Managing heart failure patients in the outpatient setting can pose a challenge for nurses and health care staff due to the need to educate patients on self-care skills and management of disease. Several factors, including health literacy and numeracy, need to be considered when developing an education program for heart failure patients to promote self-care management. The purpose of this project was to provide nursing staff with a clinical practice guideline (CPG) that incorporated health and numeracy literacy assessment into an individualized education program. The Johns Hopkins nursing evidence-based practice (EBP) model, the situation-specific theory of heart failure (HF) self-care, and Wagner's chronic care model guided the development and implementation of this project. The practice-focused question for this project asked whether evidence informs a CPG intended to assess health literacy and numeracy assessment and promote an enhanced individualized education intervention in an outpatient HF population. A literature review using 20 articles from 2006-2018 was completed. Five articles were selected to review levels of evidence, and three articles were chosen to support the development of the CPG. The CPG was reviewed, refined, and validated by an expert panel of HF nurses and physicians. The CPG might support a positive social change in the practice setting by improving the tools for nurses to assess health literacy in the HF patient population and provide individualized education to influence self-care interventions.

Die Untersuchungen, deren Ergebnisse in den Heften 32 und 33 der Potsdamer Studien zur Grundschulforschung vorgelegt wurden, gingen den Fragen nach, was Kinder am Anfang und am Ende des ersten Schuljahres über die Größe Geld wissen, welche elementaren Fähigkeiten sie im Umgang mit Geld haben und wie sich diese Kenntnisse und Fähigkeiten im Verlaufe des ersten Schuljahres weiterentwickeln. Mit den nun vorliegenden Ergebnissen unserer dritten Studie zum Thema Geld knüpfen wir an diese vorangegangenen Studien an. In diesem Heft wird dargestellt, welche Kompetenzen die an unseren Untersuchungen beteiligten Kinder am Ende der Klasse 2 besitzen und wie sich diese Kompetenzen im Vergleich zu den anderen Messzeitpunkten verändert haben. Außerdem sind wir der Frage nachgegangen, ob Zusammenhänge zwischen dem Vorwissen der Kinder bezogen auf unseren Untersuchungsgegenstand und den Rechenfähigkeiten am Ende der Klasse 2 bestehen. Im Ergebnis dieser Studien haben wir ein Modell für das Größenkonzept der Größe Geld entwickelt.

This thesis replicates and explores some of the recent findings by Robert Siegler regarding the development ofaddition skills in grade one children. Siegler states that children employ a number ofdifferent strategies to solve single digit addition problems, these strategies coexist and compete, and cognitive variability is an essential aspect of cognitive development. He also advocates the use ofthe microgenetic approach in order to explore cognitive development. Many of Siegler' s observations were replicated while the microgenetic approach produced valuable information. Consideration of Siegler's work resulted in two research questions being formulated, both concerning the actual selection of strategies. First, a prediction analysis was employed to test the hypothesis that children attempt to match the most appropriate strategy to the problem presented according to a principle ofleast effort (defined as the attempt to maximise benefit and minimise cost). The predictions were stipulated prior to the analysis and were based on the arithmetic development literature. It was predicted that children would tend to retrieve the answers to small problems and tie-problems or calculate the answer by counting on from the larger addend by the amount indicated by the small addend (which involves reversing the order of the addends when the first addend is the smaller of the two). The strategy selections (n=229) made by a sample of 12 grade one learners on 21 single digit addition problems were categorised and compared to the predictions. The prediction analysis reduced the expected error by 63%, supporting the least effort model of strategy choice. The result is statistically significant (2=10.231, p / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.

This study surveyed Teachers of the Deaf in New Zealand who worked with a year 4 or year 8 student in 2006. The aim was to establish which assessments these teachers used and the extent to which the assessments influenced the IEP process and the teacher’s daily practice. The question was raised as to which assessments might provide reliable valid data to track the development of deaf and hearing-impaired students in New Zealand. The key findings from the study included that Teachers of the Deaf use assessments commonly used in deaf education more often than classroom assessments, but do make significant use of running records as well. There were differences between the two Deaf Education Centres use of assessment, and also disparity in the ways teachers arrive at assessment decisions such as allocating a curriculum level to a learning area. There was variance between the assessments used by a Teacher of the Deaf working in a satellite classroom, and the assessments completed by itinerant Resource Teachers of the Deaf. There appeared to be deaf students on Resource Teacher of the Deaf caseloads who were not assessed in mathematics by either the class teacher or the Teacher of the Deaf and the level of support by Teachers of the Deaf in mathematics is low. From within the complex picture of the assessment landscape for deaf students there are a number of signposts for future direction suggested by this study. These are: the need for a national assessment policy for deaf students; the need for data to be gathered nationally about the achievement of deaf students; sustained professional development around Teacher of the Deaf, common classroom assessments and national assessment tools; a closer look at the marking guidelines for Formal Retells and the need for student self-assessment practices to be further encouraged.

This mixed methods study is a program evaluation of Newfoundland and Labrador’s Excellence in Mathematics Strategy commencing in 2007 with a curriculum review leading to the implementation of the Western and Northern Canadian Protocol Common Curriculum Framework in K-12 mathematics along with the implementation of numeracy support teachers in classrooms across the province. The goals of the Strategy were to improve student achievement with the curriculum change; to support teachers, students, and parents; and to encourage an increased interest and enthusiasm for mathematics. This study included a quantitative analysis of the provincial mathematics assessment results in Grades 3, 6, and 9 from 2007 to 2012 by comparing assessment items that were common to both the old and new curricula, and comparing results of items anchored in 2011 and 2012. Assessment results demonstrated inconsistent results on common curriculum items. Results of items anchored decreased in all grades in 2011 but items anchored in 2012 increased in all grades. Another quantitative analysis was conducted on the effect of numeracy support teachers (known elsewhere as mathematics specialists, coaches, or mentors) on students’ mathematics achievement in schools having Grade 3 and 6 classrooms receiving numeracy support from 2007 to 2011. Schools with numeracy support in Grades 3 and 6 for four years were mostly lower-achieving schools and had achievement results move closer over time to schools receiving one or no years of support which were mostly higher achieving schools. Schools receiving support in both Grades 3 and 6 had the highest proportion of students moving from below standard to at/above standard on rubric-scored open-constructed response questions. A qualitative analysis was conducted of focus groups with numeracy support teachers and supported the quantitative analysis of the provincial assessment results. Numeracy support teachers shared their observations of teachers’ unconventional assessment methods and students’ increase in communicating, reasoning, problem solving, and strategizing about mathematics. Lower-achievers were more engaged in these classrooms and manipulative use in problem solving improved. Numeracy support teachers witnessed physical and attitudinal changes through planning, modelling, co-teaching, and reflecting with teachers thereby helping change the culture of students’ classrooms. The goal of numeracy support teachers to build capacity in their teachers through collaboration was evident in some classrooms as beliefs and habits were changing, but some were resistant. / Graduate / 0280 / 0727 / karen.m.moore@gmail.com

Finansiell förmåga är kunskap om finansiella koncept och produkter, samt förmågan att kunna applicera den i verkligheten. Många studier, såväl nationella som internationella, har visat att flertalet individer har bristande kunskaper inom området. Problemet som uppstår är den direkta påverkan det har på ekonomiskt och finansiellt beslutsfattande. I studien undersöks om ekonomiutbildning på universitetsnivå ökar den finansiella förmågan och därmed bidrar till mer välgrundade ekonomiska beslut. Vidare studeras även räknefärdighet och dess koppling till utbildning och finansiell förmåga då tidigare forskning behandlat dessa faktorer tillsammans. Med hjälp av en enkätundersökning som delats ut till ekonomistudenter på Karlstads universitet har detta studerats. Respondenterna delades upp i två grupper i syfte om att kartlägga utbildningens betydelse. Studenter som precis påbörjat sin ekonomiutbildning och studenters som befann sig i slutet av utbildningen. Resultatet visade att individer som studerat ekonomi har en bättre finansiell förmåga. Ekonomiutbildning hade även en positiv effekt på räknefärdighet, deltagande på aktiemarknaden samt långsiktigt sparande. / Financial literacy is knowledge of financial concepts and products, as well as the ability to apply it in real life. Several studies have shown that most individuals have insufficient knowledge in the field. The problem that arises is the direct impact this has on financial decision-making. The study examines whether economic education increases financial literacy and thus contributes too more informed financial decisions. Furthermore, it studies numeracy and its relationship to education and financial literacy as previous research addressed these factors together. To explore this, a questionnaire was distributed to economic students at Karlstad University. The respondents were divided into two groups in order to identify the role of education. Students who just have started their economic education and individuals who have studied economics for at least three years. The results show that a student who has study economics has better financial literacy. Education in economic also had a positive effect on numeracy, participation in the stock market and long-term savings.

No description available.

Probabilities, an essential dimension of risk communication, can be presented in various formats including frequencies (e.g., 1 in 10), percentages (e.g., 10%), or verbal phrases (e.g., unlikely); the literature is mixed concerning which format best supports comprehension. Additionally, it is not well understood how people who vary in their level of numeracy understand those probabilities. The goal of the present three-phase within-participant study was to understand how the factors of format and numeracy influence comprehension and mental representations of probabilities for younger and older adults. Overall, the results of this research clearly indicated that comprehension and mental representation of health risk probabilities are influenced by format, age, and numeracy. To best support comprehension and comparison of health risk probabilities for younger adults and healthy older adults with varying numeracy, percent format should be used.

The early years of schooling are a crucial part of a student’s education. Recent years have seen the implementation of new literacy and numeracy programs in primary school classrooms. The key area of mathematics (numeracy) has been closely monitored and funded by political and educational bodies (Clarke, Cheeseman, Gervasoni, Gronn, Horne, McDonough, Montgomery, Roche, Sullivan, Clarke, & Rowley, 2002; Association of Independent Schools of South Australia, 2004). The new numeracy programs have been introduced into the school curriculum to ensure that all students’ needs are catered for in the classroom program. However, standardised testing using pencil and paper is still being used as the accepted form of assessment. The Victorian State Government uses the Achievement Improvement Monitor (AIM) to assess students’ mathematical achievement levels. This pencil and paper test is conducted for students in years three, five, seven and nine and is used to sort the students into a percentile group. Other than the ‘Early Numeracy in the Classroom’ program (2002) used by Victorian schools as a prep. to three program, where a one-on-one interview is used as a form of assessment, there is currently no program that offers students the opportunity to choose how best to represent their own mathematical understanding. Although, the learning needs of students are being better catered for within the classroom, students are being disadvantaged by the way in which they are assessed.

Thesis (MPhil) -- Stellenbosch University, 2001. / Bibliography / ENGLISH ABSTRACT: Few news subjects or events can be comprehensively covered in the media without numbers being used. Indeed, most reports are essentially 'number stories', or could be improved through the judicious use of numbers. Despite this there are frequent complaints about poor levels of numeracy among journalists. Although numbers are fundamental to virtually everything they write, the most superficial review of South African newspapers indicates that most encounters between journalists and numbers of any sort are uncomfortable, to say the least. Reporters shy away from using numbers, and frequently resort to vague comments such as "many", "more", "worse" or "better". When reports do include numbers, they often don't make sense, largely because journalists are unable to do simple calculations and have little understanding of concepts such as the size of the world's population, a hectare, or a square kilometer. They frequently use numbers to lend weight to their facts without having the numerical skills to question whether the figures are correct. Numeracy is not the ability to solve complicated mathematical problems or remember and use a mass of complicated axioms and formulas; it's a practical life skill. For journalists it is the ability to understand the numbers they encounter in everyday life - percentages, exchange rates, very large and small amounts - and the ability to ask intelligent questions about these numbers before presenting them meaningfully in their reports. This thesis is not a compendium of all the mathematical formulas a journalist could ever need. It is a catalogue of the errors that are frequently made, particularly in newspapers, and suggestions to improve number usage. It will hopefully also serve to make journalists aware of the potential of numbers to improve reporting and increase accuracy. This thesis emphasises the importance of basic numeracy for all journalists, primarily by discussing the basic numerical skills without which they cannot do their job properly, but also by noting the concerns of experienced journalists, mathematicians, statisticians and educators about innumeracy in the media. Although the contents of this thesis also apply to magazine, radio and television journalists, it is primarily aimed at their counterparts at South Africa's daily and weekly newspapers. I hope the information contained herein is of use to journalists and journalism students; that it will open their eyes to the possibility of improving number usage and thereby reporting, serve as encouragement to brush up their numerical skills, and help to shed light on the numbers which surround them and which they use so readily. / AFRIKAANSE OPSOMMING: Min nuusonderwerpe of -gebeure kan in beriggewing tot hul reg kom sonder dat enige getalle gebruik word. Trouens, die meeste berigte is in wese 'syferstories', of kan verbeter word deur meer sinvolle gebruik van syfers. Tog is daar vele klagtes oor joemaliste se gebrekkige syfervaardigheid. Ten spyte van die ingeworteldheid van getalle in haas alles wat hulle skryf, toon selfs die mees oppervlakkige ondersoek na syfergebruik in Suid-Afrikaanse koerante joemaliste se ongemaklike omgang met die meeste syfers. Hulle is skugter om syfers te gebruik, en verlaat hulle dikwels op vae kommentaar soos "baie", "meer", "erger" of "beter". Indien hulle syfers gebruik, maak die syfers dikwels nie sin nie: meermale omdat joemaliste nie basiese berekeninge rondom persentasies en statistiek kan doen nie, en min begrip het vir algemene groothede soos die wereldbevolking, 'n hektaar of 'n vierkante kilometer. Hulle sal dikwels enige syfer gebruik omdat hulle meen dit verleen gewig aan hul feite en omdat hulle nie die syfervaardigheid het om dit te bevraagteken nie. Syfervaardigheid is nie die vermoe om suiwer wiskunde te doen of 'n magdom stellings en formules te onthou en gebruik nie; dis 'n praktiese lewensvaardigheid, die vermoe om die syferprobleme wat die daaglikse roetine oplewer - persentasies, wisselkoerse, baie groot en klein getalle- te verstaan en te hanteer. Hierdie tesis is nie 'n versameling van alle berekeninge wat joemaliste ooit sal nodig kry nie; maar veel eerder 'n beskrywing van die potensiaal van syfers om verslaggewing te verbeter en joemaliste te help om ag te slaan op die getalle rondom hulle en die wat hulle in hul berigte gebruik. Die doel van die tesis is om die belangrikheid van 'n basiese syfervaardigheid vir alle joemaliste te beklemtoon, veral die basiese syfervaardighede waarsonder joemaliste nie die verslaggewingtaak behoorlik kan aanpak nie, te bespreek, en ook om ervare joemaliste, wiskundiges, statistici en opvoeders se kommer oor joemaliste se gebrek aan syfervaardigheid op te teken. Hoewel alles wat in die tesis vervat is, ewe veel van toepassing is op tydskrif-, radio- en televisiejoemaliste, val die klem hoofsaaklik op hul ewekniee by Suid-Afrikaanse dag- en weekblaaie. Ek hoop die inligting hierin vervat sal van nut wees vir praktiserende joemaliste en joemalistiekstudente om hulle bewus te maak van die moontlikhede wat bestaan om syfergebruik, en uiteindelik verslaggewing, te verbeter en as aanmoediging dien om hul syfervaardigheid op te skerp.