Learning through play – pedagogy and learning outcomes in early childhood mathematics

Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators’ views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children’s diverse needs

Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts

Text annotations are literacy practices that are not uncommon in the reading experience of university students. Annotations may be multilingual, monolingual, or multimodal. Despite their enormous diagnostic potentials, annotations have not been widely investigated for what they can reveal about the cognitive processes that are involved in academic reading. In other words, there has been limited exploration of the insights that signs (verbal and non-verbal) inscribed by students on texts offer for understanding and intervening in their academic reading practices. The aim of this exploratory study is to examine the diagnostic assessment potentials of student-annotated texts. On the basis of text annotations obtained from teacher trainee students (n = 7) enrolled at a German university, we seek to understand what different students attend to while reading, what their problem-solving strategies are, what languages and other semiotic systems they deploy, what their level of engagement with text is, and, critically, how the foregoing provide a basis for intervening to validate, reinforce, correct, or teach certain reading skills and practices. Theoretically, the study is undergirded by the notion of text movability. Data suggestive of how students journey through text are argued to have implications for understanding and teaching how they manage attention, use dictionaries, own text meaning, and appraise text

Creating a questionnaire to explore language teacher multilingual beliefs and practices

Ukraine is a multilingual country whose language policy strives to promote language diversity. However, foreign language teaching is predominantly based on monolingual practice and languages are taught in isolation from one another in a foreign language classroom. These facts lead to realizing that language teachers should be trained in order to be able to promote their students' multilingualism through employing their multilingual resources. Before the multilingual training or programme design, it is essential to evaluate teachers' multilingual beliefs and teaching practices to make targeted and informed changes. The paper describes the evolution of the questionnaire to explore Ukrainian university language teachers' beliefs about multilingualism and multilingual practices. For this purpose, a detailed insight into the phases and steps of the questionnaire development is presented. This comprises scrutiny of theory-based evidence to map the constituents of language teacher multilingualism, the description of how critical concepts for the study were identified and how relevant content for each part of the questionnaire was generated. In addition, the questionnaire's verification process is described in detail, including item analysis carried out with Cronbach's Alpha to verify the internal consistency of the items, participants' feedback and expert's opinion to explore content validity and participants' feedback to check feasibility. The study invited 37 language teachers from different European and Ukrainian universities to complete the pilot questionnaire. The preliminary results of the pilot version are discussed, and a finalized version of the questionnaire is offered. In addition, this study adds to the knowledge of teachers' current perspectives on practices in multilingual education. Funding Statement This study was funded by the Volkswagen Foundation Research Programme. Disclosure statement No potential conflict of interest was reported by the authors. * Corresponding author: Viktoriya Osidak, 0000-0001-7304-3026  [email protected]

Play-Based Mathematics in Kindergarten. A Video Analysis of Children's Mathematical Behaviour While Playing a Board Game in Small Groups

Kindergarten children enjoy playing games, as games bring motivation and active learning. Many board and card games require mathematical competencies and, therefore, carefully selected board and card games could be used as meaningful learning tasks for mathematics education in early childhood. With this in mind, several games for fostering quantity-number competencies have been implemented in an intervention study. The study included 6 years old children and three conditions: training program (n=110), play-based intervention (n=89) and control group (n=125). For this article, videos involving 21 children in ten teams from one of the most widely played games in the play-based intervention were selected for in-depth analysis: the board game Shut the Box. This explorative analysis of children's mathematical behaviour and peer support whilst playing a board game allows researching in what way a specific game provides a meaningful learning task for early mathematics. The results show that children employ several mathematical skills while playing, depending on their individual quantity-number competencies. As the game can be easily repeated several times, the children practise and shape mathematical skills and monitor and support their co-player in order to increase their chances of winning the game. It is suggested that the board game provides an adaptive and motivating setting, which can meet the learning needs of low as well as high achieving childre

Accidental Hypothermia in a Swiss Alpine Trauma Centre-Not an Alpine Problem.

BACKGROUND Research in accidental hypothermia focuses on trauma patients, patients exposed to cold environments or patients after drowning but rarely on hypothermia in combination with intoxications or on medical or neurological issues. The aim of this retrospective single-centre cohort study was to define the aetiologies, severity and relative incidences of accidental hypothermia, methods of measuring temperature and in-hospital mortality. METHODS The study included patients ≥18 years with a documented body temperature ≤35 °C who were admitted to the emergency department (ED) of the University Hospital in Bern between 2000 and 2019. RESULTS 439 cases were included, corresponding to 0.32 per 1000 ED visits. Median age was 55 years (IQR 39-70). A total of 167 patients (38.0%) were female. Furthermore, 63.3% of the patients suffered from mild, 24.8% from moderate and 11.9% from severe hypothermia. Exposure as a single cause for accidental hypothermia accounted for 12 cases. The majority were combinations of hypothermia with trauma (32.6%), medical conditions (34.2%), neurological conditions (5.2%), intoxications (20.3%) or drowning (12.0%). Overall mortality was 22.3% and depended on the underlying causes, severity of hypothermia, age and sex

FMR1 and AKT/mTOR signaling in human granulosa cells : functional interaction and impact on ovarian response

We aimed to determine whether a functional link with impact on female ovarian reserve exists between FMR1 expression and expression ratios of AKT/mTOR signaling genes in human granulosa cells in vivo, as suggested from prior in vitro data. Three hundred and nine women, who were classified as normal (NOR; n = 225) and poor (POR; n = 84) responders based on their ovarian reserve, were recruited during stimulation for assisted reproductive techniques. Expressions of FMR1 and of key genes of the AKT/mTOR and AKT/FOXO1/3 signaling pathways were comparatively analyzed in their granulosa cells. FMR1 expression in granulosa cells of NOR and POR correlated significantly with AKT1, TSC2, mTOR, and S6K expression. No correlation was found between FMR1 and FOXO1 in all, and FOXO3 expression in POR, patients. AKT1 expression was significantly higher and FOXO1 expression lower in POR samples, whereas AKT1 expression was lower and FOXO1 expression was higher in NOR samples. In human native granulosa cells, FMR1 expression significantly correlated with the expression of key genes of the AKT/mTOR signaling pathway, but not with the FOXO1/3 signaling pathway. Our data point to a functional link between FMR1 expression and expression of the AKT/mTOR signaling pathway genes controlling human follicular maturation

Insulating Josephson-junction chains as pinned Luttinger liquids

Quantum physics in one spatial dimension is remarkably rich, yet even with strong interactions and disorder, surprisingly tractable. This is due to the fact that the low-energy physics of nearly all one-dimensional systems can be cast in terms of the Luttinger liquid, a key concept that parallels that of the Fermi liquid in higher dimensions. Although there have been many theoretical proposals to use linear chains and ladders of Josephson junctions to create novel quantum phases and devices, only modest progress has been made experimentally. One major roadblock has been understanding the role of disorder in such systems. We present experimental results that establish the insulating state of linear chains of sub-micron Josephson junctions as Luttinger liquids pinned by random offset charges, providing a one-dimensional implementation of the Bose glass, strongly validating the quantum many-body theory of one-dimensional disordered systems. The ubiquity of such an electronic glass in Josephson-junction chains has important implications for their proposed use as a fundamental current standard, which is based on synchronisation of coherent tunnelling of flux quanta (quantum phase slips)