Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions?

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are

Management of gastrointestinal stromal tumours in the Imatinib era: a surgeon's perspective

<p>Abstract</p> <p>Background</p> <p>Surgical resection has remained the mainstay of treatment of GIST with a 5-year-survival of 28–35%. Tyrosine kinase inhibitor (Imatinib) has revolutionised the treatment of these tumours. The current research is directed towards expanding the role of this drug in the treatment of GIST. We present our experience of managing GIST in this institute.</p> <p>Methods</p> <p>This is a case note study of patients identified from a prospectively kept database from January 2000 to August 2007.</p> <p>Results</p> <p>16 patients were diagnosed with GIST. The median age was 66 years (range 46 to 82) and the male to female ratio was 9:7. Eleven patients underwent surgery, 9 of which had R0 resection (2 laparoscopic, 1 converted to open), one had an open biopsy and one had a debulking procedure. 3 patients were inoperable and 2 were found to be unfit for surgery. Five patients received Imatinib (2 postoperatively). The risk assessment based on morphological criteria showed that 4 patients had low, 4 had intermediate and 8 had high malignant potential. The median follow up was for 12 months (range 3–72); 2 patients died of unrelated causes at 6 and 9 months after diagnosis.</p> <p>Conclusion</p> <p>Most GISTs can be managed effectively using existing protocols. However currently there is no evidence based guidance available on the management of GIST in the following situations-role of debulking surgery, the follow up of benign tumours not requiring surgical resection and role of laparoscopic surgery. Further research is needed to answer these questions.</p

Jejunal perforation caused by a feeding jejunostomy tube: a case report

<p>Abstract</p> <p>Introduction</p> <p>Percutaneous endoscopic gastrostomy and feeding jejunostomy are used for providing long-term nutritional support to patients with neurological disorders. Various mechanical complications of these procedures are described.</p> <p>Case presentation</p> <p>We report a case of a 17-year-old boy with cerebral injury who had a percutaneous endoscopic gastrostomy tube changed to a feeding jejunostomy tube. Twenty-four hours later he developed abdominal pain and became clinically septic. A contrast study through the feeding tube and a subsequent computed tomography scan did not reveal any intra-abdominal pathology. At laparotomy it was discovered that the tip of the feeding tube had perforated through the jejunal wall and was lying outside the lumen. This was successfully treated by re-inserting a feeding jejunostomy tube distally and closure of the perforation and previous FJ site</p> <p>Conclusion</p> <p>We suggest that the threshold for contrast studies and operative intervention should be low in neurologically impaired patients to avoid the delay in treatment of tube-related complications.</p

Validation of Solutions of Construction Problems in Dynamic Geometry Environments

This paper discusses issues concerning the validation of solutions of construction problems in Dynamic Geometry Environments (DGEs) as compared to classic paper-and-pencil Euclidean geometry settings. We begin by comparing the validation criteria usually associated with solutions of construction problems in the two geometry worlds – the ‘drag test’ in DGEs and the use of only straightedge and compass in classic Euclidean geometry. We then demonstrate that the drag test criterion may permit constructions created using measurement tools to be considered valid; however, these constructions prove inconsistent with classical geometry. This inconsistency raises the question of whether dragging is an adequate test of validity, and the issue of measurement versus straightedge-and-compass. Without claiming that the inconsistency between what counts as valid solution of a construction problem in the two geometry worlds is necessarily problematic, we examine what would constitute the analogue of the straightedge-and-compass criterion in the domain of DGEs. Discovery of this analogue would enrich our understanding of DGEs with a mathematical idea that has been the distinguishing feature of Euclidean geometry since its genesis. To advance our goal, we introduce the compatibility criterion , a new but not necessarily superior criterion to the drag test criterion of validation of solutions of construction problems in DGEs. The discussion of the two criteria anatomizes the complexity characteristic of the relationship between DGEs and the paper-and-pencil Euclidean geometry environment, advances our understanding of the notion of geometrical constructions in DGEs, and raises the issue of validation practice maintaining the pace of ever-changing software.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42932/1/10758_2004_Article_6999.pd

Conceptions of basic education teachers about math proof: influence of professional experience

A prova é uma atividade que desempenha um papel fundamental na construção do conhecimento matemático, razão pela qual adquire relevância nos programas escolares de Matemática. Admitindo que as conceções dos professores sobre a prova afetam a forma como ela é tratada em sala de aula, procuramos averiguar as conceções de professores portugueses de Matemática do 3.º ciclo do Ensino Básico (do 7.º ao 9.º ano) sobre diferentes aspetos da prova matemática e a influência que a experiência profissional tem nessas conceções. Adotando uma abordagem metodológica mista, recolhemos os dados através de um questionário, respondido por 72 professores, e de uma entrevista a duas professoras com experiências profissionais diferentes. Os resultados revelam que os professores, sobretudo os que têm menos tempo de docência, consideram que a prova matemática tem uma natureza distinta da de outras disciplinas, é uma atividade essencial para a construção do conhecimento matemático, tem como função verificar e explicar a veracidade de uma afirmação e permite desenvolver o raciocínio e a comunicação matemática. No que respeita à participação dos alunos na atividade de provar, são os professores com mais tempo de docência que mais o destacam, o que permite aos alunos perceberem a natureza desta atividade. Em termos curriculares, são os professores com menos experiência docente que mais concordam com a presença da prova logo nos primeiros anos, embora salientem que esta atividade só faz sentido em alguns tópicos programáticos.Proof is an activity that plays a key role in the construction of mathematical knowledge, which is why it acquires relevance in mathematics programs. Admitting that teachers' conceptions about proof influence how it is handled in the classroom, we tried to investigate the conceptions of Portuguese mathematics teachers from the 3rd cycle of basic education (grade 7 to 9) on different aspects of mathematical proof and the relationship that the teachers’ experience has in these conceptions. Adopting a mixed methodological approach, we collected data through a questionnaire answered by 72 teachers, and an interview with two teachers with different professional experience. The results show that teachers, especially those with less experience, consider that mathematical proof has a distinct nature from other disciplines, it is an essential activity for the construction of mathematical knowledge and its function is to verify and explain the truth of a statement by developing reasoning and mathematical communication. With respect to student participation in the activity of proving, teachers with more teaching experience are the ones that most highlight it, which allows students to realize the nature of this activity. In curriculum terms, teachers with less experience are the ones that most agree with the presence of proof in early grades, while emphasizing that this activity only makes sense in some program topics.Este trabalho contou com o apoio de Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito do projeto PEst-OE/CED/UI1661/2014, do CIEdUM e do projeto UID/Multi/04016/2016info:eu-repo/semantics/publishedVersio

Approaching Proof in the Classroom Through the Logic of Inquiry

The paper analyses a basic gap, highlighted by most of the literature concerning the teaching of proofs, namely, the distance between students' argumentative and proving processes. The analysis is developed from both epistemological and cognitive standpoints: it critiques the Toulmin model of reasoning and introduces a new model, the Logic of Inquiry of Hintikka, more suitable for bridging this gap. An example of didactical activity within Dynamic Geometry Environments is sketched in order to present a concrete illustration of this approach and to show the pedagogical effectiveness of the model

How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychologist on 16th January 2014, available online: http://wwww.tandfonline.com/10.1080/00461520.2013.865527The received view of mathematical practice is that mathematicians gain certainty in mathematical assertions by deductive evidence rather than empirical or authoritarian evidence. This assumption has influenced mathematics instruction where students are expected to justify assertions with deductive arguments rather than by checking the assertion with specific examples or appealing to authorities. In this paper, we argue that the received view about mathematical practice is too simplistic; some mathematicians sometimes gain high levels of conviction with empirical or authoritarian evidence and sometimes do not gain full conviction from the proofs that they read. We discuss what implications this might have, both for for mathematics instruction and theories of epistemic cognition

Changing outcomes following pelvic exenteration for locally advanced and recurrent rectal cancer

Background Pelvic exenteration for locally advanced rectal cancer (LARC) and locally recurrent rectal cancer (LRRC) is technically challenging but increasingly performed in specialist centres. The aim of this study was to compare outcomes of exenteration over time. Methods This was a multicentre retrospective study of patients who underwent exenteration for LARC and LRRC between 2004 and 2015. Surgical outcomes, including rate of bone resection, flap reconstruction, margin status and transfusion rates, were examined. Outcomes between higher- and lower-volume centres were also evaluated. Results Some 2472 patients underwent pelvic exenteration for LARC and LRRC across 26 institutions. For LARC, rates of bone resection or flap reconstruction increased from 2004 to 2015, from 3.5 to 12.8 per cent, and from 12.0 to 29.4 per cent respectively. Fewer units of intraoperative blood were transfused over this interval (median 4 to 2 units; P = 0.040). Subgroup analysis showed that bone resection and flap reconstruction rates increased in lower- and higher-volume centres. R0 resection rates significantly increased in low-volume centres but not in high-volume centres over time (low-volume: from 62.5 to 80.0 per cent, P = 0.001; high-volume: from 83.5 to 88.4 per cent, P = 0.660). For LRRC, no significant trends over time were observed for bone resection or flap reconstruction rates. The median number of units of intraoperative blood transfused decreased from 5 to 2.5 units (P < 0.001). R0 resection rates did not increase in either low-volume (from 51.7 to 60.4 per cent; P = 0.610) or higher-volume (from 48.6 to 65.5 per cent; P = 0.100) centres. No significant differences in length of hospital stay, 30-day complication, reintervention or mortality rates were observed over time. Conclusion Radical resection, bone resection and flap reconstruction rates were performed more frequently over time, while transfusion requirements decreased