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Mathematical communication is one of the core competencies that needs to be formed and developed for students in the teaching of Mathematics in high schools. In this research, we have identified the manifestations of mathematical communication competence in 10th-grade students in teaching the topic “Coordinate Methods in the Plane”, based on a survey of opinions from 68 high school mathematics teachers in the provinces of Nghe An and Ha Tinh. Additionally, the research was also conducted with 32 10th-grade students who were assigned several learning tasks related to the topic “Coordinate Methods in the Plane”, with the aim of understanding the manifestations of students’ mathematical communication competence and the mistakes they made related to these manifestations. From there, propose several teaching methods to contribute to the development of mathematical communication competence in students in teaching this topic.

Undoubtedly, the significance of employing effective strategies for vocabulary acquisition in language learning cannot be overstated. Following this, the authors' research delves into the potential relationship between vocabulary learning strategies (VLS) and the vocabulary size of undergraduate students at the University of Danang - University of Foreign Language Studies (UD-UFLS). This study has three primary objectives: firstly, to gather and analyze the diverse strategies employed by undergraduate students for acquiring new English vocabulary; secondly, to examine the vocabulary size of these university students; and finally, to investigate the impact of VLS on the overall vocabulary size of the learners. Through this comprehensive approach, the authors' aim to gain deeper insights into the dynamic interplay between strategies and vocabulary knowledge, ultimately serving as a foundation for students at the university to make well-informed choices as they embark on their language -learning journey.

Competence-based teaching has been a concern of many educators in the current period. Preparing the lesson plans before classes greatly determines the success of the lessons. Applying scientific research methods such as theoretical research, investigationobservation, expert method, the article presents the structure and process of designing lesson plans for Mathematics, analyzes and clarifies the steps in the design process, thereby applying the design of specific lesson plans to facilitate teachers in the teaching process. The results published in the paper are unanimously agreed by experts.

The reversible thinking is the way of thinking in two opposite directions, which then support each other to help people perceive and solve problems flexibly and effectively. In this article, we mention manifestations of students'reversible thinking competence in teaching functions and graphs and propose measures to foster this ability in order to contribute to improving the quality of teaching mathematics at high schools.

Despite extensive research on assessing collocational knowledge, valid measures of academic collocations remain elusive. With the present study, we employ an argument-based approach to validate two Academic Collocation Tests (ACTs) that assess the ability to recognize and produce academic collocations (i.e., two-word units such as key element and well established) in written contexts. A total of 343 tertiary students completed a background questionnaire (including demographic information, IELTS scores, and learning experience), the ACTs, and the Vocabulary Size Test. Forty-four participants also took part in post-test interviews to share reflections on the tests and retook the ACTs verbally. The findings showed that the scoring inference based on analyses of test item characteristics, testing conditions, and scoring procedures was partially supported. The generalization inference, based on the consistency of item measures and testing occasions, was justified. The extrapolation inference, drawn from correlations with other measures and factors such as collocation frequency and learning experience, received partial support. Suggestions for increasing the degree of support for the inferences are discussed. The present study reinforces the value of validation research and generates the momentum for test developers to continue this practice with other vocabulary tests. [ABSTRACT FROM AUTHOR]

This study investigated Vietnamese EFL learners' knowledge of verb-noun and adjective-noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge of single-word items at the same word frequency levels was also examined. The results indicated that the participants were not close to a level of mastery of collocational knowledge at any word frequency level; knew less than 50% of each type of collocation overall; and that their knowledge of collocation significantly decreased at each level. The analysis also revealed that there were significant large positive correlations between knowledge of collocations and single-word items, and that node word frequency was the strongest predictor of receptive knowledge of collocation.

The primary cilium is an antenna-like organelle protruding from the cell surface that can detect physical and chemical stimuli in the extracellular space to activate specific signaling pathways and downstream gene expressions. Calcium ion (Ca 2+ ) signaling regulates a wide spectrum of cellular processes, including fertilization, proliferation, differentiation, muscle contraction, migration, and death. This study investigated the effects of the regulation of cytosolic Ca 2+ levels on ciliogenesis using chemical, genetic, and optogenetic approaches. We found that ionomycin-induced Ca 2+ influx inhibited ciliogenesis and Ca 2+ chelator BATPA-AM-induced Ca 2+ depletion promoted ciliogenesis. In addition, store-operated Ca 2+ entry and the endoplasmic reticulum Ca 2+ sensor stromal interaction molecule 1 (STIM1) negatively regulated ciliogenesis. Moreover, an optogenetic platform was used to create different Ca 2+ oscillation patterns by manipulating lighting parameters, including density, frequency, exposure time, and duration. Light-activated Ca 2+ -translocating channelrhodopsin (CatCh) is activated by 470-nm blue light to induce Ca 2+ influx. Our results show that high-frequency Ca 2+ oscillations decrease ciliogenesis. Furthermore, the inhibition of cilia formation induced by Ca 2+ may occur via the activation of Aurora kinase A. Cilia not only induce Ca 2+ signaling but also regulate cilia formation by Ca 2+ signaling., (© 2023 The Authors. The FEBS Journal published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies.)