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This qualitative study evaluated barriers and facilitators to mobility in the homes of children with medical complexity (CMC) and the subsequent impact on CMC and their families. Eighteen caregivers of CMC were interviewed. Parents described that accessibility barriers impaired delivery of care at home and impacted the child’s participation in family life. The most inaccessible areas were stairs and bathrooms. Mobility and transfers became more difficult as children grew larger. Parents and children sustained injuries from performance of activities of daily living (ADLs). When available, durable medical equipment (DME) and home modifications improved home access and typically were funded using insurance and state Title V funds. However, parents reported that larger home modifications, such as bathroom modifications, were cost prohibitive. A pediatrician’s inquiry about mobility barriers may reveal crucial information about delivery of home care to CMC. CMC may be referred to rehabilitation specialists to address mobility needs.

From July–August, 2020, the nonprofit organization Healthy Democracy convened a seven-week pilot test of an online Citizen Assembly on the state of Oregon's response to the COVID-19 pandemic. This pilot project presented a unique research opportunity, because its organizers had ten years of experience running the Citizens’ Initiative Review, a face-to-face minipublic authorized by the State of Oregon to write voting guides for the wider electorate on ballot measures. This case study compares survey data from the Citizen Assembly pilot with the prior Citizens’ Initiative Reviews and provides analysis and recommendations that could improve the design and execution of future online assemblies.

espanolLa biomedicina en su rama de genetica, ha experimentado grandes progresos cientificos y tecnicos en los ultimos anos, especialmente a partir del descubrimiento del genoma humano. Los avances originados han sobrepasado el ambito de la patologia para continuar los estudios en materia de salud, donde se incluyen las investigaciones de actividad fisica y deporte. Los atletas cuyo objetivo es conseguir el maximo rendimiento, pueden valerse de esta herramienta ilegal de celulas geneticamente modificadas. El abuso de conocimientos y tecnicas adquiridos en el area de la terapia genica es una forma de dopaje, y esta prohibido. Hasta el momento no hay pruebas de que ese dopaje genetico se haya practicado aunque es probable su uso en un breve periodo de tiempo. En el presente trabajo de revision se abordan los aspectos relacionados con la manipulacion genetica en el rendimiento deportivo y especialmente los genes que tienen un efecto directo sobre el comportamiento muscular. Pretendemos dar a conocer la realidad actual, ademas de identificar y analizar las proteinas mas relevantes basadas en el dopaje genetico portuguesA biomedicina, em seu ramo da genetica, experimentou grande progresso cientifico e tecnico nos ultimos anos, especialmente a partir da descoberta do genoma humano. Os avancos realizados foram alem do escopo da patologia para continuar os estudos em saude, o que inclui pesquisas sobre atividade fisica e esporte. Atletas cujo objetivo e atingir o maximo desempenho, podem usar esta ferramenta ilegal de celulas geneticamente modificadas. O abuso de conhecimentos e tecnicas adquiridos na area da terapia genica e uma forma de doping e e proibido. Ate o momento nao ha evidencias de que esse doping genetico tenha sido praticado, embora seja provavel que seu uso ocorra em um curto periodo de tempo. No presente trabalho de revisao sao abordados os aspectos relacionados a manipulacao genetica no desempenho esportivo e, principalmente, os genes que tem efeito direto sobre o comportamento muscular. Pretendemos apresentar a realidade atual, alem de identificar e analisar as proteinas mais relevantes baseadas no doping genetico. EnglishBiomedicine in its genetics branch has experienced great scientific and technical progress in recent years, especially since the discovery of the human genome. The advances added have surpassed the scope of the pathology to continue the studies in the field of health, which includes the investigations of physical activity and sport. Athletes, whose goal is to achieve maximum performance, can use this banned tool of genetically modified cells. Abuse of knowledge and techniques acquired in the field of gene therapy is a form of doping, and is prohibited. So far there is no evidence that this genetic doping has been practiced although it is likely to be used in a short period of time. In the present revision are analyzed the aspects related to the genetic manipulation in the sport performance and especially the genes that have a direct effect on the muscular behavior. We like to done more information about the current reality, and identify and analyze the most relevant proteins based on genetic doping.

The Funds of Knowledge (FOK) and Funds of Identity (FOI) approaches have demonstrated potential in engaging school curricula with the lived experiences of disadvantaged communities. However, both approaches are not without critique. Our own previous work (drawing on Bourdieu) highlights how FOK/FOI methodologies can result in surfacing exchange value (capital) in the home in ways that re-position some students’ access to the school curriculum, while leaving hegemonic practices of schooling unchallenged. In this paper, we propose a new theorization of funds as a cultural commodity of “knowing-in-practice”. Following Marx, this commodity is seen as a dialectical unity of use and exchange value – a relation that implies development arising through internal contradictions. We exemplify this empirically through an analysis of the Mexican American Studies (MAS) program. We illustrate how MAS harnessed students’ lived experience of oppression into a commodity through a critical curriculum which questions the system (use value) whilst offering exchange value through standardized assessment. This contradictory relation can imply development – for students and the system – if socio-material forces engage favorably. Viewing “funds” as a cultural commodity helps to understand and predict developments arising in practice, and may help identify practical action that exploits such contradictions.

A novel approach to integrating Cluster Analysis (CA) within qualitative inquiry is presented, grounded in a large, unstructured dataset from open and rather unstructured interviews. This dataset was previously subjected to typical (theory sensitive) thematic analyses. Transformed into quantitative binary matrix structures, the CA offers robustness and transparency as it systematically exhausts the whole dataset in a replicable procedure. However, then the transformation becomes bi-directional, as resulting clusters provoke new qualitative interpretations and even further quantitative analyses. This approach led to theoretically interpretable results that significantly extended previous understandings of relations between 'values' and 'learning approach' relating to mathematics learner identity. This integrated methodology is evaluated for its significance to the substantive field, but is discussed more widely for social science research drawing on such interview datasets in general.

This paper presents the results of a systematic review of the empirical literature, reported in research journals, on Mathematics Learner Identity (MLI). In the mathematics education research field, arguments have been made that the conceptualization of Mathematics Identity (MI) is inconsistent and this makes the literature as a whole incoherent. This study aims to summarize how the concept has been employed and to develop an integrative model for analyzing concept-definitions and concept-operationalizations of MLI. An analysis of 69 papers revealed 3 main dimensions that characterized how identity is conceptually defined in any research literature (social/subjective, enacted/representational and change/stability) and 5 main categories that describe how the literature has implemented these dimensions operationally (identity as individual attributes; identity as narratives; identity as a relationship with specific practices; identity as ways of acting; and identities as afforded and constrained by local practices). An emphasis on representational aspects of identities, particularly during higher education, and enacted and practice-related identities during primary and secondary education research was found. The discussion shows how the field would be clarified if studies made their choices of conceptualization clear in terms of these dimensions and categories, and if research as a whole becomes more aware of restrictions/limitations in identity research, particularly at different points of the educational trajectory of students.

In our editorial for volume 21 issue 1 (Jones, Black, & Coles, 2019) we looked back over the previous 21 years of Research in Mathematics Education (RME) to celebrate its growth and development and...

In this paper, we offer a theoretical account of the emotion-cognition dialectic (i.e. the unit of feeling and cognition in thought) in identity formation (or identification), focusing on early childhood and mathematics. We consider how contradictory (emotional-cognitive) experiences which arise in different forms of mathematical activity (a mathematical play activity versus formal classroom mathematics) produce and are produced by contradictory acts of mathematical identification. We illustrate this perspective using the case of Daniel (aged 6 years) who expressed the emotion of ‘astonishment’ at seeing himself on video engaged in a play activity. We highlight how this experience of emotion-cognition enables Daniel to articulate a juxtaposition between play which is ‘fun’ and his classroom mathematics which makes him ‘tired’, which we associate with contrasting mathematical identifications. This recognises that social/cultural symbolic forms of emotion-cognition and identification are present in dialogue with others/adults even at this young age. We therefore, call for a research agenda that explores how such identifications might become sedimented into mathematical identities as the child develops.

The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutually-recognised helping within friendship groups. This is complemented by observation and interviews that illustrate how different classrooms have different network structures, positioning learners of different ethnic minorities and genders in significantly different ways regarding access to learning. We argue that friendship networks mediate social capital and access to further cultural capital, and that this may help explain structural differences in attainment. Because ethnicity and gender, inter alia, mediate friendship networks, they also mediate access to capital in the classroom.

In this editorial we explain the background to the research papers reported in this special issue, and to some extent how each paper relates to this body of work. In particular we outline the research projects and research teams that worked together between 2006 and 2014 on projects that related to the theme of transition, and we provide the knowledge base on which these papers build.

A wide body of literature has highlighted how high achievement in mathematics in secondary school does not necessarily motivate students to both choose and succeed on mathematically demanding programmes at post-compulsory level. The recent Enterprising Science project (Archer et al. (2015, J. Res. Sci. Teach., 52, 922–948)) and before that, the ASPIRES project (Archer et al. (2013, London: Kings College)), have both highlighted that access to science capital is perhaps more important than prior achievement in shaping students’ aspirations and their future trajectories in Science, Technology, Engineering and Mathematics. In this article, we critically analyse the notion of science capital and its role in mediating students’ choice of and experience of studying mathematically demanding degree programmes at university. Drawing on data from the TransMaths project, we present two cases—Stacey and Elton—who are both enrolled on the same ‘Mathematics for Physics’ course at university. We show that although both discuss access to science capital in narrating their choice of degree, they do so in different ways and this invariably interplays with different forms of identification with ‘Mathematics for Physics’. We conclude that there is a need to re-conceptualize science capital so that the dialectic relationship between its exchange and use value is theorized more fully. Whilst some students may access science capital as a means to accumulate capital (e.g. qualifications) for its own sake (exchange value), others appear to recognize the ‘use value’ of science learning and knowledge and this produces different forms of engagement with science (and mathematics). We therefore argue that authoring oneself in the name of a STEM identity is crucial in mediating how one perceives science capital. Finally, we argue that mathematics should be a central part of this framework since it significantly contributes to the exchange value of science as a form of capital (especially Physics), but it also offers use value in scientific labour (e.g. in modelling scientific problems).

This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. We focus on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. We present data concerning Bilal and Nico to show identifications in a hybrid home-school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. We argue that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home-school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. We argue this conceptual innovation offers potential for investigating identity in early childhood.

There are many nonsurgical treatment options for patients with upper limb spasticity. This article presents an algorithmic approach to management, encompassing evidence-based rehabilitation therapies, medications, and promising new orthotic and robotic innovations.

This chapter examines how gendered and classed positions are co-constructed and accessed through participation in whole class discussions in the primary mathematics classroom. Using Holland and Bourdieu, we highlight how forms of participation mark out gendered and classed positions in education and how this is mediated through the exchange of capital which takes place locally in whole class discussions. We present evidence regarding the experiences of two girls, Sian and Erica, who appear to take up/enact the contrasting positions of ‘domestique’ and ‘in need of help’, which we argue, are mediated by their perceived ability and gender. Our aim is to highlight the concept of ‘position’ as a means to understand how local participation (classroom level) is structurally mediated by the educational field – thus giving more or less access to the symbolic capital that success in mathematics affords.

A common theme in accounts of choosing mathematics is that of persistence in the face of troubles or difficulties which are often associated with the structuring effects of gender, class, culture and ethnicity. Centring on an analysis of one woman’s account of becoming a mathematician, we build on our understanding of multiple and developing identities with the aim of capturing the nature of individual challenge to structuring discourses and its implications for choice and participation in mathematics more generally. Inspecting how she talks about events in the past, present, and future, we expand on Leont’ev’s (1978, 1981) notion of leading activity to explore how we organise and prioritise activities (and their related identities) within the context of Holland et al.’s (1998) theory of identity in practice, hybridity and world-making. We interrogate the part played by contradiction in creating a space for individual agency through its resolution in hybrid practices and its relation to social change, exploring how our informant narrates taking up mathematics “against the odds” as part of an ongoing process of “re-writing” herself into new imagined worlds. In providing an insight into how one individual envisages and enacts a different mathematics culture in which she can have a place, our analysis suggests ways forward in creating new, more inclusive, mathematics education.

International audience; Recent years have seen many valid and important critiques of mathematics, mathematics education and mathematics education research (M, ME & MER). However, we also discern in some of these critiques a tendency toward one-sidedness and passivity. Unrelenting stress on the negatives of M, ME and MER can lead to a dismissal of the possibility of improving ME and a dismissal of those who attempt to do so. The separation of critical theory from critical practice which follows is then in danger of rendering critique sterile, becoming a mere pseudo-radicalism. As an alternative, we explore here the mutual relation between critical pedagogy and critiques of society, and the relationship between reform and more radical change, in wider society and ME. We argue that this analysis encourages a stress on joint activity, between individuals and organisations with a wide range of perspectives on what change is needed, to tackle the problems a critical perspective raises.

Mathematics has long been known to be problematic for university engineering students and their teachers, for example, Scanlan.[1] This paper presents recent data gathered from interviews with engineering students who experienced problems with mathematics and their lecturers during their transition through the first year in different programme contexts. Our interviews with the students reveal how they understand the relation between engineering and mathematics and we draw on the concept of ‘use- and exchange-value’ to explore this relationship more fully. This paper challenges both the pedagogical practice of teaching non-contextualized mathematics and the lack of transparency regarding the significance of mathematics to engineering. We conclude that the value of mathematics in engineering remains a central problem, and argue that mathematics should be a fundamental concern in the design and practice of first-year engineering.

Inhalant abuse is the intentional inhalation of a volatile substance for the purpose of achieving an altered mental state. As an important, yet underrecognized form of substance abuse, inhalant abuse crosses all demographic, ethnic, and socioeconomic boundaries, causing significant morbidity and mortality in school-aged and older children. This review presents current perspectives on epidemiology, detection, and clinical challenges of inhalant abuse and offers advice regarding the medical and mental health providers' roles in the prevention and management of this substance abuse problem. Also discussed is the misuse of a specific "over-the-counter" dissociative, dextromethorphan.

Since SCN1A is expressed in the motor neuron initial segment, we explored whether motor neuron dysfunction could contribute to gait disturbance and orthopedic misalignment in patients with Dravet syndrome due to SCN1A mutations.We assessed 12 consecutive patients who presented to our institution between January and March 2013. All of them were older than 2 years and were positive for the SCN1A mutation. We performed nerve conduction velocity studies and needle EMG recordings.We included 4 females and 8 males aged 2 to 17 years (median 7.5 years). All 12 patients showed gait disturbance regardless of age. Tendon reflexes were decreased in 4 of 12 patients. None presented cerebellar signs such as tremor, dysmetria, or adiadochokinesia. Nerve conduction study was normal or nearly normal in all patients, but EMG showed features of chronic denervation. Motor neuropathy/neuronopathy was definite in 7 patients and probable in 3.SCN1A mutations may alter axonal function, causing motor neuropathy/neuronopathy. This may contribute to gait disturbance and orthopedic misalignment, which is characteristic of patients with Dravet syndrome.