Thinking With Algebra: Two Professors\u27 Perspectives

This research brief will share insights from using the curriculum, Thinking With Algebra (TWA), a National Science Foundation Project (DUE 2021414). The focus will be on the value of using this curriculum when working specifically with students who have taken Algebra I and Algebra II in high school, but were not prepared for college algebra or precalculus. This curriculum is specifically designed for STEM-track students who place below the level of college algebra when they enter college. The authors have found that TWA helps instructors honor the mathematical knowledge and ideas that students bring into the classroom. The curriculum units give instructors the freedom to choose the topics that suit their objectives. TWA also offers a variety of approaches to help students connect with mathematics in a new way. This brief will expand on these themes and report the benefits to students that the authors observed when teaching with this curriculum

Students\u27 Perspectives of Thinking With Algebra

Thinking With Algebra (TWA) is a curriculum development project for college students needing introductory/intermediate algebra. Unique guiding principles of the project are a focus on algebraic structure, mixed review, equity, and a classroom approach emphasizing small-group work and whole-class discussion (Feikes et al., 2022). Results are derived from a survey given to one class of fifteen students taking an intermediate algebra summer course. The paper shares both Likert and open-ended responses. Data demonstrates that the students believed that the TWA curriculum was beneficial

Thinking with Algebra: A Project and Perspective

Thinking with Algebra (TWA) is a project to develop algebra curriculum for college classes. The overall goal is to develop curricular materials that will help prepare students conceptually for college algebra. The project is described and the importance of algebraic structure as a theoretical consideration is explained

Algebra Readiness and Algebraic Structure as Foundational Ideas for Algebraic Learning

This theoretical research brief uses Kaput’s (2008) definition of algebra to describe algebra readiness and algebraic structure as they relate to thinking about algebra and thinking with algebra. Algebra readiness and algebraic structure have been core ideas in our curriculum development work to help students develop conceptual understandings of algebra

“Making it okay”: professionals in high-stress environments construct their understanding of the impact of a yoga-based retreat designed to build resilience

Purpose While there is growing evidence for resilience building programmes, to date research has not explored how professionals construct understanding of programme impact. RISE (resilience, integration, self-awareness, engagement), a 5-day yoga-based retreat programme, has been linked with positive wellness outcomes. This qualitative inquiry explores participants' reflection and experience 3 months after programme completion. Methods Through a grounded constructivist lens, in-depth semi-structured phone interviews were conducted with 17 adult professionals in high-stress work environments who attended RISE. Initial hand-coding informed codebook development for systematic coding using directed content analysis using sensitizing structuring. Results Two integrated perceptions woven through five themes. Persistent threads of experiential learning and sense of permission provided structure for themes found. Five interrelated themes related to psychological health and workplace dynamics were (1) use of acquired behavioural skills and practices; (2) lived mindfulness; (3) resilience to stress and emotion regulation (4) self-care and self-compassion, and (5) sharing with others. Conclusion Findings provide meaningful interpretation of previously reported programme efficacy by contextualizing perceived benefits within participants' constructed understanding of change. Specifically, environmental, social, and experiential considerations have suggested implications for resilience building programmes. Abbreviations: RISE (resilience, integration, self-awareness, engagement

Significant contributions of the extraembryonic membranes and maternal genotype to the placental pathology in heterozygous Nsdhl deficient female embryos

Mutations in the gene encoding the cholesterol biosynthetic enzyme NSDHL are associated with the X-linked male-lethal bare patches (Bpa) mouse. Mutant male embryos for several Nsdhl alleles die in midgestation with placental insufficiency. We examined here a possible role of the maternal genotype in such placental pathology. Pre-pregnancy plasma cholesterol levels were similar between wild-type (WT) and Bpa1H/+ dams fed a standard, cholesterol-free diet. However, there was a marked decrease in cholesterol levels between embryonic day (E)8.5 and E10.5 for both genotypes. Further, there was a significant lag between E11.5 and E13.5 (P = 0.0011) in the recovery of levels in Bpa1H/+ dams to their pre-pregnancy values. To investigate possible effects of the maternal genotype on fetal placentation, we generated transgenic mice that expressed human NSDHL and rescued the male lethality of the Bpa1H null allele. We then compared placenta area at E10.5 in WT and Bpa1H/+ female embryos where the mutant X chromosome was transmitted from a heterozygous mother or a rescued mutant father. In mutant conceptuses, placental areas were ∼50% less than WT. Surprisingly, expression of Nsdhl in trophoblast lineages of the placenta and yolk sac endoderm, which occurs only from the maternally inherited allele in a female embryo, had the largest effect on placental area (−0.681 mm2; P < 0.0001). The maternal genotype had a smaller effect, independent of the fetal genotype (−0.283 mm2; P = 0.024). These data demonstrate significant effects of the mother and fetal membranes on pregnancy outcome, with possible implications for cholesterol homeostasis during human pregnancy

Genomic Classification of Cutaneous Melanoma

We describe the landscape of genomic alterations in cutaneous melanomas through DNA, RNA, and protein-based analysis of 333 primary and/or metastatic melanomas from 331 patients. We establish a framework for genomic classification into one of four subtypes based on the pattern of the most prevalent significantly mutated genes: mutant BRAF, mutant RAS, mutant NF1, and Triple-WT (wild-type). Integrative analysis reveals enrichment of KIT mutations and focal amplifications and complex structural rearrangements as a feature of the Triple-WT subtype. We found no significant outcome correlation with genomic classification, but samples assigned a transcriptomic subclass enriched for immune gene expression associated with lymphocyte infiltrate on pathology review and high LCK protein expression, a T&nbsp;cell marker, were associated with improved patient survival. This clinicopathological and multi-dimensional analysis suggests that the prognosis of melanoma patients with regional metastases is influenced by tumor stroma immunobiology, offering insights to further personalize therapeutic decision-making

Genomic Classification of Cutaneous Melanoma

We describe the landscape of genomic alterations in cutaneous melanomas through DNA, RNA, and protein-based analysis of 333 primary and/or metastatic melanomas from 331 patients. We establish a framework for genomic classification into one of four sub-types based on the pattern of the most prevalent significantly mutated genes: mutant BRAF, mutant RAS, mutant NF1, and Triple-WT (wild-type). Integrative analysis reveals enrichment of KIT mutations and focal amplifications and complex structural rearrangements as a feature of the Triple-WT subtype. We found no significant outcome correlation with genomic classification, but samples assigned a transcriptomic subclass enriched for immune gene expression associated with lymphocyte infiltrate on pathology review and high LCK protein expression, a T cell marker, were associated with improved patient survival. This clinicopathological and multidimensional analysis suggests that the prognosis of melanoma patients with regional metastases is influenced by tumor stroma immunobiology, offering insights to further personalize therapeutic decision-makingclose3