Creative Learning With Music and Mathematics: Reflections on Interdisciplinary Collaborations

Culturally responsive content, accessible and inclusive tools, and meaningful interdisciplinary tasks can aid in developing equitable and creative learning environments. Music and mathematics are ideal disciplines for interdisciplinary creative learning. In this article, we reflect on our experiences engaging in interdisciplinary music and mathematics tasks with preservice teachers. In particular, we highlight specific efforts taken to design and implement a creative music and mathematics workshop for use in a mathematics methods course. Guided by these experiences, we offer examples of tools and practices that have helped preservice teachers collaborate, engage in inquiry, improvise, develop empathy, and take intellectual and social risks while building musical and mathematical skills, knowledge, and confidence

Bridging Pedagogy and Practice: From Coursework to Field Experiences in a Teacher Preparation Program

In this study, two teacher educators, one special education faculty and one mathematics education faculty, examined ways to infuse educational theory into their practice to develop preservice teachers’ ability to meet the demands of the 21st century classroom. The study took place at an urban university in the southeastern United States where the teacher education program prepares future educators for the most diverse classroom settings existing in U.S. public schools today. Results informed the teacher educators of relevant challenges preservice teachers experience with regard to instructional design that addresses the needs of diverse learners. The action research study took place over a 3-semester period during which time the teacher educators learned how structured supports enhanced their students’ abilities to develop effective instruction for diverse learners. ______________________________________________________________ Authors’ note: For the purpose of this study, diverse learners are defined as (a) students with disabilities, (b) Culturally Diverse/English Language Learners, (c) gifted (accelerated) learners, and (d) students with instructional disabilities

The End or Beginning? Either Way, the Credits Are Not Rolling Yet!

(First paragraph) Thank you to all our reviewers, editorial board members, authors, and those who chose the Journal of Urban Mathematics Education (JUME) as their outlet of choice this past year. JUME has had many recent successes, and we in the editorial team plan to release the salient performance data for the journal. For JUME to advance its mission, we believe that accountability and transparency are essential. To this end, our readers will from now on receive an annual progress report about JUME in our first issue of each year

Reflecting Back to Forge the Path Forward

The JUME editorial team provides an update of the journal\u27s health and progress during the 2021 calendar year and discusses coming changes and opportunities for growth

Diurnal Rhythms in Neurexins Transcripts and Inhibitory/Excitatory Synapse Scaffold Proteins in the Biological Clock

The neurexin genes (NRXN1/2/3) encode two families (α and β) of highly polymorphic presynaptic proteins that are involved in excitatory/inhibitory synaptic balance. Recent studies indicate that neuronal activation and memory formation affect NRXN1/2/3α expression and alternative splicing at splice sites 3 and 4 (SS#3/SS#4). Neurons in the biological clock residing in the suprachiasmatic nuclei of the hypothalamus (SCN) act as self-sustained oscillators, generating rhythms in gene expression and electrical activity, to entrain circadian bodily rhythms to the 24 hours day/night cycles. Cell autonomous oscillations in NRXN1/2/3α expression and SS#3/SS#4 exons splicing and their links to rhythms in excitatory/inhibitory synaptic balance in the circadian clock were explored. NRXN1/2/3α expression and SS#3/SS#4 splicing, levels of neurexin-2α and the synaptic scaffolding proteins PSD-95 and gephyrin (representing excitatory and inhibitory synapses, respectively) were studied in mRNA and protein extracts obtained from SCN of C3H/J mice at different times of the 24 hours day/night cycle. Further studies explored the circadian oscillations in these components and causality relationships in immortalized rat SCN2.2 cells. Diurnal rhythms in mNRXN1α and mNRXN2α transcription, SS#3/SS#4 exon-inclusion and PSD-95 gephyrin and neurexin-2α levels were found in the SCN in vivo. No such rhythms were found with mNRXN3α. SCN2.2 cells also exhibited autonomous circadian rhythms in rNRXN1/2 expression SS#3/SS#4 exon inclusion and PSD-95, gephyrin and neurexin-2α levels. rNRXN3α and rNRXN1/2β were not expressed. Causal relationships were demonstrated, by use of specific siRNAs, between rNRXN2α SS#3 exon included transcripts and gephyrin levels in the SCN2.2 cells. These results show for the first time dynamic, cell autonomous, diurnal rhythms in expression and splicing of NRXN1/2 and subsequent effects on the expression of neurexin-2α and postsynaptic scaffolding proteins in SCN across the 24-h cycle. NRXNs gene transcripts may have a role in coupling the circadian clock to diurnal rhythms in excitatory/inhibitory synaptic balance

You Can Do It: Embracing Productive Struggle to Empower Students

This session addresses teacher actions to encourage productive struggle that empower students to overcome challenges and engage in meaningful problem-solving