Curricular approaches to connecting subtraction to addition and fostering fluency with basic differences in grade 1

Six widely used US Grade 1 curricula do not adequately address the following three developmental prerequisites identified by a proposed learning trajectory for the meaningful learning of the subtraction-as-addition strategy (e.g., for 13 – 8 think “what + 8 = 13?”): (a) reverse operations (adding 8 is undone by subtracting 8); (b) common part-whole relations (5 + 8 and 13 – 8 share the same whole 13 and parts 5 and 8); and (c) the complement principle in terms of part-whole relations (if parts 5 and 8 make the whole 13, then subtracting one part from the whole leaves the other part)

Aproximaciones curriculares para conectar la sustracción con la adición y promover la fluidez con las diferencias básicas en primer curso de educación primaria

Six widely used US Grade 1 curricula do not adequately address the following three developmental prerequisites identified by a proposed learning trajectory for the meaningful learning of the subtraction-as-addition strategy (e.g., for 13 – 8 think “what + 8 = 13?”): (a) reverse operations (adding 8 is undone by subtracting 8); (b) common part-whole relations (5 + 8 and 13 – 8 share the same whole 13 and parts 5 and 8); and (c) the complement principle in terms of part-whole relations (if parts 5 and 8 make the whole 13, then subtracting one part from the whole leaves the other part).Seis currículos ampliamente usados en Estados Unidos para primero de primaria no tratan adecuadamente tres prerrequisitos identificados por una trayectoria de aprendizaje propuesta para el aprendizaje significativo de la estrategia de sustracción como adición (ejemplo, para 13 – 8 piensa “¿qué + 8 = 13?”): (a) operaciones inversas (sumar 8 se deshace restando 8); (b) relaciones parte-todo comunes (5 + 8 y 13 – 8 comparten el mismo todo 13 y las partes 5 y 8) y (c) principio de complemento en relaciones parte-todo (si 5 y 8 dan el todo 13, al restar una parte al todo se obtiene la otra parte)

European Position Paper on Rhinosinusitis and Nasal Polyps 2020

The European Position Paper on Rhinosinusitis and Nasal Polyps 2020 is the update of similar evidence based position papers published in 2005 and 2007 and 2012. The core objective of the EPOS2020 guideline is to provide revised, up-to-date and clear evidence-based recommendations and integrated care pathways in ARS and CRS. EPOS2020 provides an update on the literature published and studies undertaken in the eight years since the EPOS2012 position paper was published and addresses areas not extensively covered in EPOS2012 such as paediatric CRS and sinus surgery. EPOS2020 also involves new stakeholders, including pharmacists and patients, and addresses new target users who have become more involved in the management and treatment of rhinosinusitis since the publication of the last EPOS document, including pharmacists, nurses, specialised care givers and indeed patients themselves, who employ increasing self-management of their condition using over the counter treatments. The document provides suggestions for future research in this area and offers updated guidance for definitions and outcome measurements in research in different settings. EPOS2020 contains chapters on definitions and classification where we have defined a large number of terms and indicated preferred terms. A new classification of CRS into primary and secondary CRS and further division into localized and diffuse disease, based on anatomic distribution is proposed. There are extensive chapters on epidemiology and predisposing factors, inflammatory mechanisms, (differential) diagnosis of facial pain, allergic rhinitis, genetics, cystic fibrosis, aspirin exacerbated respiratory disease, immunodeficiencies, allergic fungal rhinosinusitis and the relationship between upper and lower airways. The chapters on paediatric acute and chronic rhinosinusitis are totally rewritten. All available evidence for the management of acute rhinosinusitis and chronic rhinosinusitis with or without nasal polyps in adults and children is systematically reviewed and integrated care pathways based on the evidence are proposed. Despite considerable increases in the amount of quality publications in recent years, a large number of practical clinical questions remain. It was agreed that the best way to address these was to conduct a Delphi exercise. The results have been integrated into the respective sections. Last but not least, advice for patients and pharmacists and a new list of research needs are included.Peer reviewe

PNA

Resumen basado en el de la publicaciónSe estudian seis currículos ampliamente usados en Estados Unidos para la enseñanza de matemáticas en primero de primaria. No tratan adecuadamente tres prerrequisitos identificados para el aprendizaje significativo de la estrategia de sustracción como adición (ejemplo, para 13 – 8 piensa “¿qué + 8 = 13?”): a) operaciones inversas (sumar 8 se deshace restando 8); b) relaciones parte-todo comunes (5 + 8 y 13 – 8 comparten el mismo todo 13 y las partes 5 y 8) y c) principio de complemento en relaciones parte-todo (si 5 y 8 dan el todo 13, al restar una parte al todo se obtiene la otra parte).ES