This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

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The Philosophy of Mathematics Education

Fundamental statistics in psychology and education.

This article reviews 232 empirical studies that used the Gender Role Conflict Scale (GRCS) over the past 25 years (1982-2007). The article introduces the gender role conflict (GRC) construct using past definitions and theoretical models. The research findings for diverse men are summarized and studies related to men's intrapersonal, interpersonal, and therapeutic lives are analyzed. The empirical support, criticism, and challenges to the gender role conflict research program are reviewed. A contextual research paradigm with seven domains is presented and 18 research questions and two research models are discussed to foster more moderation and mediation studies on men's GRC. A new diagnostic schema to assess men's GRC in therapy and during psychoeducational interventions is discussed. The research review concludes that GRC is significantly related to men's psychological and interpersonal problems and therefore an important construct for psychologists and other helping professionals.

Summarizing 25 Years of Research on Men's Gender Role Conflict Using the Gender Role Conflict Scale New Research Paradigms and Clinical Implications

We tested special and general explanations of male adolescent sexual offending by conducting a meta-analysis of 59 independent studies comparing male adolescent sex offenders (n = 3,855) with male adolescent non-sex offenders (n = 13,393) on theoretically derived variables reflecting general delinquency risk factors (antisocial tendencies), childhood abuse, exposure to violence, family problems, interpersonal problems, sexuality, psychopathology, and cognitive abilities. The results did not support the notion that adolescent sexual offending can be parsimoniously explained as a simple manifestation of general antisocial tendencies. Adolescent sex offenders had much less extensive criminal histories, fewer antisocial peers, and fewer substance use problems compared with non-sex offenders. Special explanations suggesting a role for sexual abuse history, exposure to sexual violence, other abuse or neglect, social isolation, early exposure to sex or pornography, atypical sexual interests, anxiety, and low self-esteem received support. Explanations focusing on attitudes and beliefs about women or sexual offending, family communication problems or poor parent-child attachment, exposure to nonsexual violence, social incompetence, conventional sexual experience, and low intelligence were not supported. Ranked by effect size, the largest group difference was obtained for atypical sexual interests, followed by sexual abuse history, and, in turn, criminal history, antisocial associations, and substance abuse. We discuss the implications of the findings for theory development, as well as for the assessment, treatment, and prevention of adolescent sexual offending.

/pdf/what-is-so-special-about-male-adolescent-sexual-offending-a-20mun2gcs1.pdf

What is so special about male adolescent sexual offending? A review and test of explanations through meta-analysis.

http://library.um.ac.id/free-contents/downloadpdf.php/buku/learning-together-and-alone-cooperation-competition-and-individualization-david-w-johnson-roger-t-johnson-23145.pdf

Learning together and alone : cooperation, competition, and individualization / David W. Johnson, Roger T. Johnson

The goal of this study was to examine the relationship of self-efficacy, social support, and coping strategies with stress levels of university students. Seventy-five Education students completed four questionnaires assessing these variables. Significant correlations were found for stress with total number of coping strategies and the use of avoidance-focused coping strategies. As well, there was a significant correlation between social support from friends and emotion-focused coping strategies. Gender differences were found, with women reporting more social support from friends than men. Implications of these results for counselling university students are discussed.

https://cjc-rcc.ucalgary.ca/article/download/58672/44160

Stress, Self-Efficacy, Social Support, and Coping Strategies in University Students

This qualitative study examined motivation, support, and retention of foster parents in a child welfare agency in nine Canadian counties. Data from nine foster parent focus groups (54 participants) were categorized into themes for four structured questions. Results showed that the most frequent motivations for being foster parents were intrinsic, altruistic motivators of wanting to make a difference in children's lives and a desire to have children in the home. The most important supports and deficits in support from their agencies were emotional support, trust and good communication with workers, respect for foster parents' abilities and opinions, and being considered part of the child-care team. Strategies to increase retention of foster parents included improving supports for fostering, providing accurate information about the foster child, and introducing foster parents to the role gradually.

The Needs of Foster Parents: A Qualitative Study of Motivation, Support, and Retention

Who is caring for our most vulnerable children? The motivation to foster in child welfare.

Conceptualizations of Novice and Experienced Counselors.

The memorability, clinical impact, and possible epistemic and motivational functions of therapists' intentional use of therapeutic metaphor were examined in 4 dyads of experiential psychotherapy. Clients tended to recall therapists' intentional metaphors approximately two thirds of the time, especially when these metaphors were developed collaboratively and repetitively. Clients rated therapy sessions in which they recalled therapists' intentional use of metaphors as more helpful than sessions in which they recalled therapeutic events other than therapists' intentional metaphors. Four distinctive epistemic and motivational functions of therapeutic metaphor were observed.

Anne L. Cummings

Papers

Stress, Self-Efficacy, Social Support, and Coping Strategies in University Students

The Needs of Foster Parents: A Qualitative Study of Motivation, Support, and Retention

Who is caring for our most vulnerable children? The motivation to foster in child welfare.

Conceptualizations of Novice and Experienced Counselors.

Therapists' intentional use of metaphor: memorability, clinical impact, and possible epistemic/motivational functions.