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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.

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.

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.

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).

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.

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.

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.

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.

This study was a pilot which sought to establish whether or not sleep disturbance was an issue for inpatient mentally disordered offenders in a medium secure forensic psychiatric unit. Implications for clinical practice are discussed.

We address the current concerns about teaching‐to‐the‐test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of ‘transmissionist’ pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers’ self‐reported pedagogy. We then use this measure in combination with the students’ survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students’ mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda.

We examine the transition from school (compulsory education) to college (post-compulsory/pre-university) of students who are continuing their mathematical education. Previous work on transition between institutions suggests that transitional problems can be critical, and students often regard mathematics as ‘difficult’ during transitional periods. However, our analysis of students' interviews showed a more positive discourse, one of reported challenge, growth and achievement; transition was not seen as an obstacle but as an opportunity to develop a new identity. Particularly in relation to mathematics, this was reflected in a need for a better understanding of the subject, and for being more responsible for their learning. Thus, we propose to re-think transition as a question of identity in which persons see themselves developing due to the distinct social and academic demands that the new institution poses. Conceptualising transition in this way could have important practical implications for the way tha...

We seek to illuminate reasons why undertaking mathematics coursework assessment as part of an alternative post-compulsory, pre-university scheme led to higher rates of retention and completion than the traditional route. We focus on the students’ experience of mathematical activity during coursework tasks, which we observed to be qualitatively different to most of the other learning activities observed in lessons. Our analysis of interviews found that these activities offered: (i) a perceived greater depth of understanding; (ii) motivation and learning through modelling and use of technology; (iii) changes in pedagogies and learning activities that supported student-centred learning; and (iv) assessment that better suited some students. Teachers’ interviews reinforced these categories and highlighted some motivational aspects of learning that activity during coursework tasks appears to provide. Thus, we suggest that this experience offered some students different learning opportunities, and that this is a...

The purpose of the study was to re-examine the efficacy of Tuckman’s (1965) model of group development in adventure programming. More specifically, the researchers were interested in comparing Tuckman’s traditional sequential model to more contemporary non-sequential and integrative models that have emerged as alternative ways to conceptualize the process of group development. The researchers used a case study approach (Merriam, 2001) and techniques characteristic of naturalistic inquiry (Lincoln & Guba, 1985) to explore the nature of group development among participants in a weeklong sea kayaking expedition. The researchers concluded that more contemporary models of group development more accurately explained the process of group development in this case study than Tuckman’s (1965) traditional model of group development.

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.

This paper reports how students talk about their aspirations in regard to higher education (HE) and their mathematics, what ‘repertoires’ they use to mediate this discourse, and how students’ predominant ‘repertoire style’ relates to their cultural background. Our analyses draw on an interview sample (n=40) of students selected because they are ‘on the cusp’ of participation or non‐participation in mathematically demanding programmes in further and higher education. The interviews explored the students’ aspirations for their future in general and HE in particular, influences on these choices, and the place of mathematics in these. Thematic analysis revealed four interpretative repertoires commonly in use, which we call ‘becoming successful’, ‘personal satisfaction’, ‘vocational’, and ‘idealist’ repertoires. Most of the sample was found to use a single, predominant repertoire, which we call their repertoire ‘style’: what is more, this style is found to be strongly related to background factors independentl...

Recently, classroom talk has re-emerged within educational policy as instrumental in delivering standards-based reform in several counties. In England, both the National Numeracy and Literacy Strategies and the National Strategy for Key Stage 3 emphasised the importance of interactive whole class teaching' (IWT) where pupils are expected to play an active part by answering questions, contributing points to discussions, and explaining and demonstrating their methods and solutions to others in the class' (DfEE, 2001: 26). The aim is to increase the quality of teaching and learning in both the primary and secondary classroom by engaging pupils and demanding active participation. This paper explores the pedagogic value of interactive forms of whole class teaching from a sociocultural standpoint and considers whether policy guidelines (such as those referred to above) incorporate an understanding of teacher - pupil talk which is likely to be effective in terms of promoting children's learning. It also consider...

In this rejoinder we take up some issues raised in the two responses. We go on to offer four questions for an agenda for educational research on subjectivity within the sociocultural and CHAT traditions.

This paper illustrates how classroom discourse demands a multi-layered analysis. The first analysis focuses on classroom discourse and provides a picture of pupil participation in teacher–pupil interactions: who is inducted into discourse and who is not. However, this local micro-analysis does not afford interpretation at the level of the teachers’ intentions, and hence of the way that ideology (e.g. of social class, gender and policy) is mediated by the discourse. Thus, interview data, inter alia, is used to develop themes such as ‘time pressure’, which can then be applied to a second interpretation of the discourse. A final layer of analysis establishes the extent to which such themes can be defined in terms of ‘cultural models’ which are aligned/disaligned with policy and institutional discourses. Thus, the paper illustrates how dialogue can be situated within a socio-cultural framework in which macro-concepts enter the data through discussion of the teacher's intentions.

In this introduction we (i) explain the significance of the concept of subjectivity for educational researchers today, (ii) provide a minimal background literature that the papers draw on, and (iii) introduce each paper of the double issue. We finally somewhat anticipate the rejoinder in the second volume of the double issue.