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This paper presents a modified approach to subject-matter didactics, in which the focus is not on the content itself, but on the students' view of the content. The introduction deals with an overview of subject-matter didactics and the notion of beliefs used in this paper. The main portion of the paper deals with presenting the concepts of a book and a seminar based on the student-centered subject-matter didactics approach. For the first qualitative evaluation, selected reflections of students are analyzed. Finally, initial findings are summarized and an outlook is provided.

The development of professional digital competencies is an important condition for a meaningful integration of digital technologies in mathematics education. A widely used and empirically studied approach for the professional development of in-service teachers are teacher design teams, in which lessons are collaboratively planned, implemented and reflected. However, this approach has not yet been considered for the collaboration of pre-service and in-service teachers. Therefore, this article examines in a holistic case study mixed teacher design teams composed of pre-service and in-service teachers. A total of 23 interviews were conducted with pre-service and in-service teachers and analyzed by inductive development of categories using the method of qualitative content analysis. The case study shows among other things, that the different prerequisites of the participants can lead to a relatively clear division of roles within the collaboration, which turns out to be suitable for the professionalization of both pre-service and in-service mathematics teachers.

This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media-Pedagogy-Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.

Objective: Over one-third of college students are overweight or obese and rates are rising. Whole body vibration (WBV) training could prevent weight gain but has not been tested in college students. Methods: Randomized controlled trial comparing thrice weekly WBV for 6 months to controls (CON) in undergraduate students. Feasibility included retention, adherence and safety and outcomes included changes in weight, body mass index (BMI) and fat mass. Results: 77 students enrolled in the trial (WBV: n = 40, CON: n = 37), 81% completed the study. Adherence to WBV averaged 59%. Average group differences were 1% body fat (p = 0.049) and 1 kg fat mass (p < 0.01), favoring WBV. Among students completing >80% of prescribed WBV sessions significant group differences widened, while group differences in BMI (p = 0.026) and weight (p = 0.02) change became significant. Conclusions: WBV may be a feasible, safe and effective approach to weight management in college students, though strategies to optimize adherence should continue.

Digital media have become increasingly important in recent years and can offer new possibilities for mathematics education in elementary schools. From our point of view, geometry and geometric objects seem to be suitable for the use of computer-aided design software in mathematics classes. Based on the example of Tinkercad, the use of CAD software -- a new and challenging context in elementary schools -- is discussed within the approach of domains of subjective experience and the Toulmin model. An empirical study examined the influence of Tinkercad on fourth-graders' development of a model of a geometric solid and related reasoning processes in mathematics classes.

In Winnipeg, several school divisions (Winnipeg, River East Transcona, St James-Assiniboia, and Louis Riel School Division, to name a few) have opened alternative site "Off-Campus" programs and opportunities in an effort to better engage reluctant school attendees. Approximately 20 students, aged 12 to 15 years old, attended the "Off-Campus Program" showcased in this case study. Many of these students were Indigenous, often from remote communities in northern Manitoba such as Moose Lake, St. Theresa Point, Bloodvein, and Cross Lake. In 2015, Witzke invited an "Off-Campus" support teacher to conduct workshops on moccasin making with the students. Most of the students were very interested in the workshop, especially with the beading component. The students began to share the unique beading patterns of each of their home communities. Through the beading patterns, the students were able to express who they were, where they were from, and how the larger patterns of their lives were related. This case study explores the cultural, social and economic benefits for these students, of what has come to be called "The Moccasin Project".

3D-printing technology has become increasingly important in recent years, offering many possibilities for mathematics teaching and learning. From our point of view, the field of calculus seems to be particularly suitable for the use of 3D-printing. Using the example of 3D-printed graphs of functions, the use of this technology in calculus is discussed within the three approaches of Grundvorstellungen, Subjective Domains of Experience and Empirical Theories. An empirical study, based on the qualitative content analysis according to Philipp Mayring, examines the influence of the models on concept formation processes in the context of derivatives. The focus is on the following research question: "What are the characteristics of concept formation processes of the concept of derivative in the context of 3D-printed graphs of functions?"

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.

The present research examined relationships among medical school applicants' preferred approaches to learning, methods of instruction, and specialty areas (n=912). Based on confidential responses to a progressive series of paired comparisons, applicants' preferences for lecture (L), self-study (SS), group discussion (GD), and computers (C) were assessed across three dimensions: (1) comfort; (2) effectiveness; and (3) interest. Using cluster analysis to generate four instructional ''profiles,'' participants' comparative preferences for self-study/lecture versus group discussion/computers (+SS, L/-GD, C) were positively associated with interests in surgery and neurology, whereas opposing preferences (+GD, C/-L, SS) corresponded with the practice of family medicine. Using a matriculant subset (N=160), analyses indicated that these relationships remained after controlling for sex and psychological type.

Describes the faculty development efforts at eight medical schools participating in a large-scale medical curriculum development project, exploring faculty-development topics and the methods and ways the institutions motivated faculty to participate. Outcome measures used to gauge program effectiveness are also discussed. Concludes that approaches and levels of commitment varied at the eight schools. (MSE)

The effects of age; disability (educable mentally impaired, emotionally impaired, and learning disabled); and time interval on the percentage of time spent in the regular classroom were studied over a three-year period. Reading, spelling, and mathematics achievement were also examined. (Author/GDC)

The use of microcomputers with programmable database software and document scanners has given the medical education community the necessary technology to manage and operate a patient-encounter log system. A clinical encounter and reporting system at the University of Arizona is described. (MLW)