As procedural flexibility, previously understood as adaptive reasoning, emerges as an important consideration in math skill development, it is important to account for executive functioning in that process as well, as executive functioning a well-researched factor in math performance. The current study, a secondary data analysis, explores how students rate themselves on the Executive Skills Questionnaire – Revised (ESQ-R), an informal executive skills measure, and how those scores relate to procedural flexibility scores, which accounts for students’ efficiency in math problem solving. Using the factor structure relevant to the current sample, which varies significantly from the current ESQ-R, findings indicate that procedural flexibility is lower in seventh grade when compared to sixth and eighth grades. Perceived executive skills vary positively across sixth, seventh, and eighth grades, indicating more perceived difficulties with executive skills as students move up in grade. Additional analyses explored the relationships between procedural flexibility and ESQ-R scores. Although there was no evidence of a significant relationship between procedural flexibility and ESQ-R scores, the relationship varied across grade level, yielding a negative relationship for sixth grade, a neutral relationship fore seventh grade, and a positive relationship for eighth grade. This pattern indicates that procedural flexibility may become more readily demonstrated, and possibly more valuable, as students gain mastery of skills and procedures and students may become more critical of their executive skills. Procedural flexibility is also highly sensitive to context and curriculum, based on the Common Core State Standards for Mathematics. / School Psychology

Made available in DSpace on 2016-04-26T20:24:15Z (GMT). No. of bitstreams: 1 Joao Paulo Bocalon.pdf: 1733614 bytes, checksum: 2484a40aeed986b7942460522961c9c3 (MD5) Previous issue date: 2016-03-04 / This paper is aimed at assessing procedural agreements, such as the procedural flexibility technique, which is highly valued by Brazil's New Code of Civil Procedure. At the outset, this topic is researched from the standpoint of general procedural theory, in order to classify it within the context of its fundamental institutes. Later, this topic is looked at from the standpoint of general contract theory, confronting the problem regarding its defects and nullities. With these definitions, basic notions are established of the institute, such as concept, terminology, legal nature, guiding principles and a suggested classification. With the support of these technical cornerstones, the central problem is found, which is the pragmatic analysis of typical and atypical procedural contracts in Brazil's New Code of Civil Procedure. Keywords: Procedural agreements, Procedural flexibility, Procedural timetable, New Civil Code of Procedure / O presente trabalho objetiva analisar os negócios jurídicos processuais como técnica de flexibilização procedimental, valorizada pelo Novo Código de Processo Civil. Em um primeiro momento, o tema é pesquisado sob a ótica da teoria geral do processo, de sorte a enquadrá-lo no contexto de seus institutos fundamentais. Após, o tema é analisado sob a ótica da teoria geral dos negócios jurídicos, enfretando a problemática referente aos seus vícios e nulidades. Com essas definições, estruturamos as noções basilares do instituto, como conceito, terminologia, natureza jurídica, princípios norteadores e uma sugestão de classificação. Amparado nesses pilares teóricos, chegamos à problemática central, qual seja, a análise pragmática dos negócios processuais típicos e atípicos no Novo Código de Processo Civil

The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research. / Mathematics Education / M. Ed. (Mathematical Education)

This study aims to defend value formalism, like the formalism useful to the procedure as a means of achieving a fair process. For both historical analysis is made of the jurisdiction under the focus of the power conferred on the Judge from the Roman State to the present day. Takes the postwar constitutionalism as a starting point to treat the state as insurer of the fundamental rights of the citizen and as a provider of public policies. The process no longer seen as a mere tool in the service of the right stuff and will be recognized as a fundamental constitutional guarantee, as applied constitutional law. To do so, we start a process permeated by formalism-excessive in search of a value formalism emptying into the necessary balance or balance between the principles of effectiveness and legal certainty. Shows the need and possibility to change the paradigm of legal positivism to the model of principles and rules, as well as the possibility of dialogue in the countries of civil law institutes the common law. Search on the judicial activism the means to achieve the necessary flexibility procedural, either by technical management of litigation, the principle of elasticity, the use of axiological and ontological gaps as well as the principle of proportionality. All analysis aims to find solutions to reach decisions fairer and according with the democratic rule of law. / O presente estudo tem por objetivo defender o formalismo-valorativo, ou seja, o formalismo útil ao procedimento, como meio de se alcançar um processo justo. Para tanto é feita a análise histórica da jurisdição sob o enfoque do poder conferido ao Juiz desde o Estado Romano até os dias atuais. Toma-se o constitucionalismo do pósguerra como ponto de partida para tratar do Estado como assegurador dos direitos fundamentais do cidadão e como provedor das políticas públicas. O processo deixa de ser visto como mero instrumento a serviço do direito material e passa a ser reconhecido como uma garantia constitucional fundamental, como direito constitucional aplicado. Para tanto, parte-se de um processo permeado por um formalismo-excessivo em busca de um formalismo-valorativo a desaguar no necessário equilíbrio ou ponderação entre os princípios da efetividade e segurança jurídica. Mostra-se a necessidade e possibilidade de mudança do paradigma do positivismo jurídico para o modelo de princípios e regras, como também a possibilidade de diálogo nos países da civil law de institutos da common law. Buscase no ativismo judicial o meio de concretizar a necessária flexibilização procedimental, seja pela técnica de gerenciamento de processos judiciais, pela aplicação do princípio da elasticidade, do uso das lacunas axiológicas e ontológicas, bem como do princípio da proporcionalidade. Toda a análise visa buscar soluções para o alcance de decisões mais justas e consetâneas com o Estado Democrático de Direito.

This study aims to defend value formalism, like the formalism useful to the procedure as a means of achieving a fair process. For both historical analysis is made of the jurisdiction under the focus of the power conferred on the Judge from the Roman State to the present day. Takes the postwar constitutionalism as a starting point to treat the state as insurer of the fundamental rights of the citizen and as a provider of public policies. The process no longer seen as a mere tool in the service of the right stuff and will be recognized as a fundamental constitutional guarantee, as applied constitutional law. To do so, we start a process permeated by formalism-excessive in search of a value formalism emptying into the necessary balance or balance between the principles of effectiveness and legal certainty. Shows the need and possibility to change the paradigm of legal positivism to the model of principles and rules, as well as the possibility of dialogue in the countries of civil law institutes the common law. Search on the judicial activism the means to achieve the necessary flexibility procedural, either by technical management of litigation, the principle of elasticity, the use of axiological and ontological gaps as well as the principle of proportionality. All analysis aims to find solutions to reach decisions fairer and according with the democratic rule of law. / O presente estudo tem por objetivo defender o formalismo-valorativo, ou seja, o formalismo útil ao procedimento, como meio de se alcançar um processo justo. Para tanto é feita a análise histórica da jurisdição sob o enfoque do poder conferido ao Juiz desde o Estado Romano até os dias atuais. Toma-se o constitucionalismo do pósguerra como ponto de partida para tratar do Estado como assegurador dos direitos fundamentais do cidadão e como provedor das políticas públicas. O processo deixa de ser visto como mero instrumento a serviço do direito material e passa a ser reconhecido como uma garantia constitucional fundamental, como direito constitucional aplicado. Para tanto, parte-se de um processo permeado por um formalismo-excessivo em busca de um formalismo-valorativo a desaguar no necessário equilíbrio ou ponderação entre os princípios da efetividade e segurança jurídica. Mostra-se a necessidade e possibilidade de mudança do paradigma do positivismo jurídico para o modelo de princípios e regras, como também a possibilidade de diálogo nos países da civil law de institutos da common law. Buscase no ativismo judicial o meio de concretizar a necessária flexibilização procedimental, seja pela técnica de gerenciamento de processos judiciais, pela aplicação do princípio da elasticidade, do uso das lacunas axiológicas e ontológicas, bem como do princípio da proporcionalidade. Toda a análise visa buscar soluções para o alcance de decisões mais justas e consetâneas com o Estado Democrático de Direito.

Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Text in Afrikaans, abstract in English and Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)