Spatial thinking as the missing piece in mathematics curricula.
Ontology highlight
ABSTRACT:
SUBMITTER: Gilligan-Lee KA
PROVIDER: S-EPMC9163079 | biostudies-literature | 2022 Jun
REPOSITORIES: biostudies-literature
Publications
Spatial thinking as the missing piece in mathematics curricula.
Gilligan-Lee Katie A KA Hawes Zachary C K ZCK Mix Kelly S KS
NPJ science of learning 20220602 1
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Project description:Considering how spatial thinking connects to Science, Technology, Engineering and Mathematics (STEM) outcomes, recent studies have evaluated how spatial interventions impact elementary students' math learning. While promising, these interventions tend to overlook other factors affecting math learning; perceptions of math abilities, beliefs about math, and math anxiety can also impact math performance. Additionally, perceptions of spatial skill and spatial anxiety impact spatial performance. This study investigated how elementary teachers' perceptions of spatial thinking connects with math perceptions. Specifically, we focused on teachers' attitudes and beliefs around three topics: teaching and learning math, spatial abilities, and spatial thinking in mathematics. We found that lower spatial anxiety related to lower anxiety about teaching math, greater alignment between math beliefs and math standards, and greater efficacy in teaching and learning math. Further, a factor analysis showed one factor that connected stereotypical math thinking with both math and spatial anxiety, and another that connected spatial competencies, teaching and learning math, and spatial thinking within math. To further evaluate spatial thinking in math, we introduced a math categorization and verified it using teachers' ratings of teaching difficulty, visualization helpfulness, and spatial-thinking involvement. Structural equation models revealed that the level of spatial-thinking categorization was the best model of all three of the teachers' ratings. Overall, results showed numerous connections between teachers' attitudes and beliefs about mathematics and spatial thinking. Future intervention studies should consider teachers who are spatial and/or math-anxious, and future research should investigate the role of stereotypical thinking in spatial and math anxiety.
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Project description:Preeclampsia is a pregnancy complication that appears after 20 weeks of gestation and is characterized by hypertension and proteinuria, affecting both mother and offspring. The cellular and molecular mechanisms that cause the development of preeclampsia are poorly understood. An important feature of preeclampsia is an increase in oxygen and nitrogen derived free radicals (reactive oxygen species/reactive nitrogen species (ROS/RNS), which seem to be central players setting the development and progression of preeclampsia. Cell-to-cell communication may be disrupted as well. Connexins (Cxs), a family of transmembrane proteins that form hemichannels and gap junction channels (GJCs), are essential in paracrine and autocrine cell communication, allowing the movement of signaling molecules between cells as well as between the cytoplasm and the extracellular media. GJCs and hemichannels are fundamental for communication between endothelial and smooth muscle cells and, therefore, in the control of vascular contraction and relaxation. In systemic vasculature, the activity of GJCs and hemichannels is modulated by ROS and RNS. Cxs participate in the development of the placenta and are expressed in placental vasculature. However, it is unknown whether Cxs are modulated by ROS/RNS in the placenta, or whether this potential modulation contributes to the pathogenesis of preeclampsia. Our review addresses the possible role of Cxs in preeclampsia, and the plausible modulation of Cxs-formed channels by ROS and RNS. We suggest these factors may contribute to the development of preeclampsia.
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Project description:BackgroundAberrant metabolism is recognized as a hallmark of cancer, a pillar necessary for cellular proliferation. Regarding bioenergetics (ATP generation), most cancers display a preference not only toward aerobic glycolysis ("Warburg effect") and glutaminolysis (mitochondrial substrate level-phosphorylation) but also toward other metabolites such as lactate, pyruvate, and fat-derived sources. These secondary metabolites can assist in proliferation but cannot fully cover ATP demands.Scope of reviewThe concept of a static metabolic profile is challenged by instances of heterogeneity and flexibility to meet fuel/anaplerotic demands. Although metabolic therapies are a promising tool to improve therapeutic outcomes, either via pharmacological targets or press-pulse interventions, metabolic plasticity is rarely considered. Lack of bioenergetic analysis in vitro and patient-derived models is hindering translational potential. Here, we review the bioenergetics of cancer and propose a simple analysis of major metabolic pathways, encompassing both affordable and advanced techniques. A comprehensive compendium of Seahorse XF bioenergetic measurements is presented for the first time.Major conclusionsStandardization of principal readouts might help researchers to collect a complete metabolic picture of cancer using the most appropriate methods depending on the sample of interest.
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Project description:Objective: Space for personality development as well as for the development of critical, creative and interdisciplinary thinking is rarely found in medical curricula in Germany. To be prepared for the challenges of modern medicine, future physicians need a visionary mindset. The aim of this study is to determine the need for teaching such content among medical students in the context of visionary elective curricula and to examine these with regard to the desired topics and organizational structure. Methods: This is a cross-sectional study with 236 medical students from all semesters of the Ludwig-Maximilians-University Munich. The survey consists of 50 questions and includes single choice, multiple choice, matrix questions, open-ended questions and Likert scales. Responses were examined using descriptive statistics and compared parametrically in sub-aspects. Results: Three-quarters of respondents would like to see curricular content on interdisciplinary interfaces with other disciplines. A suitable framework for this is seen by 87% of the respondents in a visionary elective curriculum. Students would like to see a broad range of specific content such as global health, politics, business, and computer science. The majority of respondents would like to see 1 unit of instruction per week and would participate in an appropriate program. Such an offering would promote creative (53.6%), critical (63.7%), and interdisciplinary thinking (69.0%) and train to become better physicians (87%). Conclusion: Participants in this study are positive toward the introduction of visionary content in medical school. Faculties should build visionary elective curricula according to the graduate profile requirements of the new NKLM 2.0 to make medical education sustainable.
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Project description:Atomic mutagenesis is the key to advance our understanding of RNA recognition and RNA catalysis. To this end, deazanucleosides are utilized to evaluate the participation of specific atoms in these processes. One of the remaining challenges is access to RNA-containing 1-deazaguanosine (c1G). Here, we present the synthesis of this nucleoside and its phosphoramidite, allowing first time access to c1G-modified RNA. Thermodynamic analyses revealed the base pairing parameters for c1G-modified RNA. Furthermore, by NMR spectroscopy, a c1G-triggered switch of Watson-Crick into Hoogsteen pairing in HIV-2 TAR RNA was identified. Additionally, using X-ray structure analysis, a guanine-phosphate backbone interaction affecting RNA fold stability was characterized, and finally, the critical impact of an active-site guanine in twister ribozyme on the phosphodiester cleavage was revealed. Taken together, our study lays the synthetic basis for c1G-modified RNA and demonstrates the power of the completed deazanucleoside toolbox for RNA atomic mutagenesis needed to achieve in-depth understanding of RNA recognition and catalysis.
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Project description:Inactivation of the transcriptional regulator PhoP results in Mycobacterium tuberculosis attenuation. Preclinical testing has shown that attenuated M. tuberculosis phoP mutants hold promise as safe and effective live vaccine candidates. We focused this study to decipher the virulence networks regulated by PhoP. A combined transcriptomic and proteomic analysis revealed that PhoP controls a variety of functions including: hypoxia response through DosR crosstalking, respiratory metabolism, secretion of the major T-cell antigen ESAT-6, stress response, synthesis of pathogenic lipids and the M. tuberculosis persistence through transcriptional regulation of the enzyme isocitrate lyase. We also demonstrate that the M. tuberculosis phoP mutant SO2 exhibits an antigenic capacity similar to that of the BCG vaccine. Finally, we provide evidence that the SO2 mutant persists better in mouse organs than BCG. Altogether, these findings indicate that PhoP orchestrates a variety of functions implicated in M. tuberculosis virulence and persistence, making phoP mutants promising vaccine candidates.
| S-EPMC2566814 | biostudies-literature
Project description:Mathematics teachers must be able to engage in self-reflection and think constructively about their professional activities to instruct students effectively. This is also important for students' ability to solve problems in class, as well as the challenges facing them and their societies in the future. This study aimed to examine in-service math teachers' reflective thinking skills in the context of how they are applied to their understanding of their teaching practices. The sample included 322 mathematics teachers, who responded to a questionnaire designed to elucidate how they were thinking reflectively about their teaching practice. The findings revealed that the teachers' practices concerning all the themes of reflective thinking addressed by the questionnaire, especially their ability to self-assess, fluctuated around the intermediate, and advanced levels. The implications of our findings are discussed in terms of extensive and continuous professional development centered on supporting ongoing growth in the reflective thinking skills of in-service math teachers.
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Project description:We compare miRNA profiling in two cell populations of mesenchymal stromal cells focusing on senescence-related changes: Human Dental Pulp Stromal Cells (hDPSCs) and human Periosteum-Derived Progenitor Cells (hPDPCs). After these cells were harvested, total RNA extraction and whole genome miRNA profiling was performed, and DIANA-miRPath analysis was applied to find the target/pathways. Our finding is consistent with the idea that the embryological origin influences cell behavior and the ageing process. Moreover, the two populations activate different downstream mechanisms. Our study strengthens the hypothesis that ageing is driven by numerous mediators interacting through an intricate molecular network, which affects adult stem cells self-renewal capability.
2020-11-18 | GSE161688 | GEO
Project description:Pre-algebra mathematical competencies were assessed for a large and diverse sample of sixth graders (n = 1,926), including whole number and fractions arithmetic, conceptual understanding of equality and fractions magnitudes, and the fractions number line. The goal was to determine if there were clusters of students with similar patterns of pre-algebra strengths and weaknesses and if variation between clusters was related to mathematics attitudes, anxiety, or for a subsample (n = 342) some combination of intelligence, working memory, or spatial abilities. Critically, strengths and weaknesses were not uniform across the three identified clusters. Lower-performing students had pronounced deficits in their understanding of mathematical equality, fractions magnitudes, and the fractions number line. Higher-performing students had particular advantages in whole number and fractions arithmetic, and the fractions number line. Students could be reliably placed into clusters based on their mathematics self-efficacy and a combination of intelligence and spatial abilities. The results contribute to our understanding of key aspects of students' mathematical development, highlight areas in need of intervention for at-risk students, and identify cognitive areas in which scaffolds might be incorporated into these interventions.
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