How the activity of proving is constituted in a Cypriot classroom for 12 year old students

The aim of this study is to identify how the activity of proving is constituted in a Cypriot primary classroom for 12 year old students. Through Cultural-Historical Activity Theory (CHAT), the influence of research literature, curriculum prescriptions, the students and critically the teacher is documented. The evolution of objects, in particular the aims of the teacher, and other components in the activity systems is traced. Within the qualitative enquiry, this study employs CHAT alongside a collaborative design approach to explore the way the teacher is working with the students to foreground mathematical argumentation. The research is situated in a Cypriot primary school classroom with the researcher having the role of teacher researcher. The usual class teacher and researcher co-developed Dynamic Geometry Environment (DGE)-based tasks to be used with the children. As a result it was possible to track how the nature of the teacher’s objects changed and how contradictions emerged. Evidence from the curriculum documentation and from classroom observations was used to develop the activity systems of exploring and explaining. One important finding lies in how exploring and explaining were key sub-systems within the central activity system of proving as they provided a key pathway, which often included defining. Processes of explaining, defining and exploring appeared to create a fertile ground for the development of proving. I refer to these developments as pre-proving. However, it turns out that there are inherent contradictions within explaining and exploring that hinder the constitution of proving in the classroom. An emerging primary contradiction was apparent in the multifaceted nature of the object of both exploring and explaining to both facilitate mathematical argumentation and address a prescribed curriculum. Due to the tension between these objects, the teacher was often faced with dilemmas such as whether to open up playful activity or close it down to focus on the curriculum specifics. These led to a constant struggle in the teacher’s everyday practice. I report also on how primary contradictions led inevitably to higher-level contradictions between other components of the activity systems

Basic science232. Certolizumab pegol prevents pro-inflammatory alterations in endothelial cell function

Background: Cardiovascular disease is a major comorbidity of rheumatoid arthritis (RA) and a leading cause of death. Chronic systemic inflammation involving tumour necrosis factor alpha (TNF) could contribute to endothelial activation and atherogenesis. A number of anti-TNF therapies are in current use for the treatment of RA, including certolizumab pegol (CZP), (Cimzia ®; UCB, Belgium). Anti-TNF therapy has been associated with reduced clinical cardiovascular disease risk and ameliorated vascular function in RA patients. However, the specific effects of TNF inhibitors on endothelial cell function are largely unknown. Our aim was to investigate the mechanisms underpinning CZP effects on TNF-activated human endothelial cells. Methods: Human aortic endothelial cells (HAoECs) were cultured in vitro and exposed to a) TNF alone, b) TNF plus CZP, or c) neither agent. Microarray analysis was used to examine the transcriptional profile of cells treated for 6 hrs and quantitative polymerase chain reaction (qPCR) analysed gene expression at 1, 3, 6 and 24 hrs. NF-κB localization and IκB degradation were investigated using immunocytochemistry, high content analysis and western blotting. Flow cytometry was conducted to detect microparticle release from HAoECs. Results: Transcriptional profiling revealed that while TNF alone had strong effects on endothelial gene expression, TNF and CZP in combination produced a global gene expression pattern similar to untreated control. The two most highly up-regulated genes in response to TNF treatment were adhesion molecules E-selectin and VCAM-1 (q 0.2 compared to control; p > 0.05 compared to TNF alone). The NF-κB pathway was confirmed as a downstream target of TNF-induced HAoEC activation, via nuclear translocation of NF-κB and degradation of IκB, effects which were abolished by treatment with CZP. In addition, flow cytometry detected an increased production of endothelial microparticles in TNF-activated HAoECs, which was prevented by treatment with CZP. Conclusions: We have found at a cellular level that a clinically available TNF inhibitor, CZP reduces the expression of adhesion molecule expression, and prevents TNF-induced activation of the NF-κB pathway. Furthermore, CZP prevents the production of microparticles by activated endothelial cells. This could be central to the prevention of inflammatory environments underlying these conditions and measurement of microparticles has potential as a novel prognostic marker for future cardiovascular events in this patient group. Disclosure statement: Y.A. received a research grant from UCB. I.B. received a research grant from UCB. S.H. received a research grant from UCB. All other authors have declared no conflicts of interes

Linking the micro and macro context: A sociocultural perspective

International audienceIn this paper, I present and discuss findings from a research study the aim of which is to investigate the activity of proving as constituted in a Cypriot classroom for 12 year old students. Through Cultural-Historical Activity Theory (CHAT), the influence of research literature, curriculum prescriptions, the students and critically the teacher are documented. The evolution of objects, in particular the aims of the teacher, and other components in the activity systems are traced. Perceiving the mathematics classroom as a nested activity within educational context levels, this paper considers the role of the broader social context in which this classroom is situated

Using Concept Cartoons to support the number line as a vehicle for mathematical understanding

International audienceThis contribution draws on a research study the aim of which was to investigate the number line as a vehicle for mathematical understanding in the naturalistic setting of the elementary classroom. This paper focuses on one aspect of this research; the use of Concept Cartoons as an educational tool to support the role of the number line as a tool for fostering the development of conceptual understanding. Evidence from whole class discussion and the pupils' own productions points to the role of Concept Cartoons in supporting pupils' sense making, the elaboration of informal strategies, and the development of more sophisticated ones

How is proving constituted in Cypriot classroom?

International audienceThis report focuses on a research study the aim of which is to investigate the activity of proving as constituted in a Cypriot classroom for 12 year old students. By drawing on Activity Theory, this study explores the way the teacher is working with the students to foreground mathematical argumentation. Analysis from classroom discussions points toward a teacher-directed mathematical argumentation as an approach to establish justification as a socio-mathematical norm in the classroom

Play and pre-proving in the primary classroom

International audienceThis report focuses on a research study the aim of which is to investigate the activity of proving as constituted in a Cypriot classroom for 12-year-old students. By drawing on Cultural Historical Activity Theory, this study explores the way the teacher is working with the students to foreground mathematical argumentation. Analyses of video-recorded whole class discussions show how explaining and exploring provide a key pathway for the development of proving. We refer to these developments as pre-proving. However, inherent contradictions within explaining and exploring hinder the constitution of proving in the classroom

Play and pre-proving in the primary classroom

International audienceThis report focuses on a research study the aim of which is to investigate the activity of proving as constituted in a Cypriot classroom for 12-year-old students. By drawing on Cultural Historical Activity Theory, this study explores the way the teacher is working with the students to foreground mathematical argumentation. Analyses of video-recorded whole class discussions show how explaining and exploring provide a key pathway for the development of proving. We refer to these developments as pre-proving. However, inherent contradictions within explaining and exploring hinder the constitution of proving in the classroom

Neurocognitive testing in a murine model of mucopolysaccharidosis type IIIA

Mucopolysaccharidosis type IIIA (MPS IIIA) is an inherited metabolic disorder caused by a lysosomal enzyme deficiency resulting in heparan sulphate (HS) accumulation and manifests with a progressive neurodegenerative phenotype. A naturally occurring MPS IIIA mouse model is invaluable for preclinical evaluation of potential treatments but the ability to effectively assess neurological function has proved challenging. Here, the aim was to evaluate a set of behaviour tests for their reliability in assessing disease progression in the MPS IIIA mouse model. Compared to wild-type (WT) mice, MPS IIIA mice displayed memory and learning deficits in the water crossmaze from mid-stage disease and locomotor impairment in the hind-limb gait assessment at late-stage disease, supporting previous findings. Declined wellbeing was also observed in the MPS IIIA mice via burrowing and nest building evaluation at late-stage disease compared to WT mice, mirroring the progressive nature of neurological disease. Excessive HS accumulation observed in the MPS IIIA mouse brain from 1 month of age did not appear to manifest as abnormal behaviours until at least 6 months of age suggesting there may be a threshold of HS accumulation before measurable neurocognitive decline. Results obtained from the open field and three-chamber sociability test are inconsistent with previous studies and do not reflect MPS IIIA patient disease progression, suggesting these assessments are not reliable. In conclusion, water cross-maze, hind-limb gait, nest building and burrowing, are promising assessments in the MPS IIIA mouse model, which produce consistent results that mimic the human disease

Reviving Ancient Life: Segmentation Analysis of the Ancient Life Story Tourism Prospects

This paper introduces a novel intangible heritage tourism product intended to enhance the heritage tourism sector. The Ancient Life Story Tourism concept is a new multidimensional cultural heritage tourism product that features fictional representations of ancient life as its core and includes many associated physical and digital products. Based on Kotler’s STP theory, a market segmentation model has been applied to identify potential segments for novel heritage tourism products. An online quantitative survey was applied with the aim of identifying the demographic, behavioural and psychographic characteristics of a potential audience worldwide. In this study, cluster analysis was employed to analyse 766 foreign tourists, to identify potential ancient life story tourism market segments. Three potential market segments were identified: (1) Gen-Z, Adventure-Seeking Digital Natives, (2) Early Millennials, Explorers of Local Traditions, and (3) Late Millennials, Family Explorers of History and Culture. The segments were evaluated based on the alignment of their profile with the different levels of the proposed heritage tourism product. Overall, Segments 2 and 3 were more attractive targeting prospects due to higher alignment with the core, generic and expected product of Ancient Life Story Tourism. Due to this research, in the near future Ancient Life Story Tourism will be able to establish a strong positioning and branding strategy in the heritage tourism sector