When a student mentally computes 32 + 59 by thinking 30 + 50 is 80, 9 + 2 is 11, and 80 + 11 is 91, that student has had to call on some well-developed concepts of numerical partwhole relationships and place value. People with good number sense make frequent and flexible use of these two related concepts to perform mental computations and numeric estimates. Students find these concepts difficult; their understanding develops slowly over a period of several years. To be successful at teaching number sense, we must design instruction that respects students' need to construct their own knowledge.
Play as a learning practice increasingly is under challenge as a valued component of early childhood education. Views held in parallel include confirmation of the place of play in early childhood education and, at the same time, a denigration of the role of play in favor for more teacher-structured and formal activities. As a consequence, pedagogical approaches towards play, the curriculum activities that constitute play, and the appropriateness of play in educational settings, have come under scrutiny in recent years. In this context, this study investigates children's perspectives of play and how they understand the role of play and learning in their everyday activities. This article reports on an Australian study where teacher-researchers investigated child-led insights into what counts as play in their everyday classroom activities. Children (aged 3-4 years) described play as an activity that involved their active participation in "doing" something, being with peers, and having agency and ownership of ideas. Children did not always characterize their activities as "play", and not all activities in the preschool program were described as
Bone marrow transplantation (BMT) is an established intervention for a range of conditions including those of a serious, life-threatening nature such as leukaemias. The experience of those who fail to respond to such aggressive treatment, however, or those who die as a result of treatment-induced complications, is currently under-researched. In this paper the authors suggest that despite the relatively high mortality associated with BMT, cultural, biological and professional factors have contributed to a lack of attention on issues of death and dying and emotional labour within BMT care settings. Current technological, biomedical and quality of life discourses which characterize much of the BMT literature are problematic and, we suggest, may serve to disadvantage those who will not survive such procedures. In addition, the provision of effective palliative care in BMT settings remains open to review through further research and development. As a first step, the authors argue that the role of nursing needs to be reconceptualized within BMT to allow key humane concerns such as suffering and the emotional labour of care to be explored and better understood.
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