Globalization in mathematics education: Integrating indigenous and academic knowledge

A globalized world ask for mobilization of educators in view of the design of new curricula. Investigation and analysis of indigenous knowledge are needed in view of their possible integration with academic knowledge, to create an educational context where different cultures are equally valued and granted dignity. The investigation and the analysis are to refer also to mathematics, a discipline which cannot anymore be considered culture-free. In the paper, we try to give the readers the opportunity to ask themselves and answer the following questions: What is mathematics? How look like today’s classrooms? Which is the needed mathematics education? The author suggests a possible answer to the last question by the proposal of three teaching units originated by the analysis of examples of the mathematics of professionals, the mathematics of indigenous people, the history of mathematics Introduction

Fostering the importance of language awareness through CLIL-Mathematics teaching/learning

This contribution investigates the role played by a second language in teaching/learning mathematics and how it could strengthen the importance of natural language in mathematics. It is particularly significant to deepen this issue since many European Countries have already introduced or are going to introduce the Content and Language Integrated Learning (CLIL) methodology. CLIL pursues a dualfocused goal promoting at the same time teaching/learning of both a foreign language and a non-linguistic content. This new trend in education asks for analysing limits and potential for using a second language in mathematics education

Language and mathematics teaching/ learning in multicultural classrooms in Europe: Exploring problems and difficulties

In the framework of the Comenius action of the LLP programme of the European Commission, we are developing a project focusing on the role of the language in mathematics learning for non-mainstream students. We are in the first stage, exploring teachers’ needs in order to respond more effectively to teaching mathematics. Here we briefly present the project objectives and the first findings from the analysis of a questionnaire answered by lower secondary school teachers in the partners’ countries (Austria, Czech Republic, France, Greece, Italy and Norway). Questions were about teachers’ experience on teaching in multicultural classes, their pre-service and in-service training, material used or needed in order to facilitate their teaching

The influence of air pollution on the phyllosphere microflora composition of Tillandsia leaves (Bromeliaceae).

The effect of air pollution on total phyllospheric microflora from two species of the epiphytic neo tropical genus Tillandsia (Bromeliaceae) was studied by comparing unpolluted plants living in a forest (Escazú, San José) with polluted ones from an urban site of Costa Rica (San José city). Dilutions of homogenized leaf samples were plated on media suitable for each microbial group. For each microorganism group, total counts were performed and purified strains of randomly chosen colonies were identified. There was a global reduction in the number of living microorganisms due to pollution effects, especially yeasts and bacteria, while nitro gen-fixing microorganisms and fungi were les s affected. Our results showed that the phyllosphere microflora of Tillandsia plants living in a tropical urban environment changes in terms of number and species composition of yeasts and bacteria with respect to plants living in unpolluted environment

Multiculturalism, Migration, Mathematics Education and Language - Teachers' Needs and Teaching Materials

The multicultural nature of modern society constitutes one of the most significant changes to have influenced schools in many European countries, especially at primary and middle school level. The teacher’s job is all the more difficult because he/she is usually not sufficiently prepared to deal with the new classroom context with pupils having a migrant background, coming from countries with different cultures and different languages. The teacher is seldom aware of the need to rethink and if necessary modify his/her methodological and pedagogical approach. This attitude is even more evident in maths teachers who often consider their subject universal and culture-free. Little has been done in Europe as far as maths teaching in multicultural contexts is concerned. The different languages and cultures present in the classroom make the teaching/learning process even more arduous than it already is, especially for pupils from minority cultures and/or with a migrant background or for Roma pupils. This project envisages the design and piloting of materials for both the initial and in-service training of middle school maths teachers who constitute the project’s primary target group. The secondary target group is their pupils, in particular those from other cultures. The materials have been produced after careful analysis of the video recordings of teaching activities. Their focus was also on the role of language in the communication of mathematical concepts and their aim was to stimulate the maths teacher’s awareness of the need to find a satisfactory balance between mathematical language and classroom language, especially when dealing with pupils with a different culture and language. The project’s training proposals aimed at promoting maths teaching strategies which are relevant to activities and problems taken from everyday life including that of different cultures in order to highlight their positive aspects

Genetic Testing and Counselling in Hypertrophic Cardiomyopathy: Frequently Asked Questions

Genetic counselling and genetic testing in hypertrophic cardiomyopathy (HCM) represent an integral part of the diagnostic algorithm to confirm the diagnosis, distinguish it from phenocopies, and suggest tailored therapeutic intervention strategies. Additionally, they enable cascade genetic testing in the family. With the implementation of Next Generation Sequencing technologies (NGS), the interpretation of genetic data has become more complex. In this regard, cardiologists play a central role, aiding geneticists to correctly evaluate the pathogenicity of the identified genetic alterations. In the ideal setting, geneticists and cardiologists must work side by side to diagnose HCM as well as convey the correct information to patients in response to their many questions and concerns. After a brief overview of the role of genetics in the diagnosis of HCM, we present and discuss the frequently asked questions by HCM patients throughout our 20-year genetic counselling experience. Appropriate communication between the team and the families is key to the goal of delivering the full potential of genetic testing to our patients

Natural History of MYH7-Related Dilated Cardiomyopathy

BACKGROUND Variants in myosin heavy chain 7 (MYH7) are responsible for disease in 1% to 5% of patients with dilated cardiomyopathy (DCM); however, the clinical characteristics and natural history of MYH7-related DCM are poorly described. OBJECTIVES We sought to determine the phenotype and prognosis of MYH7-related DCM. We also evaluated the influence of variant location on phenotypic expression. METHODS We studied clinical data from 147 individuals with DCM-causing MYH7 variants (47.6% female; 35.6 +/- 19.2 years) recruited from 29 international centers. RESULTS At initial evaluation, 106 (72.1%) patients had DCM (left ventricular ejection fraction: 34.5% +/- 11.7%). Median follow-up was 4.5 years (IQR: 1.7-8.0 years), and 23.7% of carriers who were initially phenotype-negative developed DCM. Phenotypic expression by 40 and 60 years was 46% and 88%, respectively, with 18 patients (16%) first diagnosed at <18 years of age. Thirty-six percent of patients with DCM met imaging criteria for LV noncompaction. During follow-up, 28% showed left ventricular reverse remodeling. Incidence of adverse cardiac events among patients with DCM at 5 years was 11.6%, with 5 (4.6%) deaths caused by end-stage heart failure (ESHF) and 5 patients (4.6%) requiring heart transplantation. The major ventricular arrhythmia rate was low (1.0% and 2.1% at 5 years in patients with DCM and in those with LVEF of <= 35%, respectively). ESHF and major ventricular arrhythmia were significantly lower compared with LMNA-related DCM and similar to DCM caused by TTN truncating variants. CONCLUSIONS MYH7-related DCM is characterized by early age of onset, high phenotypic expression, low left ventricular reverse remodeling, and frequent progression to ESHF. Heart failure complications predominate over ventricular arrhythmias, which are rare. (C) 2022 The Authors. Published by Elsevier on behalf of the American College of Cardiology Foundation

Mastering Mathematics, Mainstream and Minority Languages

The multicultural nature of modern society constitutes one of the most significant changes to have influenced schools in many European countries, especially at primary and middle school level. The teacher is seldom aware of the need to rethink and if necessary modify his/her methodological and pedagogical approach. This attitude is even more evident in maths teachers who often consider their subject universal and culture-free. Little has been done in Europe as far as maths teaching in multicultural contexts is concerned. The different languages and cultures present in the classroom make the teaching/learning process even more arduous than it already is, especially for pupils from minority cultures and/or with a migrant background or for Roma pupils. A teaching unit, designed in a European Commission funded project, is described. Its aim is to provide teachers with a tool to help their pupils to overcome the learning obstacle represented by the contrast between the simplicity of classroom language and the complexity of mathematics language. Teachers have to bear in mind, however, that the language used in class is an element of further complexity for pupils from minority cultures with a different mother tongue