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The purpose of this study is to explore whether the insights gained by teachers in a learning study can be shared by others and used to enhance other students’ learning.

An exploratory study analysed how four Mathematics teachers implemented the knowledge gained about student learning from a learning study about decimal numbers in their teaching. The teachers enacted two lessons with different conditions in terms of the knowledge identified about student learning in a total of eight classes in the fifth and sixth grades.

The findings indicate that, when the teachers enacted the knowledge in their lessons, students’ learning improved significantly as compared to when only some parts of this knowledge were enacted.

This suggests that teachers can produce knowledge that is also usable for other teachers and that enables better possibilities for student learning.

The study provides insights as to what extent findings from learning studies can be valuable for others.

This paper seeks to examine how young consumers attribute and select product prices according to their presentation (i.e. format and ending).

A questionnaire, administered to a sample of children between six and 12 years of age, reveals that children's allocation of prices and children's choices depend on different price formats (i.e. non‐decimal versus decimal prices and varied price endings).

Children tend to prefer round prices and to choose a 0‐ending in the decimal portion of decimal prices. However, their preferences also depend on their position as either a salesperson or a buyer.

Research into the relationship between children and price is a relatively new field. This study uses recent works as a basis and extends the field with new insights.

Reasons are given for a proposed new universal decimal classification obtained by re‐allocating the subject fields of the UDC main classes according to present day views, state of knowledge, and priorities, and to subdivide these main classes only by subfields of subject fields. The specific facets of each field should be represented by a uniform array of special auxiliaries attached to the fields through the technique of interrupted subdivision. These should express the following categories: (1) Theory, (2) Objects, (3) Processes, (4) Attributes, (6) Order, organization, (7) Relation, (8) Determination, (9) Evaluation ((5) is left free for the moment). Proposals for further simplification of the scheme are outlined regarding the general categories, the symbols used, and the rules for syntagmatic organization, taking into account the implications of computer technology. Possible changes in the layout and editions of such a new classification are discussed.

The Universal Decimal Classification (UDC) is able to provide a detailed description of the subject content of a document in any area. Its hierarchical and synthetic structure, which is generally reflected in its notation, should enable computer searching for hierarchically‐related subjects and for the individual facets of a complex subject. The possibilities of using these features in automated retrieval are discussed, and attention is drawn to places where the UDC falls short. A number of online catalogues, databases, and information retrieval packages are discussed in terms of their ability to allow searching on UDC numbers. The most sophisticated ones, such as ETHICS at the ETH Library, use a separate file of verbal descriptors linked to the document file through UDC numbers. Suggestions are made for enhancing retrieval performance on UDC numbers in simple systems, and for ways in which the classification might be developed to improve automated searching.

The purpose of this paper is to investigate what might be relevant to younger children’s understanding of a number line and how teaching can be designed according to variation theory to give pupils the opportunity to develop an understanding of the number line as a tool for mathematical thinking.

A Learning Study was conducted by mathematics teachers at Sjöstadsskolan in Stockholm. Variation theory was used as a theory of learning. In order to use the number line as a tool in mathematical thinking, pupils have to discern what is important for this form of representation of the numeral system. Critical aspects from other studies with similar learning objects have been taken into consideration for pre-test design. These aspects supplemented and enhanced the analysis of the results and the results were consistent with earlier learning studies’.

Four critical features, for younger pupils’ understanding of how the number line can be constructed, have been established in the study: the number line can have a different range (e.g. 0-20 or 30-60), correlation between the distance and value, two reference points are needed to place a third number and determine the scale, and the correlation between a part and whole.

Learning Study is emphasized as a powerful and structured model for teacher driven research aiming to develop the praxis. The use of experiences and results from other studies is recommended.

This article describes the fundamental principles of an electronic digital computer with special reference to a simple serial machine which is taken for illustration. Short descriptions are given of a mercury delay line memory, the binary number system, circuits for performing arithmetical operations and a simple computer together with its input and output equipment. A simple example is considered and the coding and method of solution in the computer are described. Finally, the requirements for a full scale computer are discussed. A bibliography is given.

An inherent problem on risk priority number (RPN) value duplication of traditional failure modes and effect analysis (FMEA) also exists in two customer-oriented FMEAs. One has no unique value, and another has 1% unique values out of 4,000 possible values. The RPN value duplication has motivated the development of a new customer-oriented FMEA presented in this paper to achieve practically all 4,000 unique values and delivering reliable prioritization.

The drastic improvement is the result of power-law and VlseKriterijumska Optimizacija I Kompromisno Resenje (VIKOR). By having all three risk factors in a power-law form, all unique values can be obtained, and by applying VIKOR to these power-law terms, the prioritization is more practical and reliable.

The proposed VIKOR power law-based customer-oriented FMEA can achieve practically all 4,000 unique values and is tested with two case studies. The results are more logical than the results from the other two customer-oriented FMEAs.

The evaluation has been done on two case studies for the service sector. Therefore, additional case studies in other industrial sectors will be required to confirm the effectiveness of this new customer-oriented RPN calculation.

Achieving all 1,000 unique values could only be done by having experts tabulate all possible combinations for the traditional FMEA. Therefore, achieving all 4,000 unique values will be much more challenging. A customer-oriented FMEA has been developed to achieve practically all 4,000 unique risk priority numbers, and that the prioritization is more practical and reliable. Furthermore, it has a connection to the traditional FMEA, which helps explain the traditional one from a broader perspective.

Purpose – This paper examines William Stetson Merrill, the compiler of A Code for Classifiers and a Newberry Library employee (1889‐1930) in an attempt to glean lessons for modern information studies from an early librarian's career. Design/methodology/approach – Merrill's career at the Newberry Library and three editions of the code are briefly examined using historical, bibliographic, and conceptual methods. Primary and secondary sources in archives and libraries are summarized to provide insight into Merrill's attempts to develop or modify tools to solve the knowledge organization problems he faced. The concept of bricolage, developed by Levi‐Strauss to explain modalities of thinking, is applied to Merrill's career. Excerpts from his works and reminisces are used to explain Merrill as a bricoleur and highlight the characteristics of bricolage. Findings – Findings show that Merrill worked collaboratively to collocate and integrate a variety of ideas from a diverse group of librarians such as Cutter, Pettee, Poole, Kelley, Rudolph, and Fellows. Bliss and Ranganathan were aware of the code but the extent to which they were influenced by it remains to be explored. Although this is an anachronistic evaluation, Merrill serves as an example of the archetypal information scientist who improvises and integrates methods from bibliography, cataloging, classification, and indexing to solve problems of information retrieval and design usable information products and services for human consumption. Originality/value – Bricolage offers great potential to information practitioners and researchers today as we continue to try and find user‐centered solutions to the problems of digital information organization and services.