Conducting large calculations manually with pen and paper following prescribed procedures or algorithms has been diminishing in significance for some time. In most cultures, and for many years already, individuals employ digital instruments for such computational tasks, when confronted with them in daily life. Yet, a closer examination of prevalent practices in the teaching of basic numeracy skills in adult education reveals a persistent emphasis on mastering standardized manual calculation techniques, especially with abstract and decontextualized numbers. This emphasis predominantly stems from the belief that mastering these manual procedures forms the cornerstone of all numeracy abilities. Contrastingly, our research indicates that the numeracy skills most frequently utilized and required in contemporary professions and daily activities encompass higher-order capabilities (Hoogland and Stoker, 2021; Boels et al., 2022; Hoogland and Díez-Palomar, 2022). These include interpretation, reasoning, mathematizing, estimation, critical reflection on quantitative data, and the application of digital instruments for computation. It is imperative, therefore, that numeracy education for adults prioritizes these competencies to achieve efficacy.
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Technology, data use, and digitisation are based on mathematical structures, and this permeates many aspects of our daily lives: apps, online activities, and all kinds of communication. Equipping people to deal with this mathematisation of society is a big challenge. Which competences are needed, which skills must be mastered? Which dispositions are helpful? These are the questions that matter in the development of adult education. The concept of numeracy is mentioned already for many years as a possible useful approach to equip adults with the necessary skills. In this paper we will argue that is only true when numeracy is defined as a multifaceted concept which combines knowledges, skills, higher order skills, context and dispositions.
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Many children aged 9–12 appear to have low levels of fundamental movement skills (FMS). Physical education (PE) is important because PE-teachers can teach children a variety of FMS and can influence PE-motivation. However, declined levels of PE-motivation are reported in the final grades of elementary school. Therefore, more insight in the relations between PE-motivation and FMS is needed.Purposes: In the first phase, instruments to measure the satisfaction of basic psychological needs (competence, autonomy, classmate relatedness and teacher relatedness) and PE-motivation (autonomous and controlled) in 9–12-year-old children were developed and validated. The purpose of the second phase was to examine the influence of basic psychological needs on PE-motivation, the influence of PE-motivation on locomotor skills, object control skills and balance skills, and the direct influence of basic psychological needs on FMS for boys and girls aged 9–12.Participants and data collection: In the first phase, 172 children (82 boys, 90 girls, M = 10.72 years ± 0.77) filled out questionnaires assessing the satisfaction of their basic psychological needs and motivation for PE. Forty-eight children completed the questionnaires again 4 weeks later. In the second phase, a total of 138 children (66 boys, 72 girls, 10.8 years ± .79) (three schools from phase 1 and one new school) participated. Children from the new school also completed the questionnaires and all children conducted the subtest for speed and agility, upper limb coordination and balance of the Bruininks-Oseretsky Test of Motor Proficiency 2.Data analysis: In phase 1, linear weighted Kappa's and the Mokken Scale Program for polychotomous items were used to test reliability and validity. In phase 2, Pearson's correlations and multiple linear regression analyses were performed to examine the relations.Findings: Regarding phase 1, all subscales were reliable and the validity was considered moderate to strong except for the autonomy subscale, which was not reliable and valid. With respect to phase 2, all basic psychological needs, except autonomy among girls, had moderate to strong correlations with autonomous PE-motivation. Teacher relatedness was the most important predictor for boys and girls, while the second predictor was classmate relatedness for boys and competence for girls. No positive significant relations between basic psychological needs and FMS and between PE-motivation and FMS were found. In contrary, moderate but negative relations between teacher relatedness and balance skills and between autonomous PE-motivation and balance skills were found for boys.Conclusions: The results confirmed the importance of the basic psychological needs in the prediction of autonomous PE-motivation in 9–12-year-old children. Although all needs should be supported by the PE-teacher, it is important to be aware of the different impact of the needs on autonomous PE-motivation for boys and girls. Despite the missing relations with FMS, PE-teachers seem to be able to autonomously motivate children for PE regardless of their FMS proficiency.
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The pressure on the European health care system is increasing considerably: more elderly people and patients with chronic diseases in need of (rehabilitation) care, a diminishing work force and health care costs continuing to rise. Several measures to counteract this are proposed, such as reduction of the length of stay in hospitals or rehabilitation centres by improving interprofessional and person-centred collaboration between health and social care professionals. Although there is a lot of attention for interprofessional education and collaborative practice (IPECP), the consortium senses a gap between competence levels of future professionals and the levels needed in rehabilitation practice. Therefore, the transfer from tertiary education to practice concerning IPECP in rehabilitation is the central theme of the project. Regional bonds between higher education institutions and rehabilitation centres will be strengthened in order to align IPECP. On the one hand we deliver a set of basic and advanced modules on functioning according to the WHO’s International Classification of Functioning, Disability and Health and a set of (assessment) tools on interprofessional skills training. Also, applications of this theory in promising approaches, both in education and in rehabilitation practice, are regionally being piloted and adapted for use in other regions. Field visits by professionals from practice to exchange experiences is included in this work package. We aim to deliver a range of learning materials, from modules on theory to guidelines on how to set up and run a student-run interprofessional learning ward in a rehabilitation centre. All tested outputs will be published on the INPRO-website and made available to be implemented in the core curricula in tertiary education and for lifelong learning in health care practice. This will ultimately contribute to improve functioning and health outcomes and quality of life of patients in rehabilitation centres and beyond.
