included for the first time, LD as a specific special education category. However,the law does not clarify the specific organizing and functional measures which should be started. Their concretions are delegated to the specific regional governments. In this paper, we reflect about the changes of LD field in Spain from LOE law, analyzing the specific measures of regional governments. Some practical and educational implications are suggested from the gaps and limitations of these first steps in the LD field of Spain, which allows a suitable educational intervention of LD students (AU)

Evaluación de la sintomatología negativista desafiante en niños de seis a ocho años: concordancia entre padres y maestros / Evaluation of oppositional defiant symptoms in 6- to 8 year-old children: Agreement between parents and teachers

El objetivo principal de este estudio es conocer el grado de concordancia entre los informes proporcionados por padres y maestros acerca de la sintomatología negativista desafiante en niños en edad escolar (6-8 años). Además, se pretende analizar si la edad y el sexo del niño afectan el nivel de acuerdo entre informantes. Padres y maestros evaluaron a 702 niños y niñas de 25 escuelas de la Comarca de Osona, Barcelona (España), mediante el Child Sympton Inventory-4 (versión padres y maestros). Los resultados indican una concordancia muy baja, casi nula, entre las valoraciones de ambos informantes; además, las variables edad y sexo de los niños no representan una diferencia significativa en dichas valoraciones. Los padres tienden a evaluar más síntomas del Trastorno Negativista Desafiante como presentes, y a percibir con mayor intensidad su severidad(AU)

Agreement between parents and teachers. The main goal of this study is to determine the degree of agreement between the reports provided by parents and teachers about oppositional defiant symptoms in school children between the ages of 6 and 8 years. In addition, it attempts to determine whether children’s age and sex affect the level of agreement between informants. Parents and teachers assessed 702 girls and boys at 25 schools in the Region of Osona, Barcelona (Spain) with the Child Symptom Inventory-4 (parents’ and teachers' version). The results indicate a very low agreement -practically null-between the valuations of both informants; furthermore, no significant difference due to the variables age and sex of the children was observed in the above-mentioned valuations. The parents tended to appraise most of the symptoms of the Oppositional Defiant Disorder as present and to evaluate their severity as being more intense(AU)

Me sobran cuatro y no sé qué hacer con ellos. Un estudio sobre los problemas de división con resto en alumnos de 1º de ESO / I have four left and don’t know what to do with them. A study on division with remainder problems in 1st of ESO pupils

Los problemas de división con resto son especialmente complejos, como han mostrado numerosos estudios. El objetivo de esta investigación era establecer si las dificultades de los estudiantes procedían de una representación inicial inapropiada o de una interpretación inadecuada de las respuestas numéricas. También queríamos determinar si los tipos de resto se podían agrupar en dos bloques, dependiendo de que la respuesta correspondiese directamente a los términos de la división o no. Evaluamos 49 estudiantes de secundaria con una edad media de 12 años;10 meses. Los participantes resolvieron problemas de Grupos Iguales Partitivos y de Medida con cuatro Tipos de Resto: Resto-no-Divisible, Resto-Divisible, Resto-Resultado y Reajustar-Cociente-Incrementándolo-Parcialmente. Nuestros datos mostraron que: (a) la elección de la división como procedimien-to de resolución fue muy elevada en ambos Modelos de División, aunque los problemas Partitivos fueron más fáciles que los de Medida; (b) el porcentaje de interpretaciones correctas fue superior a los encontrados en otras investigaciones; y (c) cuando la respuesta consistía en el cociente o el resto el éxito fue superior que cuando había que Reajustar-Cociente-Incrementándolo-Parcialmente. Para finalizar, la principal dificultad de los estudiantes al resolver estos problemas parece girar en torno a la representación inicial deficitaria del problema

Division-With-Remainder problems are particularly complex as suggested in many works. The aim of the present research was to establish whether students’ difficulties in these problems came from an inadequate initial representation or from an inadequate final interpretation of the numerical answers. We also wanted to determine whether types of remainders could be grouped into two blocks depending on whether the answer was directly matched to one of the terms of the division or not. To this end, we tested forty-nine secondary students with a mean age of 12 years and 10 months. The participants solved Partitive and Quotitive Equal-Groups problems involving four Types of Remainder: Remainder-Not-Divisible, Remainder-Divisible, Remainder-as-the-Result, and Readjusted-Quotient-by-Partial-Increments. Our data showed that: (a) although the selection of division as the resolution procedure was very high in both Models of Division, Partitive problems were easier than Quotitive ones; (b) the percentage of correct interpretations was higher than the percentages reported in other researches; and (c) success in problems whose answers were the quotient or the remainder was higher than in Readjusted-Quotient-by-Partial-Increments problems. To conclude, the main difficulty of students when solving Division-With-Remainder problems seems to be in the inadequate initial representation of the problem

El desarrollo de las estrategias infantiles. Un estudio sobre el razonamiento aditivo y multiplicativo / The development of children’s strategies. A study of the additive and multiplicative reasoning

Los niños pequeños tienen un conjunto de habilidades matemáticas que les permite enfrentarse con éxito a problemas con estructura aditiva y multiplicativa. Con objeto de determinar el alcance de esta afirmación, hemos evaluado a los mismos niños en dos ocasiones (i.e., cuando tenían 4-5 años y posteriormente a los 5-6 años) en problemas de Cambio y Grupos Iguales, usando objetos para facilitar el proceso de representación de las cantidades. Los resultados mostraron que: (1) el nivel de rendimiento de los niños, independientemente del momento de medición, era muy elevado en todos los problemas; (2) tan sólo se observó un cierto retroceso en el rendimiento en los problemas de sustracción; (3) en todos los problemas los procedimientos de resolución se basaban en general en la representación directa de las cantidades; (4) las estrategias de conteo aparecían exclusivamente en los problemas de adición y sustracción y las de conocimientos derivados, principalmente, en los de multiplicación y división; (5) la variabilidad de las estrategias dependía del tipo de operación y momento de medición y finalmente, (6) el cambio de estrategias era gradual y no abrupto

Young children posses a wide range of arithmetical abilities that enable them to successfully face word problem, with additive and multiplicative structures. To test this, we have assessed the participants twice (i.e., when they were 4 to 5 years old and when they were 5 to 6 years old) with Change and Equal Groups problems, where objects were available to ease the representation of the quantities of the problems. The result showed that: (1) the level of children’s success was very high, regardless the moment of assessment and the kind of problem; (2) only the subtraction problems registered a decrease during the second assessment; (3) the procedures of resolution were mainly based on the direct representation of the quantities for all kind of problems; (4) the counting strategies were used only in the additive and subtractive problems, while the derived fact strategies were mainly applied in the multiplication and division problems; (5) the variability in the use of the strategies was affected by the kind of operation involved in the problem and the moment of the assessment; and finally (6) strategy change seemed to be gradual rather than abrupt

Aprendizaje cooperativo en matemáticas: un estudio intracontenido / Cooperative learning in mathematics: a intra-contents study

El presente trabajo estudia los efectos de una metodología cooperativa en el aula de matemáticas centrándose en las interacciones entre tratamiento y contenido. Los autores parten de los resultados que obtienen otros investigadores que defienden la idea de que los métodos de aprendizaje cooperativo son más efectivos en tareas complejas y, centrándose en un aula de 4º de ESO, desarrollan las actividades a partir de una metodología mixta (cooperativo-individualista), dividiendo el contenido del curso académico en tres grandes bloques. El primer bloque hace referencia a la operatividad numérica, el segundo bloque es el de álgebra y, el tercero, es el de los contenidos que hacen referencia explícita a esquemas operacionales formales (combinatoria, probabilidad, etc.). Los resultados confirman que las diferencias en rendimiento, aunque son siempre a favor de la cooperación, son más acusadas en los contenidos más novedosos y complejos, incluso aunque estos contenidos estén directamente vinculados a los instrumentos cognitivos (esquemas) del sujeto

The present work studies the effects of a cooperative method-ology in mathematics classes focusing on the interactions between processing and content. The authors start from the results obtained by other researchers that support the idea of cooperative learning methods been more effective in complex tasks, and focusing on a class of the 4th course of Compulsory Secondary Education (ESO), they develop the activities starting from a mix methodology (cooperative-individualistic), they divide academic content into three large-scale sections. The first block refers to the numerical operativity, the second segment is the one that belongs to algebra, and the third one corresponds to the contents that refer closely to the operational scheme (combinatory, probability, etc.). The results confirm that the dissimilarities in performance, however they are always in favour of cooperation, they are more noticeable in more innovative and complex contents, even though this contents are straight away linked to the cognitive tool (scheme) of the individual

Patient education. Timeless principles of learning: a solid foundation for enhancing chronic disease self-management.

The use of evidence-based principles of learning can contribute to the empowerment of patients as they adopt self-management skills aligned with healthy behaviors. This article, jointly written by a nurse and an educator, describes these timeless principles and how home care clinicians and patients benefit from their use.

[Evaluation of consequences of test use in validity theory]. / La evaluación de las consecuencias del uso de los tests en la teoría de la validez.

There is little doubt about the importance of validity during the compilation and evaluation of tests. Nevertheless, intense debate has arisen with regard to incorporating the consequences of test use as a further source of evidence in the most recent edition of the AERA, APA, NCME Standards . After reviewing the historical antecedents of the issue and the main lines of approach of both defenders and critics, this paper sets out the arguments which may be used in answer to the question: 'At what point should the analysis of the consequences of test use become part of validation?' The response of the AERA, APA, NCME Standards has clear similarities with the perspective adopted towards the consideration of bias in tests as a problem of validity. Finally, the paper describes how consequence validation may be subject to tension arising from the evolution of notions of justice in test use.