Covid 19: Impacts on teaching, learning and progression for A Levels in Mathematics.

We report on ways that teaching and learning for mathematics A Levels, studied pre-university in England (by students aged 16-18), was disrupted by Covid19 in Summer 2020. Findings are contextualised within teacher and student accounts of the aspirational and time-pressured nature of these reformed qualifications. We explore the nature of engagement with mathematics achieved by year 12 and 13 students during lockdown, and the preparedness of 2019-20 year 11 and 13 students for progression into A Level/Higher Education respectively. Our findings derive from the third year of a four-year study (2017/18 to 2020/21) exploring enactment and impact of reformed mathematics A Levels, and efficacy of associated Pearson resources and assessments. Research tools were adapted to focus on impacts of Covid19. We present a snapshot (March to July 2020), of teachers and students looking to the future in a time of uncertainty and rapid change

‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics

We explore year 13 (age 17-18) student accounts of how Covid19 has impacted their learning for pre-university mathematics qualifications in England. Findings derive from the final year of a four-year study (2017/18 to 2020/21) exploring enactment and impact of reformed mathematics ‘A Levels’, and efficacy of associated Pearson resources and assessments. Research tools were adapted to focus on impacts of Covid19. In this cohort’s first year of A level (2019/20), teaching and learning was severely disrupted. Teachers anticipated significant, wide-ranging learning gaps as students progressed to year 13. Using data from Autumn 2020 and Spring 2021 we analyse student accounts of how continued disruptions to teaching and learning have impacted them. Variable access to teachers, barriers to collaborative work, and challenges of remote or reduced contact working have resulted in reduced depth and breadth of learning. Additionally, many students reported negative impacts on mathematical confidence and wider mental health

Teaching and learning for ‘moving goal-posts’: reformed A Levels in mathematics

Reformed English pre-university mathematics ‘A levels’ feature enhanced content and renewed focus on mathematical reasoning and problem solving. Related assessments, at scale from 2019, had negligible piloting, and preparation time for resources and teaching was pressured, with teachers/assessors typically having little experience of teaching/assessing for the renewed foci. We used an institutional ethnographic lens to study the first 3 years’ enactment from the leading awarding organisation, and impact on students’ learning, affect and pathways. We followed students and teachers in a fairly representative sample of 46 classes, drawing on termly data collection. Initial ‘specimen assessments’ were largely considered valid and accessible; however, we evidence insecurity due to perceptions of ‘moving goal posts’. Early final assessments were perceived as significantly more demanding than predecessor comparators and of limited reliability for many students. We analyse contribution to knowledge around introduction of curriculum aspirations at this level and discuss ways to address identified challenges

“I get better and better all the time”: Impact of resources on pupil and teacher confidence

We report on the findings from the first year of a two-year study exploring how teachers and children experience and use Pearson Abacus resources, including perceptions of impact on (teacher and children’s) confidence. Abacus was designed to foster a confident learning environment for children to master mathematical concepts within the 2014 English National Curriculum. Data were collected from nine schools: from teachers and pupils in nine KS1 classes and nine KS2 classes, and from the schools’ Maths Coordinators. Teachers considered Abacus impacted positively on both their own and children's confidence to work mathematically. However, some teacher confidence may not be well-founded, and the learning potential of the resources is not being harnessed, if they do not use the support provided to enhance their subject (and subject pedagogical) knowledge for teaching a richly conceptual network

Two-Loop Calculations with Vertex Corrections in the Walecka Model

Two-loop corrections with scalar and vector form factors are calculated for nuclear matter in the Walecka model. The on-shell form factors are derived from vertex corrections within the framework of the model and are highly damped at large spacelike momenta. The two-loop corrections are evaluated first by using the one-loop parameters and mean fields and then by refitting the total energy/baryon to empirical nuclear matter saturation properties. The modified two-loop corrections are significantly smaller than those computed with bare vertices. Contributions from the anomalous isoscalar form factor of the nucleon are included for the first time. The effects of the implicit density dependence of the form factors, which arise from the shift in the baryon mass, are also considered. Finally, necessary extensions of these calculations are discussed.Comment: 29 pages in REVTeX, 18 figures, preprint IU/NTC 94-02 //OSU--94-11

Complement C3 variant and the risk of age-related macular degeneration

Background: Age-related macular degeneration is the most common cause of blindness in Western populations. Susceptibility is influenced by age and by genetic and environmental factors. Complement activation is implicated in the pathogenesis.Methods: We tested for an association between age-related macular degeneration and 13 single-nucleotide polymorphisms (SNPs) spanning the complement genes C3 and C5 in case subjects and control subjects from the southeastern region of England. All subjects were examined by an ophthalmologist and had independent grading of fundus photographs to confirm their disease status. To test for replication of the most significant findings, we genotyped a set of Scottish cases and controls.Results: The common functional polymorphism rs2230199 (Arg80Gly) in the C3 gene, corresponding to the electrophoretic variants C3S (slow) and C3F (fast), was strongly associated with age-related macular degeneration in both the English group (603 cases and 350 controls, P=5.9 x 10(sup -5)) and the Scottish group (244 cases and 351 controls, P=5.0 x 10(sup -5)). The odds ratio for age-related macular degeneration in C3 S/F heterozygotes as compared with S/S homozygotes was 1.7 (95% confidence interval [CI], 1.3 to 2.1); for F/F homozygotes, the odds ratio was 2.6 (95% CI, 1.6 to 4.1). The estimated population attributable risk for C3F was 22%.Conclusions: Complement C3 is important in the pathogenesis of age-related macular degeneration. This finding further underscores the influence of the complement pathway in the pathogenesis of this disease

Neurochemical enhancement of conscious error awareness

How the brain monitors ongoing behavior for performance errors is a central question of cognitive neuroscience. Diminished awareness of performance errors limits the extent to which humans engage in corrective behavior and has been linked to loss of insight in a number of psychiatric syndromes (e.g., attention deficit hyperactivity disorder, drug addiction). These conditions share alterations in monoamine signaling that may influence the neural mechanisms underlying error processing, but our understanding of the neurochemical drivers of these processes is limited.Weconducted a randomized, double-blind, placebo-controlled, cross-over design of the influence of methylphenidate, atomoxetine, and citalopram on error awareness in 27 healthy participants. The error awareness task, a go/no-go response inhibition paradigm, was administered to assess the influence of monoaminergic agents on performance errors during fMRI data acquisition. A single dose of methylphenidate, but not atomoxetine or citalopram, significantly improved the ability of healthy volunteers to consciously detect performance errors. Furthermore, this behavioral effect was associated with a strengthening of activation differences in the dorsal anterior cingulate cortex and inferior parietal lobe during the methylphenidate condition for errors made with versus without awareness. Our results have implications for the understanding of the neurochemical underpinnings of performance monitoring and for the pharmacological treatment of a range of disparate clinical conditions that are marked by poor awareness of errors

Twelve-month prevalence of haemarthrosis and joint disease using the Haemophilia Joint Health score: evaluation of the UK National Haemophilia Database and Haemtrack patient reported data: an observational study

Objectives: To report the 12-month prevalence of joint bleeds from the National Haemophilia Database (NHD) and Haemtrack, a patient-reported online treatment diary and concurrent joint disease status using the haemophilia joint health score (HJHS) at individual joint level, in children and adults with severe haemophilia A and B (HA/HB) without a current inhibitor. Design: A 2018 retrospective database study of NHD from which 2238 cases were identified, 463 patients had fully itemised HJHS of whom 273 were compliant in recording treatment using Haemtrack. Setting: England, Wales and Scotland, UK. Participants: Children (<18 years) and adults (≥18 years) with severe HA and HB (factor VIII/factor IX, <0.01 iu/mL) without a current inhibitor. Primary and secondary outcomes: Prevalence of joint haemarthrosis and concurrent joint health measured using the HJHS. Results: The median (IQR) age of children was 10 (6-13) and adults 40 (29-50) years. Haemarthrosis prevalence in HA/HB children was 33% and 47%, respectively, and 60% and 42%, respectively, in adults. The most common site of haemarthrosis in children was the knee in HA and ankle in HB. In adults, the incidence of haemarthrosis at the ankles and elbows was equal. The median total HJHS in HA/HB children was 0 and in adults with HA/HB, were 18 and 11, respectively. In adults with HA/HB, the median ankle HJHS of 4.0 was higher than the median HJHS of 1.0 for both the knee and elbow. Conclusion: Despite therapeutic advances, only two-thirds of children and one-third of adults were bleed-free, even in a UK cohort selected for high compliance with prophylaxis. The median HJHS of zero in children suggests joint health is relatively unaffected during childhood. In adults, bleed rates were highest in ankles and elbows, but the ankles led to substantially worse joint health scores