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There is a need for a more robust conceptualization of engagement in mathematics education research. Investigating how teachers describe engagement can provide insight into relationships between purposes of engagement and dimensions of engagement. In this exploratory study, we examined how 28 secondary mathematics teachers in two states in the USA talked about their students' engagement. During interviews, we asked teachers to provide their definitions for engagement, describe their teaching strategies for engaging students, and describe their observations of engagement during a video clip from their own classroom. We interpreted teachers' talk to identify how they described the nature of mathematics engagement (dimensions such as behavioral, cognitive, affective, and/or social engagement) and purposes of engagement (engagement in learning or in schooling [Harris, 2011]). When teachers described the purpose of engagement as engagement in learning, they also tended to describe the nature of engagement with cognitive and social dimensions and with multiple dimensions of engagement.

Carbapenem-resistant Pseudomonas aeruginosa (CRPA) is increasing worldwide and has up to 30% prevalence in US P. aeruginosa isolates (1). The Antimicrobial Resistance Laboratory Network reported 280 carbapenemase-producing CRPA in 2021, [...]

We examined the relationships between different aspects of mathematics engagement for 285 students in their first year of high school in the United States. Path Analyses were used to trace the relationships between students' self-reported prior motivation and appraisals of control and value of mathematics, perceptions of teacher support and peer support. These variables and observed teacher and peer support as coded from video by researchers, were examined as potentially impacting students' self-reported in-the moment affect and task-level control and value appraisals Our results showed three key contributions. First, significant paths corresponded to relationships predicted by Control Value Theory (CVT) across a particularly robust set of variables and over the course of their first semester in high school. Second, results added further nuance by considering the objects that students' in-the-moment emotions were directed toward, showing distinctions between positive and negative emotions directed at the mathematics task, students' teachers and peers, and selves. Third, results more closely considered the impact of both observed and perceived aspect of support from peers and teachers in the classroom, in both its academic and social forms. Implications are discussed for theory and practice.

Language is a conduit for communicating and understanding mathematical ideas. In this article, the authors describe how literacy relates to modes of reading, writing, speaking, and listening. They then share a strategy for supporting student literacy in mathematics--judicious telling--and provide examples of what this approach looks like in the context of three different high school mathematics classrooms.

In this report I have created an exploratory framework to identify opportunities to engage in literacy practices within mathematics curriculum materials. This framework describes "unstructured literacy opportunities" and "structured literacy opportunities" for each of the language modalities of reading, writing, speaking, and listening. Different structures within each modality are also detailed along with connections between the modalities. The framework is then applied to Illustrative Mathematics (IM) curriculum materials to reveal patterns of how different types of literacy opportunities are addressed and connected. [For the complete proceedings, see ED629884.]

The present study surveyed international and domestic U.S. students about their perceptions of university health care providers' cultural competence, their own attitudes toward university health center providers, and overall satisfaction with university health center providers. Results demonstrated generally positive attitudes and satisfaction, but more negative perceptions of provider cultural competence were identified especially when students perceived problems with providers' language competence and interest in learning about patients' backgrounds. International students reported more positive attitudes concerning providers' cultural competence than U.S. students. Implications of the findings are discussed, along with limitations of the study and suggestions for future research.

The objective of this study is to report the long‐term timing and patterns of relapse for children enrolled in Children's Oncology Group AREN0534, a multicenter phase III clinical trial conducted from 2009 to 2015. Participants included children with bilateral Wilms tumor (BWT) or unilateral WT with genetic predisposition to develop BWT followed for up to 10 years. Smoothed hazard (risk) functions for event‐free survival (EFS) were plotted so that the timing of events could be visualized, both overall and within pre‐specified groups. Two hundred and twenty‐two children (190 BWT and 32 unilateral WT with BWT predisposition) were followed for a median of 8.6 years. Fifty events were reported, of which 48 were relapse/progression. The overall 8‐year EFS was 75% (95% confidence interval: 69%–83%). The highest risk for an EFS event was immediately after diagnosis with a declining rate over 2 years. A second peak of events was observed around 4 years after diagnosis, and a small number of events were reported until the end of the follow‐up period. In subset analyses, later increases in risk were more commonly observed in patients with female sex, anaplastic histology, negative lymph nodes or margins, and favorable histology Wilms tumor patients with post‐chemotherapy intermediate risk. Among relapses that occurred after 2 years, most were to the kidney. These patterns suggest that late events may be second primary tumors occurring more commonly in females, although more investigation is required. Clinicians may consider observation of patients with BWT beyond 4 years from diagnosis. [ABSTRACT FROM AUTHOR]