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Poor mathematics preparation severely restricts students' future educational and occupational choices. This paper explores the extent to which differences were observed in the pedagogical practices of those teaching college introductory college math at a community college and at a four-year college. Although college math instructors generally may be poorly prepared to teach their assigned course content, this lack of preparation may be less characteristic of community college instructors for various reasons including their educational training and occupational priorities. Findings indicated that recommended practices such as metacognitive strategies and references to prior knowledge were more likely to be used by math instructors at a two-year than a four-year college. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally.

The pre-service teacher followed in this paper aimed to act as an agent of change during a time of reform in Irish secondary mathematics education. A teacher-researcher led action research project was conducted to depict the reality of the situation regarding the implementation of mathematical problem solving from a variety of perspectives-namely those of the pre-service teacher/teacher-researcher, the secondary school students, and the other mathematics teachers in the school. A problem-based approach to teaching and learning was implemented by the pre-service teacher using Van de Walle's teaching through problem solving framework in an attempt by the pre-service teacher to enact change at the classroom level. Following this intervention, participating students showed an improvement in engagement with mathematical problem solving and expressed positive opinions regarding the problem-based approach to teaching and learning. Meanwhile, other mathematics teachers in the school expressed concerns relating to the reality of implementing problem solving in their classrooms; however, these concerns were not issues faced by the author when implementing problem solving in the same setting. When these concerns were indirectly challenged by the preservice teacher a change in conversation occurred.

A lack of knowledge and appreciation of the prominence of mathematics in different careers can have a negative impact on a student's engagement with the subject. A perceived lack of relevance can result in disinterest, and even disengagement with mathematics entirely. This can lead to more serious consequences for the economy of a country who requires a consistent flow of well-educated science, technology, and mathematics graduates to ensure economic and social development. Research shows that the textbook is the most commonly used resource in Irish classrooms. Textbooks impact significantly on teaching and learning as they dictate what will be taught, in what order, and how. For this reason, this research commenced with an analysis of local textbooks to evaluate how well they highlight the relevance of mathematics within careers. This textbook analysis, in conjunction with interviews conducted with secondary school mathematics teachers, indicate a distinct lack of resources and support for teachers who want to highlight the relevance of mathematics within a range of careers as a means of enhancing student motivation and engagement with the subject. These findings motivated the conception of a pilot study designed to support secondary school mathematics teachers to fill this gap in teaching resources.

It is often assumed that media literacy serves to protect and uphold democratic practice and that media literate citizens are the best safeguards for democracy. However, little attention is paid to defining this practice and its relationship to ongoing inequities within democratic societies. In this essay, we argue media literacy operates from three core assumptions; media literacy creates knowledgeable individuals, empowers communities, and encourages democratic participation. The first assumption draws out an individual's skills and critical thinking in media literacy practices. The second assumption focuses on the community aspect of media literacy, specifically which communities are best served by media literacy and why. Finally, the connection between media literacy and democratic practices is evaluated to understand how the democratic ideals of equity and justice are situated within the existing literature. Through an exploration of these assumptions, this essay provokes a discussion into the assumptions that media literacy scholarship and practice addresses to highlight some of the gaps in constructing impactful practice that centers on equity and social justice.

This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely accepted that their mathematical content knowledge does not change during their teacher qualification programme. This study utilises a paper-and-pencil test to assess participants' cognitive and conceptual proficiency with curriculum-aligned mathematical content. Between group comparisons in relation to participants' undergraduate studies and cognitive and conceptual proficiency are also examined. The data suggest that pre-service teachers demonstrate a strong proficiency with Junior Cycle curriculum-aligned content and poor proficiency with Senior Cycle content, irrespective of the curriculum strand. In addition, significant mean differences exist between participants who had undertaken undergraduate degree studies in physics and mathematics in comparison to other degree programmes. Such investigations are essential given the increased focused on developing highly qualified teachers and policy revisions on ITE programmes. This research alerts us to issues within ITE programmes that may be addressed prior to mathematics teachers' induction into the profession.

Allogeneic transplant (alloHCT) and chimeric antigen receptor modified (CAR)-T cell therapy are potentially cuarative options of diffuse large B-cell lymphoma (DLBCL) relapsing after an autologous (auto)HCT. Although the Center for International Blood and Marrow Transplant Research (CIBMTR) prognostic model can predict outcomes of alloHCT in DLBCL after autoHCT failure, corresponding models of CAR-T treatment in similar patient populations are not available. In this noncomparative registry analysis, we report outcomes of patients with DLBCL (≥18 years) undergoing a reduced intensity alloHCT or CAR-T therapy with axicabtagene ciloleucel during 2012 to 2019 after a prior auto-HCT failure and apply the CIBMTR prognostic model to CAR-T recipients. A total of 584 patients were included. The 1-year relapse, nonrelapse mortality, overall survival (OS), and progression-free survival for CAR-T treatment after autoHCT failure were 39.5%, 4.8%, 73.4%, and 55.7%, respectively. The corresponding rates in the alloHCT cohort were 26.2%, 20.0%, 65.6%, and 53.8%, respectively. The 1-year OS of alloHCT recipients classified as low-, intermediate- and high/very high-risk groups according to the CIBMTR prognostic score was 73.3%, 59.9%, and 46.3%, respectively (P = .002). The corresponding rates for low-, intermediate-, and high/very high-risk CAR-T patients were 88.4%, 76.4%, and 52.8%, respectively (P < .001). This registry analysis shows that both CAR-T and alloHCT can provide durable remissions in a subset of patients with DLBCL relapsing after a prior autoHCT. The simple CIBMTR prognostic score can be used to identify patients at high risk of treatment failure after either procedure. Evaluation of novel relapse mitigations strategies after cellular immunotherapies are warranted in these high-risk patients.

The power and value of mathematics cannot be underestimated in today's society. Thus, it is pertinent that education systems worldwide help students to develop an appreciation of the subject. However, research has shown that students often lose interest in science, technology, engineering and mathematics subjects, particularly mathematics, as they cannot see the relevance of it in their lives. This, in turn, leads to the development of negative attitudes towards mathematics, which have been shown to have a knock-on effect on students' academic performance, their participation and engagement with and motivation for the subject. The purpose of this paper is to describe and evaluate the impact of an innovative programme, known as Career Mathways, designed to improve secondary school students' attitudes towards mathematics by highlighting the applicability and usefulness of the subject in a multitude of careers. Career Mathways was piloted in five Irish secondary schools in the 2018/2019 academic year. It involved professionals (n = 13) from a variety of industries sharing insights with students (n = 156) and teachers (n = 6) about how they use mathematics in their day-to-day working lives. Based on these insights, a suite of resources for use in the classroom was developed and implemented with students across the five schools. This paper reports on the impact that this pilot study had on students' attitudes towards mathematics. The results from pre- and post-student surveys and teacher interviews show that Career Mathways had a moderate but positive influence on students' appreciation of the usefulness of mathematics and this impact was more profound among lower-achieving students.

Increasing numbers of students attending higher education institutions in Ireland take obligatory mathematics modules -- service mathematics -- as part of their programmes of study. A dislike of mathematics is frequently expressed among students, particularly mature students, some of whom experience mathematics anxiety. However, despite their experiences with mathematics, mature students demonstrate motivation and resilience in respect of their engagement with mathematics. As part of a mixed methods study, the author endeavoured to explore the mathematics experiences of mature students throughout their lives, and to identify those incidents that have impacted significantly on the students' engagement with mathematics. Twenty mature students were asked to characterise their relationship with mathematics. This paper presents these findings, depicting an interesting variety of responses.

Communication center clients come in various forms. Many centers work with individuals and groups while some work with entire classrooms, departments, or colleges. Very few centers "both" partner with other campus consulting services "and" interact with large units. While a considerable amount of literature focuses on one-on-one consultations and some work focuses on collaboration between similar centers (McCall, Ellis, & Murphy, 2017), little, if any, research deals with these unique partnerships "and" how they collaborate to serve groups. This article examines how one communication center partnered with two other campus consulting services to create a purposeful and collaborative relationship with three sections of a communication course for an entire semester each. The goal of this work is to test effectiveness value of communication and similar consultants in the classroom, and to understand if one approach to consultant inclusion in the classroom is more empowering than another. To accomplish these goals, three groups, or classes, of students were used. The control group excluded all consultant participation. One experimental group had consultants embedded themselves into each class meeting. The other experimental group had consultants provide service-specific workshops during select class meetings. The collaborative partnership for this study included speaking, writing, and research center consultants and pre-and post-semester scales were used to compare empowerment levels and subject knowledge values between groups. Results suggest the workshop group produces higher empowerment and learning levels than other groups.

Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching placement and in pedagogy lectures. A pilot study to enhance the conceptual understanding of prospective teachers was carried out with one undergraduate class in 2009/10 and a longer more in-depth programme was offered to all prospective mathematics teachers in the academic year 2011/12. The intervention was designed to get prospective mathematics teachers "thinking" about mathematics topics they have so far taken for granted and hence better prepare them for classroom practice. This retrospective study divulges a number of observations which emerged, the main one being how rote learning and an emphasis on procedural skills at the expense of conceptual understanding results in a cycle of ineffective teaching which is difficult to break.