1,721,026 research outputs found
Brian Griffiths (1927–2008): a tribute to a pioneer in mathematics education
No full textBrian Griffiths (Professor Emeritus, University of Southampton) was one of the pioneers of mathematics education and played a significant role in developing the field from the mid-1960s onwards. As well as being remembered for his work on what continue to be known as ‘Griffiths-type’ topological spaces, Brian’s most profound contribution to the establishment of mathematics education as an academic field was, with Geoffrey Howson, in offering a conceptualisation of the relationship between mathematics, society and curricula
The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge
No full textIn this chapter we present some findings from a study which evaluated the effectiveness of one classroom-based approach to the development of elementary mathematics teaching. This approach drew on earlier research into teachers’ mathematical content knowledge at the University of Cambridge, when a framework for the analysis of mathematics teaching - the Knowledge Quartet - was developed. The chapter begins with a rationale for our focus on teachers’ content knowledge in action in the classroom and a brief description of the study which led to the development of the Knowledge Quartet. It then proceeds to a report of the longitudinal study in which this framework was used to identify and develop a group of beginning teachers’ mathematics content knowledge for teaching
An analysis of pre-service teachers’ reflections of ‘good practice’ teaching videos
No full textVideo clips of mathematics lessons are used extensively in initial teacher education and continuing professional learning activities. Given course time constraints, an opportunity to critique these videos is not always possible. Because of this, and because pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, we were interested to know what sense they make of such material. By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, we wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion
Deconstructing ‘good practice’ teaching videos: An analysis of pre-service teachers’ reflections
Full text linkVideo clips of mathematics lessons are used extensively in pre-service teacher education and continuing professional development activities. Given course time constraints, an opportunity to critique these videos is not always possible. Because of this, and because pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, we were interested to know what sense they make of such material. By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, we wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion. Findings indicate that pre-service teachers’ responses to the material were dominated by their beliefs about mathematics, and that engaging in discussion enabled them to appreciate the interpretations of others
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Tracing threads of awareness in initial teacher education: Peer-collaboration.
No full textThis paper reports on a UK project exploring the learning of preservice primary teachers whilst they engaged in doing mathematics and how this experience shaped their subsequent teaching. During university-based sessions, we presented a number of visual growing patterns for preservice teachers to investigate collaboratively and to consider possible approaches to use in their teaching. We draw on aspects of enactivism and the notion of reflective spection in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of their own learning and pro-spection of their approach to teaching. Our findings suggest that preservice teachers emphasize the importance of collaboration in ‘seeing’ what others ‘see’ and that this influences their teaching
Optimal dose and safety of intravenous favipiravir in hospitalized patients with SARS-COV-2: a phase I, open-label, dose-escalating, randomized controlled study
No full textBackground: AGILE is a phase Ib/IIa platform for rapidly evaluating candidate therapeutics for the treatment of COVID-19. In this trial (NCT04746183), we evaluated the safety and optimal dose of a novel intravenous (IV) formulation of favipiravir (FVP) in hospitalized participants with SARS-CoV-2.Materials and methods: CST-6 was a dose-escalating, open-label, randomized, controlled Bayesian adaptive phase Ib trial carried out at the NIHR Liverpool Clinical Research Facility. Participants (hospitalized adults with PCR-confirmed SARS-CoV-2 infection within 14 days of onset of symptomatic COVID-19) were randomized 2:1 in groups of six participants (n = 4 FVP, n = 2 SoC) to 600, 1200, 1800 and 2400 mg doses of IV FVP twice daily for 7 days or standard of care (SoC). Throughout the study period, clinical data, safety evaluations, virology and pharmacokinetics were collected at predefined timepoints. FVP was quantified using validated LC-MS methods with FVP concentrations expressed as ng/mL. The primary outcome was safety, with toxicity considered to be unacceptable if the probability of 30% or greater dose-limiting toxicity related to FVP over controls was 25% or greater, as calculated by the Bayesian model. Secondary outcomes included clinical progression scores, pharmacokinetic parameters and virological endpoints.Results: of 30 participants screened, 24 were enrolled between 10 September 2022 and 1 November 2023 [10/24 female; median age was 74 years (range 52–93)]. FVP was well tolerated at all doses, despite a high background rate of adverse events reflecting the frailty and comorbidity of participants. As in previous studies of FVP, transient hyperuricaemia was observed in patients in the treatment cohorts. This was asymptomatic in all cases and resolved on completion of treatment. There were no serious adverse events or severe (≥grade 3) adverse events that were deemed possibly or probably related to FVP by an independent, blinded assessor. The probability of greater than 30% excess toxicity over controls at 2400 mg, as estimated by the Bayesian model, was 2.7%. PK exposures increased proportionally to dose, although there was notable variability between participants within each cohort. Significant FVP accumulation in plasma occurred; for cohorts 1–4 respectively (600/1200/1800/2400 mg BD), median day 1 clast (6–12 h post-infusion) was 500 (below LLQ)/4242/5109/23 573 ng/mL, and median day 3 clast was 1335/38 730/47 000/125 468 ng/mL.Conclusions: in this phase Ib multiple ascending dose study of a novel IV formulation of FVP, we administered higher sustained doses than previously used, up to 2400 mg twice daily. Despite the frail and comorbid nature of the population admitted to hospital with COVID-19, IV FVP was safe and well tolerated at this dose. Plasma PK studies demonstrated accumulation at days 3 and 5, in contrast to previous studies that employed loading doses. Significant PK variability was noted between individuals. Although well tolerated, based on PK data, we report and recent FVP EC90 data, and we do not recommend FVP for later stage clinical trial evaluation as a treatment for COVID-19. FVP remains a potentially important candidate as a treatment for emerging viral threats including pandemic influenza
Using grounded theory: a collaborative approach
No full textThere are many video clips that are widely available to support CPD for teachers but what do student teachers make of this material? This study focuses on student teachers following a one year post graduate initial teacher education programme. Student teachers were given a video clip to watch about supporting pupils make the transition from using the grid method to the standard written method. They split into small groups to discuss their initial thoughts and then came back together as a group (approximately 30 students) to share their thoughts more widely. Following this discussion they were asked to write a short reflection about the session. Seven researchers used grounded theory to analyse the data and this session will provide an overview of the approach we took. We will begin by showing the video clip used in the study and some excerpts from the student teachers’ reflections. We will explain the collaborative approach taken to coding the data and ask participants to engage in discussion about the codes we have assigned. Following this, early findings from the study will be discussed.<br/
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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