Exploring the relationship between task, teacher actions, and student learning

We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this was connected to their appreciation of the mathematics involved, and directly influenced the learning opportunities of the students. To the extent that the potential of the task was reduced, this seemed due to the lack of mathematical confidence in the case of two of the teachers

Assessing students’ understanding of time concepts in Years 3 and 4 : insights from the development and use of a one-to-one task-based interview

Time is an important but complex area of learning for students in the primary years. This study sought to develop a tool which would provide a clear picture of students’ understanding of what constitutes time and how time is related to clock and calendar use. Four major components of time, Awareness of time, Succession, Duration, and Measurement of time, with related key ideas, formed the basis for a Framework for the Learning and Teaching of Time. This Framework underpinned the development of a 69-item, one-to-one task-based interview to assess students’ understanding of time. Data from interviews of Year 3 and 4 students gave a clear picture of how they experienced the mathematics of time. The range of scores across all assessed areas of the Framework revealed a considerable spread of students’ understandings of time concepts. This paper focuses on the development of the Framework and interview, the interview data, and the general benefits of the use of the task-based assessment interview in assessing the mathematical understanding and thinking of children regarding time

Next Day Subjective and Objective Recovery Indices Following Acute Low and High Training Loads in Academy Rugby Union Players

The aim of this study was to determine the sensitivity of selected subjective and objective monitoring assessments in detecting changes in group and individual responses to low and high load bouts of high intensity intermittent exercise. In a counterbalanced crossover design, Thirteen Academy Rugby Union players (mean ± SD: age: 18 ± 1 years) performed a low load (15 min) and a high load (90 min) bout of high intensity intermittent exercise (Loughborough Intermittent Shuttle Test) one week apart. Monitoring assessments were performed immediately prior to and 20 h following each trial. Subjective self-report Well-being Questionnaire (WQ) items showed small to large deteriorations following the high load compared to low load (d = 0.4–1.5, p = 0.03–0.57). A very large increase in resting HR (HRrest) (d = 2.1, p = 0.02), moderate decrease in heart rate variability (HRV) indices (d = 0.7, p = 0.04 and d = 0.7, p = 0.01 for the natural logarithm of the standard deviation of R-R intervals (ln SDNN) and the root square of the mean squared differences of successive R-R intervals (rMSSD), respectively) and no change in countermovement jump (d = 0.0, p = 0.97) were evident following the high load compared to low load. Individual WQ responses revealed 7/9, 7/9, 6/9, 6/9, 5/9, 3/9 and 1/9 participants reported deteriorations in recovery, sleep quality, motivation, muscle soreness, fatigue, stress and appetite, respectively, following the high load compared to low load. Individual analysis indicated a negative response following the high load compared to low load in HRrest, ln SDNN and ln rMSSD for 4/6, 2/6 and 1/6 participants, respectively. Selected WQ items detected group and individual responses to high load and low load highlighting their potential utility. However, objective assessments lacked the sensitivity to detect small individual changes

Toward a Functional Definition of a “Rare Disease” for Regulatory Authorities and Funding Agencies

AbstractBackgroundThe designation of a disease as “rare” is associated with some substantial benefits for companies involved in new drug development, including expedited review by regulatory authorities and relaxed criteria for reimbursement. How “rare disease” is defined therefore has major financial implications, both for pharmaceutical companies and for insurers or public drug reimbursement programs. All existing definitions are based, somewhat arbitrarily, on disease incidence or prevalence.ObjectivesWhat is proposed here is a functional definition of rare based on an assessment of the feasibility of measuring the efficacy of a new treatment in conventional randomized controlled trials, to inform regulatory authorities and funding agencies charged with assessing new therapies being considered for public funding.MethodsIt involves a five-step process, involving significant negotiations between patient advocacy groups, pharmaceutical companies, physicians, and public drug reimbursement programs, designed to establish the feasibility of carrying out a randomized controlled trial with sufficient statistical power to show a clinically significant treatment effect.Results and ConclusionsThe steps are as follows: 1) identification of a specific disease, including appropriate genetic definition; 2) identification of clinically relevant outcomes to evaluate efficacy; 3) establishment of the inherent variability of measurements of clinically relevant outcomes; 4) calculation of the sample size required to assess the efficacy of a new treatment with acceptable statistical power; and 5) estimation of the difficulty of recruiting an adequate sample size given the estimated prevalence or incidence of the disorder in the population and the inclusion criteria to be used

Exploración de las relaciones entre tarea, acciones del profesor y aprendizaje del estudiante

We are examining actions that teachers take to convert tasks into learning opportunities. In this paper, we contrast ways that three teachers convert the same task into lessons, and the way that their lessons reflect their intent. We found that the teachers did what they intended to do, that this was connected to their appreciation of the mathematics involved, and directly influenced the learning opportunities of the students. To the extent that the potential of the task was reduced, this seemed due to the lack of mathematical confidence in the case of two of the teachers.Examinamos las acciones que los profesores llevan a cabo para convertir tareas en oportunidades de aprendizaje. En este artículo comparamos las maneras en las que tres profesores convirtieron la misma tarea en actividades para la clase y la manera en que sus actividades de clase reflejan sus intenciones. Encontramos que los profesores hicieron lo que pretendían hacer, que esto estaba relacionado con su percepción de las matemáticas que estaban implicadas y que esta relación influyó directamente en las oportunidades de aprendizaje de los estudiantes. En el caso de dos profesores, la reducción en el potencial de la tarea parece deberse a su falta de confianza matemática

Students' willingness to engage with mathematical challenges :Implications for classroom pedagogies

As part of a project exploring various aspects of teachers’ choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students for fear of adverse reactions, many students reported that they prefer tasks to be somewhat challenging and many prefer to work on the tasks before having the process explained by the teacher. An important finding was the diversity of student preferences. There are implications for the information that educators offer to teachers on structuring their lessons

Tenofovir disoproxil fumarate for prevention of HIV infection in women: a phase 2, double-blind, randomized, placebo-controlled trial.

ObjectivesThe objective of this trial was to investigate the safety and preliminary effectiveness of a daily dose of 300 mg of tenofovir disoproxil fumarate (TDF) versus placebo in preventing HIV infection in women.DesignThis was a phase 2, randomized, double-blind, placebo-controlled trial.SettingThe study was conducted between June 2004 and March 2006 in Tema, Ghana; Douala, Cameroon; and Ibadan, Nigeria.ParticipantsWe enrolled 936 HIV-negative women at high risk of HIV infection into this study.InterventionParticipants were randomized 1:1 to once daily use of 300 mg of TDF or placebo.Outcome measuresThe primary safety endpoints were grade 2 or higher serum creatinine elevations (>2.0 mg/dl) for renal function, grade 3 or 4 aspartate aminotransferase or alanine aminotransferase elevations (>170 U/l) for hepatic function, and grade 3 or 4 phosphorus abnormalities (<1.5 mg/dl). The effectiveness endpoint was infection with HIV-1 or HIV-2.ResultsStudy participants contributed 428 person-years of laboratory testing to the primary safety analysis. No significant differences emerged between treatment groups in clinical or laboratory safety outcomes. Study participants contributed 476 person-years of HIV testing to the primary effectiveness analysis, during which time eight seroconversions occurred. Two were diagnosed in participants randomized to TDF (0.86 per 100 person-years) and six in participants receiving placebo (2.48 per 100 person-years), yielding a rate ratio of 0.35 (95% confidence interval = 0.03-1.93), which did not achieve statistical significance. Owing to premature closures of the Cameroon and Nigeria study sites, the planned person-years of follow-up and study power could not be achieved.ConclusionDaily oral use of TDF in HIV-uninfected women was not associated with increased clinical or laboratory adverse events. Effectiveness could not be conclusively evaluated because of the small number of HIV infections observed during the study

Application of a policy framework for the public funding of drugs for rare diseases

BACKGROUND: In many countries, decisions about the public funding of drugs are preferentially based on the results of randomized trials. For truly rare diseases, such trials are not typically available, and approaches by public payers are highly variable. In view of this, a policy framework intended to fairly evaluate these drugs was developed by the Drugs for Rare Diseases Working Group (DRDWG) at the request of the Ontario Public Drug Programs. OBJECTIVE: To report the initial experience of applying a novel evaluation framework to funding applications for drugs for rare diseases. METHODS: Retrospective observational cohort study. MEASURES: Clinical effectiveness, costs, funding recommendations, funding approval. KEY RESULTS: Between March 2008 and February 2013, eight drugs were evaluated using the DRDWG framework. The estimated average annual drug cost per patient ranged from 28,000 to 1,200,000 Canadian dollars (CAD). For five drugs, full evaluations were completed, specific funding recommendations were made by the DRDWG, and funding was approved after risk-sharing agreements with the manufacturers were negotiated. For two drugs, the disease indications were determined to be ineligible for consideration. For one drug, there was insufficient natural history data for the disease to provide a basis for recommendation. For the five drugs fully evaluated, 32 patients met the predefined eligibility criteria for funding, and five were denied based on predefined exclusion criteria. CONCLUSIONS: The framework improved transparency and consistency for evaluation and public funding of drugs for rare diseases in Ontario. The evaluation process will continue to be iteratively refined as feedback on actual versus expected clinical and economic outcomes is incorporated. © 2014 Society of General Internal Medicine