Impact of lesson design on teacher and student mathematical questions

How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data suggesting that lessons designed with the mathematical story framework in order to elicit a specific aesthetic response (“MCLEs”) have a positive influence on the types of teacher and student questions asked during the lesson. Our findings suggest that when teachers plan and enact lessons with the mathematical story framework, teachers and students are more likely to ask questions that explore mathematical relationships and focus on meaning-making. In addition, teachers are less likely to ask short recall or procedural questions in MCLEs. These findings point to the role of lesson design in the quality of questions asked by teachers and students.Accepted manuscrip

What makes a mathematics lesson interesting to students?

How can we design mathematical lessons that spark student interest? To answer this, we analyzed teacher-designed and enacted lessons that students described as interesting for how the content unfolded. When compared to those the same students describe as uninteresting, multiple distinguishing characteristics are evident, such as the presence of misdirection, mathematical questions that remain unanswered for extended time, and a greater number of questions that are unanswered at each point of the lesson. Low-interest lessons did not contain many special narrative features and mostly had questions that were answered immediately. Our findings offer guidance for the design of lessons that can shift student mathematical dispositions.Published versio

Narrative characteristics of captivating secondary mathematics lessons

Why do some mathematics lessons captivate high school students and others not? This study explores this question by comparing how the content unfolds in the lessons that students rated highest with respect to their aesthetic affordances (e.g., using terms like “intriguing,” “surprising”) with those the same students rated lowest with respect to their aesthetic affordances (e.g., “just ok,” “dull”). Using a framework that interprets the unfolding content across a lesson as a mathematical story, we examine how some lessons can provoke curiosity or enable surprise. We identify eight characteristics that distinguish captivating lessons and show how some, such as the average number of questions under consideration at any point in the lesson, are strongly related to student aesthetic experiences. In addition, the lessons that students described as more interesting included more instances of misdirection, such as when students’ false assumptions provide opportunities for surprising results. These findings point to the characteristics of future lesson designs that could enable more students to experience curiosity and wonder in secondary mathematics classrooms.https://link.springer.com/content/pdf/10.1007/s10649-022-10184-y.pdf?pdf=corePublished versio

Characterizing coherence within enacted mathematics lessons

Curricular coherence has been emphasized by leaders in mathematics education as it enhances deeper understanding by enabling students to see connections between mathematical ideas. Although there are different forms of curricular coherence, the coherence of lesson has received considerably less attention. Little is known about what constitutes coherent lessons or how to measure the degree of coherence. Using the data from a larger study in which lessons are intentionally designed for coherence, we propose a tool for examining lesson coherence and describe characteristics of the lessons with different levels of coherence.Published versio

Caracterización de los egresados de la Universidad Nacional Abierta y a Distancia (UNAD) CERES Garagoa Valle de Tenza, de los diferentes programas académicos durante los años 1995 a 2011

Anexo A. Formato de encuesta realizada a los estudiantes egresados de la UNAD Garagoa Valle de Tenza durante los años 1995 a 2011. Anexo B. 34 Encuestas realizadas a los estudiantes egresados de la UNAD Garagoa Valle de Tenza durante los años 1995 a 2011Con base en la importancia de identificar la problemática evidenciada en torno a la gestión educativa de la Universidad Nacional Abierta y A Distancia UNAD, surgió la necesidad de realizar el trabajo, en donde se buscó actualizar la base de datos registrada, determinar el nivel de emprendimiento, desempeño e impacto social del egresado en la promoción de los diferentes programas académicos y evaluar las estrategias para el proceso de actualización y registro de la base de datos, teniendo en cuenta que la UNAD se encuentra en proceso de acreditación Nacional por parte del Ministerio de Educación, siendo los egresados parte integral del proceso como miembros activos de productores de conocimientos. En este sentido, se determinó las necesidades en sus diversas áreas y servicios académicos, para la planificación, mejoramiento de la gestión universitaria y componente básico dentro del proceso de Acreditación, en función a que su sede Garagoa, alberga grupo de profesionales de los municipios aledaños tanto del área urbana como rural. Se logró identificar que la Administración de empresas es el programa académico de preferencia por parte de los estudiantes de la región; Así mismo, se concluyó que el personal de los municipios que más accede a la vinculación de los programas académicos tiene procedencia de Garagoa, Macanal y Villanueva y se logró evidenciar que los egresados UNADISTA presentan inseguridad y temor al fracaso, al momento de pensar en la posibilidad de crear empresa, principalmente por no disponer de recursos económicos para su financiación. Por lo anterior, se plantearon como estrategias, dar continuidad con el proceso tutorial y de orientación profesional a los estudiantes egresados de la UNAD, con el fin de fortalecer los conocimientos adquiridos durante el programa académico cursado, en donde se pueda relacionar el rol social y laboral al que se enfrenta el egresado, generando de esta forma una confianza mutua entre la Universidad y el nuevo profesional y contribuyendo a la credibilidad al momento de enfrentarse a los retos de la vida, desarrollando el compromiso, la responsabilidad, el potencial y la competitividad ante las situaciones. Así mismo, es indispensable anotar las observaciones, inquietudes y sugerencias dadas por los egresados, en lo que respecta a las asignaturas dadas en los programas académicos, prácticas profesionales, modalidad presencial y presentación de propuestas de creación de empresas y/o asociaciones productivas para la región.Based on the importance of identifying the problems evidenced around educational management of the National Open University and Distance UNAD, the need to perform the work, where he sought to update the registered database, determine the level of entrepreneurship , performance and social impact in promoting graduate academic programs and evaluate strategies for the upgrade process and registration of the database, taking into account that the UNAD is in the process of accreditation by the National Ministry of Education graduates being integral to the process as active producers of knowledge. In this sense, we determined the needs in various areas and academic services, planning, improvement of university management and a basic component in the accreditation process, according to its headquarters Garagoa, houses group of professionals from neighboring towns both urban and rural areas. We identified that the Business Administration curriculum is preferred by students in the region; Furthermore, it was concluded that the staff of the municipalities that access to the linking of academic programs has Garagoa provenance, Macanal and Villanueva and managed to demonstrate that graduates have UNADISTA insecurity and fear of failure, time to think about the possibility of creating company, mainly for lack of financial resources for funding. Therefore, were raised as strategies, continuing with the tutorial process and career guidance to students UNAD graduates, in order to strengthen the knowledge acquired during the academic program completed, in which to relate the social role and work facing the graduate, thus generating mutual trust between the University and the new professional and contributing to credibility when dealing with the challenges of life, developing commitment, responsibility, potential and competitiveness to situations. It is also essential to record your observations, concerns and suggestions given by the graduates, with respect to the subjects given in the academic programs, internships, modality and presentation of proposals for setting up companies and / or productive partnerships for region

Support and perceptions of teachers working with students with special needs during the COVID-19 pandemic

Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four groups of teachers, teacher groups classified as less supported were more likely to be teaching in more urbanized settings with larger size schools than the other teacher groups. Additionally, they perceived their students as attending less often and being less ready for grade-level coursework than their counterparts. Discussions for school leaders and counselors are outlined to emphasize the importance of teacher support for effective education during the COVID-19 pandemic.Published versio

Morphology of coronary artery lesions assessed by virtual histology intravascular ultrasound tissue characterization and fractional flow reserve

Fractional flow reserve (FFR) is an index of the physiological significance of a coronary stenosis. Patients who have lesions with a FFR of >0.80, even optimally treated with medication, have however a MACE rate ranging from 8 to 21%. Coronary plaques at high risk of rupture and clinical events can be also identified by virt

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Aims: We investigated the use of the CROSSER catheter, a CTO crossing device based upon high frequency mechanical vibration, as a first resort to treat patients with chronic total occlusions (CTO) while describing angiographic and computed tomography coronary angiography (CTCA) serving as predictors for success. Methods and results: Eighty consecutive patients were enrolled in this prospective multicentre registry of patients treated for a CTO. For 76.3% of the patients, this was the first attempt to open the CTO. Overall success rate was 75%. By conventional coronary angiography, the length of the occlusion was 26.7±14.1 mm and there was a difference in successful vs. unsuccessful cases (24.5±13.9 and 32.8±13.1, p=0.02). The presence of angulation, as defined qualitatively, was more prevalent in failed cases (60.0% vs. 32.2%, p=0.03). The mean ratio CROSSER distance within the occlusion site and length of the occlusion showed a trend towards statistical significance in successful procedures (0.56±0.90 vs. 0.30±0.34, p=0.08). During hospitali- sation, two patients had a non-fatal myocardial infarction. One patient experienced delayed onset of tamponade six hours postprocedure. At 30 days, two patients had PCI in a non-treated vessel and one patient had a transient ischaemic attack. Relation to the CROSSER catheter was inconclusive. Conclusions: The success rate of the use of a dedicated-CTO device -the CROSSER catheter- as a first choice to open a chronic total occlusion was 75%. By multivariate analysis, in a subset of patients that were imaged with computed tomography coronary angiography, the absence of angulation was related with higher success rate

Consensus standards for acquisition, measurement, and reporting of intravascular optical coherence tomography studies

Objectives: The purpose of this document is to make the output of the International Working Group for Intravascular Optical Coherence Tomography (IWG-IVOCT) Standardization and Validation available to medical and scientific communities, through a peer-reviewed publication, in the interest of improving the diagnosis and treatment of patients with atherosclerosis, including coronary artery disease. Background: Intravascular optical coherence tomography (IVOCT) is a catheter-based modality that acquires images at a resolution of ∼10 μm, enabling visualization of blood vessel wall microstructure in vivo at an unprecedented level of detail. IVOCT devices are now commercially available worldwide, there is an active user base, and the interest in using this technology is growing. Incorporation of IVOCT in research and daily clinical practice can be facilitated by the development of uniform terminology and consensus-based standards on use of the technology, interpretation of the images, and reporting of IVOCT results. Methods: The IWG-IVOCT, comprising more than 260 academic and industry members from Asia, Europe, and the United States, formed in 2008 and convened on the topic of IVOCT standardization through a series of 9 national and international meetings. Results: Knowledge and recommendations from this group on key areas within the IVOCT field were assembled to generate this consensus document, authored by the Writing Committee, composed of academicians who have participated in meetings and/or writing of the text. Conclusions: This document may be broadly used as a standard reference regarding the current state of the IVOCT imaging modality, intended for researchers and clinicians who use IVOCT and analyze IVOCT data