Digital curriculum resources in mathematics education: foundations for change

In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studies are at the same time predominantly framed by socio-cultural theories. Secondly, whilst there seems to be a continuing demarcation between the design(er) and the use(r), there is at the same time an emerging/increasing understanding that design continues in use, due to the different nature and affordances of DCR (as compared to traditional text curriculum resources). Thirdly, there is an apparent weakening of traditional demarcations between pedagogy and assessment, and between summative and formative assessment techniques, due to the nature and design of the automated learning systems. Fourthly, there is an increasing need for understanding the expanded space of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR—they provide indeed the foundations for change

Digital curriculum resources in mathematics education: foundations for change

In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studies are at the same time predominantly framed by socio-cultural theories. Secondly, whilst there seems to be a continuing demarcation between the design(er) and the use(r), there is at the same time an emerging/increasing understanding that design continues in use, due to the different nature and affordances of DCR (as compared to traditional text curriculum resources). Thirdly, there is an apparent weakening of traditional demarcations between pedagogy and assessment, and between summative and formative assessment techniques, due to the nature and design of the automated learning systems. Fourthly, there is an increasing need for understanding the expanded space of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR—they provide indeed the foundations for change

Genomic introgression mapping of field-derived multiple-anthelmintic resistance in Teladorsagia circumcincta

Preventive chemotherapy has long been practiced against nematode parasites of livestock, leading to widespread drug resistance, and is increasingly being adopted for eradication of human parasitic nematodes even though it is similarly likely to lead to drug resistance. Given that the genetic architecture of resistance is poorly understood for any nematode, we have analyzed multidrug resistant Teladorsagia circumcincta, a major parasite of sheep, as a model for analysis of resistance selection. We introgressed a field-derived multiresistant genotype into a partially inbred susceptible genetic background (through repeated backcrossing and drug selection) and performed genome-wide scans in the backcross progeny and drug-selected F2 populations to identify the major genes responsible for the multidrug resistance. We identified variation linking candidate resistance genes to each drug class. Putative mechanisms included target site polymorphism, changes in likely regulatory regions and copy number variation in efflux transporters. This work elucidates the genetic architecture of multiple anthelmintic resistance in a parasitic nematode for the first time and establishes a framework for future studies of anthelmintic resistance in nematode parasites of humans

Variabilité de l'intensité des pluies dans la région de Tanger sur une période de 30 ans (1980-2010)

Cet article présente les résultats d’une analyse fréquentielle de l’intensité des pluies dans la région de Tanger sur des pas de temps de 5 minutes à 3 heures et sur une période de 30 ans (1981-2011). Les enregistrements de 2 pluviographes ont été utilisés à cet effet : celui de Romane, géré actuellement par l’ABHL, pour lequel on dispose d’enregistrements sur la période 1981-1999 et celui de Saboun, géré par l’IAV Hassan II, pour lequel on dispose d’enregistrements sur la période 1997-2011. L’analyse fréquentielle a porté sur des périodes de 10 ans pour lesquelles ont été établies les courbes Intensité – Durée - Fréquence (IDF). Pour de fortes récurrences (2 à 5 ans), la comparaison des courbes IDF fait apparaître une augmentation de 10% des intensités de pluie entre la période 1981-1991 et la période 2001-2011. Pour de faibles récurrences (10 ans), les intensités de pluie sont sensiblement les mêmes dans les deux périodes. A partir de l’année 1993-1994, l’accroissement de l’intensité des pluies se traduit par un accroissement de leur agressivité estimée par l’indice d’érosivité de Wischmeier. Cet accroissement, sans les deux années très fortes 2008-2009 et 2009-2010, est de 1,77 ; il passe à 2,2 avec ces deux années