No abstract

Purpose Problem solving is a skill in mathematics which although always relevant has heightened priority due to the changes in the new mathematics GCSE (Department for Education, 2013). It has previously been a skill which is deemed underdeveloped within mathematics and therefore is a theme which teachers are seeking to improve and nurture in order to align with the new changes. The GCSE is the formal qualification that students take at the end of Key Stage 4 (KS4) in the UK. The paper aims to discuss these issues. Design/methodology/approach The focus of the enquiry was to explore, using lesson studies, the differences in students’ approaches to problem solving. Consequently, key themes relating to the mediation of gender, ability, and academic motivation surfaced. Considering these themes, the paper subsequently reflects upon pedagogical practices which might effectively develop students’ ability to problem solve. The study took part in a mixed gender comprehensive secondary school with students taking part in the observation lesson ranging in age from 11 to 12 years old. The authors are the teachers who took part in the lesson study. The teachers implemented observation techniques in the form of video and peer observation with the accompanying teacher. In addition, students provided feedback on how they approached the problem-solving tasks through a form of semi-structured interviews, conducted via the use of video diaries where no teachers were present to prevent power bias. Following this, a thematic analysis of both the observations and student video diaries generated conclusions regarding how said key themes shaped the students’ approaches to problem solving. Findings Students’ frustration and competitive need to find a specific answer inhibited their ability to thoroughly explore the problem posed thus overseeing vital aspects needed to solve the problem set. Many students expressed a passion for problem solving due to its freedom and un-rigid nature, which is something teachers should nurture. Originality/value Generally, teachers are led by a culture in which attainment is the key. However, an atmosphere should be developed where the answer is not the key and students can explore the vibrant diversity mathematics and problem solving can offer.

This study aimed to investigate whether abortion is associated with (i) changes in attitudes and feelings towards sexual matters (erotophobia -erotophilia), (ii) sexual problems, and (iii) whether erotophobia -erotophilia and sexual problems are associated. Ninety-eight women having a first-trimester abortion were investigated together with a comparison sample of 51 nonpregnant women. Standardised questionnaires assessing sexual problems and attitudes and feelings towards sexual matters were completed by the study sample (prior to and 2 months after abortion) and the non-pregnant comparison sample. The findings indicated that attitudes and feelings towards sexual matters were similar in the study and comparison sample, and were more positive 2 months after the abortion than prior to it. More sexual problems were experienced following the discovery of the pregnancy than prior to the pregnancy or in the 2 months after abortion. Levels of sexual problems reported by the study sample prior to pregnancy and by the comparison sample were similar. Erotophobia -erotophilia and sexual problems were moderately correlated in the study sample. In conclusion, becoming pregnant did not appear to affect erotophobia -erotophilia, but having the abortion was followed by more positive attitudes and feelings towards sexual matters. Becoming pregnant had short-term negative effects on sexual relationships but these were not sustained following abortion.

Research on confidence judgements suggests that people are often overconfident. However, some studies have found that depressed mood reduces this positive bias. To date this has been explained as a mood phenomenon. In this study we explore an alternative theory which suggests that confidence is related to internal judgements of social rank and status. This theory suggests that the lower one perceives oneself to be in status and rank the less one can afford to be overconfident. Data from a student population suggests that confidence judgements are associated with internal judgements of status.