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Statistical literacy is key in this heavily polarized information age for an informed and critical citizenry to make sense of arguments in the media and society. The responsibility of developing statistical literacy is often left to the K-12 mathematics curriculum. In this article, we discuss our investigation of K-8 students’ current opportunities to learn statistics created by state mathematics standards. We analyze the standards for alignment to the Guidelines for the Assessment and Instruction in Statistics Education (GAISE II) PreK-12 report and summarize the conceptual themes that emerged. We found that while states provide K-8 students opportunities to analyze and interpret data, they do not offer many opportunities for students to engage in formulating questions and collecting/considering data. We discuss the implications of the findings for policy makers and researchers and provide recommendations for policy makers and standards writers.

Statistical literacy is key in this heavily polarized information age for an informed and critical citizenry to make sense of arguments in the media and society. The responsibility of developing statistical literacy is often left to the K-12 mathematics curriculum. In this article, we discuss our investigation of K-8 students' current opportunities to learn statistics created by state mathematics standards. We analyze the standards for alignment to the Guidelines for the Assessment and Instruction in Statistics Education (GAISE II) PreK-12 report and summarize the conceptual themes that emerged. We found that while states provide K-8 students opportunities to analyze and interpret data, they do not offer many opportunities for students to engage in formulating questions and collecting/considering data. We discuss the implications of the findings for policy makers and researchers and provide recommendations for policy makers and standards writers. [ABSTRACT FROM AUTHOR]

Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade (N = 33) children when solving 14 repeating-pattern tasks, which varied in complexity, was analysed. The results revealed no significant differences between core-2 and core-4 length patterns, and greater success with patterns involving size. The study also introduces distractors, as a novel factor, in the patterning activities related to the presence of contradictory or surplus data. The impact of each factor and the relations between complexity and difficulty on the patterning tasks are discussed in order to contribute to the design of teaching itineraries. [ABSTRACT FROM AUTHOR]

Proving mathematical theorems at the olympiad level represents a notable milestone in human-level automated reasoning 1-4 , owing to their reputed difficulty among the world's best talents in pre-university mathematics. Current machine-learning approaches, however, are not applicable to most mathematical domains owing to the high cost of translating human proofs into machine-verifiable format. The problem is even worse for geometry because of its unique translation challenges 1,5 , resulting in severe scarcity of training data. We propose AlphaGeometry, a theorem prover for Euclidean plane geometry that sidesteps the need for human demonstrations by synthesizing millions of theorems and proofs across different levels of complexity. AlphaGeometry is a neuro-symbolic system that uses a neural language model, trained from scratch on our large-scale synthetic data, to guide a symbolic deduction engine through infinite branching points in challenging problems. On a test set of 30 latest olympiad-level problems, AlphaGeometry solves 25, outperforming the previous best method that only solves ten problems and approaching the performance of an average International Mathematical Olympiad (IMO) gold medallist. Notably, AlphaGeometry produces human-readable proofs, solves all geometry problems in the IMO 2000 and 2015 under human expert evaluation and discovers a generalized version of a translated IMO theorem in 2004., (© 2024. The Author(s).)

The alignment between the geometric and metric content evaluated in the Tests of Knowledge (Grade 5) and the suggestions of the Curriculum Guidelines and Standards have been studied. The data are considered qualitatively and inductively; the data was analysed by categories: thoughts and knowledge associated with the study of geometry and measurement. The research evidence, Among several aspects, that the test tends to evaluate the ideas spatially and metric separately, to ignore its link with other thoughts and to privilege, in some occasions, the disjointed competencies of specific content. In conclusion, the alignment studied is not adequate, therefore, making decisions to prepare students for the application of the test should carefully consider their results and the questions discussed in it. If not, we seek reflections that go against the suggestions of the official documents that determine the curriculum in Colombia. [ABSTRACT FROM AUTHOR]

Behavioral fluency refers to the relationship between the achievement of performance standards, or frequency ranges of behavior, and critical learning outcomes. Over the past 20 years, Precision Teaching and related research have contributed a number of studies examining behavioral fluency. The subsequent review investigates the empirical evidence from mathematics intervention research. Several studies suggest numerical markers that best support behavioral fluency. Results indicate that fluency interventions set to performance standards increased behavioral fluency and associated critical learning outcomes; however, more research is warranted to operationalize and standardize each outcome to the principles of behavior and numerical markers that constitute behavioral fluency. [ABSTRACT FROM AUTHOR]

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers who were committed to implementing the CCSSM and who were using one of two substantively different curriculum programs were purposefully selected. Data sources included multiple forms of interviews and classroom observations. The teaching evidenced three distinct noticing patterns. These patterns indicated that teachers’ curriculum materials were associated with how teachers perceived and enacted the CCSSM. Teaching with a curriculum program that was designed as a thinking device prioritized the Standards for Mathematical Practice of CCSSM evidenced noticing that was consistent with dialogic instruction. Teaching with a curriculum program that was designed as a delivery mechanism prioritized the Content Standards of CCSSM and evidenced noticing consistent with direct instruction. Findings indicated that the designated curriculum and contributed to differing interpretations of CCSSM and served as a lens for noticing. However, a dialogic curriculum program was not sufficient to support dialogic approaches in practice. One pattern showed teachers planning dialogic lessons, but the lesson enactments were not consistent with teachers’ plans, with evidence that the teachers were not aware that their practices differed from dialogic approaches. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The authors review the influence of state, national and international large-scale assessments (LSAs) on education policy and research. They distinguish between two main uses of LSAs: as a means for conducting research that informs educational reform and LSAs as a tool for implementing standards and enforcing accountability. The authors discuss the influence of the international TIMSS study on US mathematics standards and the development of the Common Core as an example of LSA’s potential for research-based reform. They also examine how the controversy over using assessments to evaluate teacher performance suggests some of the problems with using LSAs as a lever for policy. They conclude by suggesting that the ‘assessment to inform policy’ model may be more promising (and yield greater long-term fruits) than an ‘assessment as policy’ model. [ABSTRACT FROM AUTHOR]

Patterns are a pervasive and important, but understudied, component of early mathematics knowledge. In a series of three studies, we explored (a) growth in children's pattern knowledge over the pre-K year ( N = 65), (b) the frequency of pattern activities reported by parents ( n = 20) and teachers ( n = 5) relative to other mathematical activities, and (c) changes in 4-year-old children's pattern knowledge after brief experience generating or receiving explanations on patterns ( N = 124). Together, these studies illustrate the types of experiences preschool children are receiving with patterns and how their pattern knowledge changes over time and in response to explanation. Young children are able to succeed on a more sophisticated pattern activity than they are frequently encouraged to do at home or at school. [ABSTRACT FROM AUTHOR]

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Educational Standards provide a statement of educational competency goals. How to integrate such goal statements with the instructional core, in ways that promote curricular and instructional coherence and continuity of student learning, is a perennial challenge. In the United States, the Common Core State Standards for Mathematics, or CCSS-M, have been widely adopted, and are claimed to be based on research on learning in general and on learning trajectories in particular. The relationships, however, are tacit and incompletely, and sometimes controversially, articulated. This paper describes a body of work that associates the first nine grades of Standards (K-8) to eighteen learning trajectories and, for each learning trajectory, unpacks, interprets, and fills in the relationships to standards with the goal of bringing the relevant research to teachers (TurnOnCCMath.net). The connections are made using a set of descriptor elements, comprised of conceptual principles, coherent structural links, student strategies, mathematical distinctions or models, and bridging standards. A more detailed description of the learning trajectory for equipartitioning (EQP) shows the detailed research base on student learning that underpins a particular learning trajectory. How curriculum materials for EQP are designed from the learning trajectory completes the analysis, illustrating the rich connections possible among standards, descriptors, an elaborated learning trajectory, and related curricular materials. [ABSTRACT FROM AUTHOR]

Principles and Standards for School Mathematics outlines essential features crucial to teaching mathematics so that all students have opportunities to learn mathematics content with conceptual understanding. Although the document outlines extensive goals for the teaching and learning of mathematics, the majority of classrooms fall short in its implementation, especially high-poverty middle schools. Therefore, the authors investigated the mathematics pedagogical and instructional skills of sixty-four in-service teachers who teach in high-poverty middle schools (grades six through eight). The results indicated that although the subjects are implementing a variety of practices, lecture, drill and practice, and teacher-directed instruction continue to dominate many high-poverty classrooms. [ABSTRACT FROM AUTHOR]

The article examines the implementation of the K-12 mathematics curriculum in Massachusetts from 1999 to 2000. Advocates supporting reform for the mathematics had a constructivist view of learning the subject while the Massachusetts Board of Education implemented mathematics standards that connected academic content to the development of authentic computational competencies in students. The results of the tests in reading and in mathematics for Grade 4 and Grade 8 of the National Assessment of Educational Progress (NAEP) are also discussed.

The registered report was targeted at identifying latent profiles of competence development in reading and mathematics among N = 15,012 German students in upper secondary education sampled in a multi-stage stratified cluster design across German schools. These students were initially assessed in grade 9 and provided competence assessments on three measurement occasions across six years using tests especially developed for the German National Educational Panel Study (NEPS). Using Latent Growth Mixture Models, Using Latent Growth Mixture Models, we aimed at identifying multiple profiles of competence development. Specifically, we expected to find at least one generalized (i.e., reading and mathematical competence develop similarly) and two specialized profiles (i.e., one of the domains develops faster) of competence development and that these profiles are explained by the specialization of interest and of vocational education of students. Contrary to our expectations, we did not find multiple latent profiles of competence development. The model describing our data best was a single-group latent growth model confirming a competence development profile, which can be described as specializing in mathematical competences, indicating a higher increase in mathematical competences as compared to reading competences in upper secondary school. Since only one latent profile was identified, potential predictors (specialization of vocational education and interest) for different profiles of competence development were not examined., Competing Interests: The authors have declared that no competing interests exist.

Competing Interests: The author declares no competing interest.

This paper examines the magnitude and source of gender gaps in cognitive and social-emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social-emotional skills). We use Oaxaca-Blinder decomposition to investigate the extent to which gender differences in early schooling and parenting practices explain these gender gaps in skills. For cognitive skills, differences in early schooling between boys and girls explain between 9% and 11% of the gender gap whereas differences in parenting practices explain merely 3%-5% of the gender gap. This decomposition result is driven largely by children living in villages with high-quality preschools. In contrast, for social-emotional skills, differences in parenting styles toward boys and girls explain between 13% and 17% of the gender gap, while differences in early schooling explain only 0%-6% of the gender gap., (© 2019 The World Bank Developmental Science © 2019 John Wiley & Sons Ltd.)

Children born preterm are at risk for cognitive deficits and lower academic achievement. Notably, mathematics achievement is generally most affected. Here, we investigated the cognitive functions mediating early mathematics skills and how these are impacted by preterm birth. Healthy children born preterm (gestational age at birth < 33 weeks; n = 51) and children born full term ( n = 27) were tested at ages 5, 6, and 7 years with a comprehensive battery of tests. We categorized items of the TEMA-3: Test for Early Mathematics Abilities Third Edition into number skills and arithmetic skills. Using multiple mediation models, we assessed how the effect of preterm birth on mathematics skills is mediated by spatial working memory, inhibitory control, visual-motor integration, and phonological processing. Both number and arithmetic skills showed group differences, but with different developmental trajectories. The initial performance gap observed in the preterm children decreased over time for number skills but increased for arithmetic skills. Phonological processing, visual-motor integration, and inhibitory control were poorer in children born preterm. These cognitive functions, particularly phonological processing, had a mediating effect on both types of mathematics skills. These findings help define and chart the trajectory of the specific cognitive skills directly influencing math deficit phenotypes in children born very preterm. This knowledge provides guidance for targeted evaluation and treatment implementation.

The ability to safely calculate and administer medications are indispensable, core nursing skills in nursing education and practice. Therefore, it is imperative that nursing students are adequately prepared with the necessary numeracy skills during their undergraduate nursing studies. The focus of this study, conducted at a single multi-campus university in the western Sydney region of Australia, was to determine the effectiveness of a suite of blended learning approaches on numeracy self-efficacy from the students' perspective. Surveys were administered as part of the study and included open-ended questions. 525 students provided open-ended responses that were analysed by the research team. Four main themes were identified from the open-ended responses: (i) Self-realisation; (ii) Practice, practice, practice; (iii) Boosting confidence; and (iv) Wanting more. The themes captured students' perceptions of the benefits of having a rigorous learning design in blended learning approaches. The study showed that a structured pedagogical approach to nursing numeracy in undergraduate programs improved students' self-reported self-efficacy with mathematics and assisted students in realising the importance of learning and applying these skills as nursing clinicians., Competing Interests: Declaration of competing interest No conflict of interest has been declared by the authors., (Crown Copyright © 2020. Published by Elsevier Ltd. All rights reserved.)

Purpose: Patients with diabetes frequently need to perform certain numeric tasks such as interpreting blood glucose levels. However, there is no psychometrically sound instrument for objectively measuring diabetes-specific health numeracy. This study aimed to develop a new objective diabetes health numeracy test (DHNT) and evaluate its psychometric properties in adult patients with type 2 diabetes., Methods: An instrument development study was conducted. Initial items were evaluated by six experts for content validity. After a pilot test, a convenience sample of 257 participants with type 2 diabetes was recruited at 2 university hospitals from May to September 2018. The structural, convergent, and criteria validity, and internal consistency of the DHNT with binary item responses were evaluated. Data were analyzed using exploratory factor analysis, Rasch analysis, tetrachoric correlation, Spearman's correlation, and the Kuder-Richardson-20 formula., Results: Exploratory factor analysis yielded a single-factor solution comprising seven items. Rasch analysis confirmed that no item did not fit with the single factor and identified that the item difficulty parameters had moderate values. The convergent and criterion validity of the instrument were demonstrated, with diabetes knowledge and subjective diabetes numeracy, respectively, as was its acceptable internal consistency, by a Kuder-Richardson-20 coefficient of .81., Conclusion: The DHNT demonstrated satisfactory psychometric properties. The instrument with moderate levels of item difficulty may have a lower cognitive burden. The developed instrument can be applied in practice to tailor the education of diabetes self-management as per the levels of health numeracy of specific patients., Competing Interests: Conflict of interest The authors have no conflict of interest to declare., (Copyright © 2020. Published by Elsevier B.V.)

Multiple-choice examinations play a critical role in university admissions across the world. A key question is whether imposing penalties for wrong answers on these examinations deters guessing from women more than men, disadvantaging female test-takers. We consider data from a large-scale, high-stakes policy change that removed penalties for wrong answers on the national college entry examination in Chile. The policy change reduced a large gender gap in questions skipped. It also narrowed gender gaps in performance, primarily among high-performing test-takers, and in the fields of math, social science, and chemistry., Competing Interests: The authors declare no competing interest.

This study investigates the effect of violent crime on school district-level achievement in English language arts (ELA) and mathematics. The research design exploits variation in achievement and violent crime across 813 school districts in the United States and seven birth cohorts of children born between 1996 and 2002. The identification strategy leverages exogenous shocks to crime rates arising from the availability of federal funds to hire police officers in the local police departments where the school districts operate. Results show that children who entered the school system when the violent crime rate in their school districts was lower score higher in ELA by the end of eighth grade, relative to children attending schools in the same district but who entered the school system when the violent crime rate was higher. A 10% decline in the violent crime rate experienced at ages 0-6 raises eighth-grade ELA achievement in the district by 0.03 standard deviations. Models that estimate effects by race and gender show larger impacts among Black children and boys. The district-wide effect on mathematics achievement is smaller and statistically nonsignificant. These findings extend our understanding of the geography of educational opportunity in the United States and reinforce the idea that understanding inequalities in academic achievement requires evidence on what happens inside as well as outside schools.

Rationale: Intersectionality has been increasingly adopted as a theoretical framework within quantitative research, raising questions about the congruence between theory and statistical methodology. Which methods best map onto intersectionality theory, with regard to their assumptions and the results they produce? Which methods are best positioned to provide information on health inequalities and direction for their remediation? One method, multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA), has been argued to provide statistical efficiency for high-dimensional intersectional analysis along with valid intersection-specific predictions and tests of interactions. However, the method has not been thoroughly tested in scenarios where ground truth is known., Method: We perform a simulation analysis using plausible data generating scenarios where intersectional effects are present. We apply variants of MAIHDA and ordinary least squares regression to each, and we observe how the effects are reflected in the estimates that the methods produce., Results: The first-order fixed effects estimated by MAIHDA can be interpreted neither as effects on mean outcome when interacting variables are set to zero (as in a correctly-specified linear regression model), nor as effects on mean outcome averaged over the individuals in the population (as in a misspecified linear regression model), but rather as effects on mean outcome averaged over an artificial population where all intersections are of equal size. Furthermore, the values of the random effects do not reflect advantage or disadvantage of different intersectional groups., Conclusions: Because first-order fixed effects estimates are the reference point for interpreting random effects as intersectional effects in MAIHDA analyses, the random effects alone do not provide meaningful estimates of intersectional advantage or disadvantage. Rather, the fixed and random parts of the model must be combined for their estimates to be meaningful. We therefore advise caution when interpreting the results of MAIHDA in quantitative intersectional analyses., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

While there is an abundance of research pertaining to the development of anxiety disorders, there is still a dearth of knowledge regarding the development of anxiety in the general population. The objective of this study was to longitudinally explore the development of mathematics anxiety among normative middle-school students, and to identify the moderating role of gender, school transition and scholastic achievements on these trajectories. Subjects included 413 sixth grade students (53.3% females, mean age 11.27 ± 0.38 years). Participants were evaluated for their level of anxiety in the context of mathematics, using the Value of Education scale, in four time-points with a 6-month gap between each time-point. Data regarding subjects' grades and school transition were also collected. A growth curve analysis using hierarchical linear modelling revealed that girls, students who transitioned between schools and high achievers (each independently) reported a significant increase in mathematics related anxiety towards the end of sixth grade, which later decreased during seventh grade. The findings of this prospective study on factors affecting the development of mathematics anxiety among normative adolescents may be important in planning focused primary prevention school-based strategies., (© 2016 International Union of Psychological Science.)

The process of selecting students likely to complete science, technology, engineering and mathematics (STEM) doctoral programs has not changed greatly over the last few decades and still relies heavily on Graduate Record Examination (GRE) scores in most U.S. universities. It has been long debated whether the GRE is an appropriate selection tool and whether overreliance on GRE scores may compromise admission of students historically underrepresented in STEM. Despite many concerns about the test, there are few studies examining the efficacy of the GRE in predicting PhD completion and even fewer examining this question in STEM fields. For the present study, we took advantage of a long-lived collaboration among institutions in the Northeast Alliance for Graduate Education and the Professoriate (NEAGEP) to gather comparable data on GRE scores and PhD completion for 1805 U.S./Permanent Resident STEM doctoral students in four state flagship institutions. We found that GRE Verbal (GRE V) and GRE Quantitative (GRE Q) scores were similar for women who completed STEM PhD degrees and those who left programs. Remarkably, GRE scores were significantly higher for men who left than counterparts who completed STEM PhD degrees. In fact, men in the lower quartiles of GRE V or Q scores finished degrees more often than those in the highest quartile. This pattern held for each of the four institutions in the study and for the cohort of male engineering students across institutions. GRE scores also failed to predict time to degree or to identify students who would leave during the first year of their programs. Our results suggests that GRE scores are not an effective tool for identifying students who will be successful in completing STEM doctoral programs. Considering the high cost of attrition from PhD programs and its impact on future leadership for the U.S. STEM workforce, we suggest that it is time to develop more effective and inclusive admissions strategies., Competing Interests: The authors have declared that no competing interests exist.

This study was to assess the moderating roles of intrinsic value in the relation of basic psychological needs support to academic engagement in mathematics. We recruited 246 middle school students by using the Basic Psychological Needs Support Scale, the Intrinsic Value Scale and the Academic Engagement Scale. This study found that both basic psychological needs support and intrinsic value had significant predictions on the three aspects of academic engagement. Moreover, the interaction item between basic psychological needs support and intrinsic value could significantly affect emotional and cognitive engagement, but not behavioural engagement. The findings indicated that except for behavioural engagement, the associations between basic psychological need support and emotional or cognitive engagement could be moderated by intrinsic value. This study provides a special perspective for educators and researchers to recognise the role of intrinsic value in promoting adolescents' higher levels of involvement in mathematics class., (© 2016 International Union of Psychological Science.)

We investigate the interdisciplinarity of mathematics based on an analysis of projects sponsored by the NSFC (National Natural Science Foundation of China). The motivation of this study lies in obtaining an efficient method to quantify the research interdisciplinarities, revealing the research interdisciplinarity patterns of mathematics discipline, giving insights for mathematics scholars to improve their research, and providing empirical supports for policy making. Our data set includes 6147 NSFC-sponsored projects implemented by 3225 mathematics professors in 177 Chinese universities with established mathematics departments. We propose the weighted-mean DIRD (diversity of individual research disciplines) to quantify interdisciplinarity. In addition, we introduce the matrix computation method, discover several properties of such a matrix, and make the computation cost significantly lower than the bitwise computation method. Finally, we develop an automatic DIRD computing system. The results indicate that mathematics professors at top normal universities in China exhibit strong interdisciplinarity; mathematics professors are most likely to conduct interdisciplinary research involving information science (research department), computer science (research area), computer application technology (research field), and power system bifurcation and chaos (research direction)., Competing Interests: The authors have declared that no competing interests exist.

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence., Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules., Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman's rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules., Results: The results of this study showed that grade 12 physical science is not a significant predictor (p &gt; 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions., Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p &lt; 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

We examined the association between the engagement in regular physical activity (PA) and the academic performance (AP) of school-age children from Santiago Metropolitan Region. In a random sample of 1271 students (13.3 ± 2.3 years old) we measured regular PA, accounting for hours of weekly scheduled exercise, and AP, using national standardized tests scores in Language and Mathematics. Bivariate and multivariate regression analyses were used to model the relation between academic and health-related behaviors. Two outcomes were considered: (i) sufficiency according to the Ministry of Education and (ii) discretionary sufficiency (tests z-scores ≥50th percentile). About 80% of students were poorly engaged in scheduled exercise (<2 h per week). Devoting more than 4 h per week to scheduled exercise significantly increased the odds of reaching the official and discretionary sufficiency in both Language and Mathematics. Moderate engagement (2-4 h per week) just improved the odds of reaching the discretionary sufficiency standard. These results confirm the poor engagement in regular exercise at the school level. School kids with the highest allocation of time to scheduled exercise have better AP in Language and Mathematics. Our findings support the notion that academic and health-related behaviors are linked and, similarly, that school health programs may have positive effects on educational outcomes., (© The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.)

Objectives The prevalence of extreme prematurity at birth has increased, but little research has examined its impact on developmental outcomes in large representative samples within the United States. This study examined the association of extreme prematurity with kindergarteners' reading skills, mathematics skills and fine motor skills. Methods The early childhood longitudinal study-birth cohort, a representative sample of the US children born in 2001 was analyzed for this study. Early reading and mathematics skills and fine motor skills were compared among 200 extremely premature children (EPC) (gestational age <28 wks or birthweight <1000 g), 500 premature children (PC), and 4300 term children (TC) (≥37wks or ≥2500 g). Generalized linear regression analyses included sampling weights, children's age, race, sex, and general health status, and parental marital status and education among singleton children. Results At age 5 years, EPC were 2.6(95 % CI 1.7-3.8) times more likely to fail build a gate and were 3.1(95 % CI 1.6-5.8) times more likely to fail all four drawing tasks compared to TC (p values <0.001). Fine motor performance of PC (failed to build a gate, 1.3[95 % CI 1.0-1.7]; failed to draw all four shapes, 1.1[95 % CI 0.8-1.6]) was not significantly different from TC. Mean early reading scale score (36.8[SE:1.3]) of EPC was 4.0 points lower than TC (p value < 0.0001) while mean reading score (39.9[SE:1.4]) of PC was not significantly different from TC (40.8[SE:1.1]). Mean mathematics scale score were significantly lower for both EPC (35.5[SE:1.0], p value < 0.001) and PC (39.8[SE:0.8], p value = 0.023) compared to TC (41.0[SE:0.6]). Conclusions for Practice Extreme prematurity at birth was associated with cognitive and fine motor delays at age 5 years. This suggests that based on a nationally representative sample of infants, the biological risk of extreme prematurity persists after adjusting for other factors related to development.

Each year, 15 million babies worldwide are born preterm. Preterm birth is associated with adverse neurodevelopmental outcomes across the life span. Recent registry-based studies suggest that preterm birth is associated with decreased wealth in adulthood, but the mediating mechanisms are unknown. This study investigated whether the relationship between preterm birth and low adult wealth is mediated by poor academic abilities and educational qualifications. Participants were members of two British population-based birth cohorts born in 1958 and 1970, respectively. Results showed that preterm birth was associated with decreased wealth at 42 years of age. This association was mediated by decreased intelligence, reading, and, in particular, mathematics attainment in middle childhood, as well as decreased educational qualifications in young adulthood. Findings were similar in both cohorts, which suggests that these mechanisms may be time invariant. Special educational support in childhood may prevent preterm children from becoming less wealthy as adults., (© The Author(s) 2015.)

Home blood pressure monitoring (HBPM) readings predict the increased risks of cardiovascular events and end-organ damage independent of office blood pressure (BP). Numeracy (the ability to handle numbers) may limit the feasibility of patients' performing HBPM. The authors analyzed data from 409 adults recruited from 12 North Carolina primary care clinics who completed a three-item numeracy assessment, the Rapid Estimate of Adult Literacy in Medicine-Short Form health literacy assessment, and HBPM over 2 weeks. Among the 409 participants, 73% were college graduates and 69% had adequate numeracy. Completion of HBPM was greater among those with adequate numeracy (96.2% vs 93.7%; P=.009) and did not correlate with health literacy scores. More participants with adequate numeracy reported completion of ≥85% of readings than those with low numeracy (95% vs 88%; P=.018). Adequate numeracy, but not high literacy, is associated with more complete HBPM reporting. Whether higher numeracy is associated with more accurate self-reported readings is an area of future research., (© 2014 Wiley Periodicals, Inc.)

Objective: To determine the normal osmole gap for 18 previously published formulae used to estimate serum osmolality in dogs., Design: Prospective study., Setting: University veterinary medical teaching hospital., Animals: Two hundred and fifty client-owned dogs., Interventions: None., Measurements and Main Results: Serum samples were saved and frozen at -80°C after routine biochemical analysis as ordered by attending clinicians. An Advanced Micro Osmometer 3300 was used to measure serum osmolality. Eighteen distinct formulae previously reported in the medical literature were used to calculate the osmolality from the biochemical analysis results. The calculated osmolality was then subtracted from the measured osmolality to determine the osmole gap. Osmole gaps for azotemic and hyperglycemic dogs were compared to those of dogs without azotemia or hyperglycemia using each formula. The median measured osmolality for all dogs in the study was 302 mOsm/kg (interquartile range 297-307). The osmole gaps varied widely depending on the formula used to calculate osmolality and the presence or absence of hyperglycemia or azotemia. Eleven formulae led to calculated osmolality and osmole gaps that were not statistically different when hyperglycemia or azotemia was present. Four out of these 11 formulae resulted in osmole gaps near zero., Conclusions and Clinical Relevance: Multiple formulae reported to calculate serum osmolality can be used in the clinical setting, but they result in significantly different normal osmole gaps. Clinicians should be aware of the specific reference interval for the formula being used. The authors recommend the formula 2(Na(+) ) + [glucose/18] + [BUN/2.8] because it is easy to use and is reliable even when hyperglycemia or azotemia are present., (© Veterinary Emergency and Critical Care Society 2014.)

Background: Nursing students often perform poorly on numeracy tests. Whilst one-off interventions have been trialled with limited success, a whole-of-curriculum approach may provide a better means of improving applied numeracy skills., Objective: The objective of the study is to assess the efficacy of a whole-of-curriculum approach in improving nursing students' applied numeracy skills., Design: Two cycles of assessment, implementation and evaluation of strategies were conducted following a high fail rate in the final applied numeracy examination in a Bachelor of Nursing (BN) programme. Strategies included an early diagnostic assessment followed by referral to remediation, setting the pass mark at 100% for each of six applied numeracy examinations across the programme, and employing a specialist mathematics teacher to provide consistent numeracy teaching., Setting: The setting of the study is one Australian university., Participants: 1035 second and third year nursing students enrolled in four clinical nursing courses (CNC III, CNC IV, CNC V and CNC VI) were included., Methods: Data on the percentage of students who obtained 100% in their applied numeracy examination in up to two attempts were collected from CNCs III, IV, V and VI between 2008 and 2011. A four by two χ(2) contingency table was used to determine if the differences in the proportion of students achieving 100% across two examination attempts in each CNC were significantly different between 2008 and 2011., Results: The percentage of students who obtained 100% correct answers on the applied numeracy examinations was significantly higher in 2011 than in 2008 in CNC III (χ(2)=272, 3; p<0.001), IV (χ(2)=94.7, 3; p<0.001) and VI (χ(2)=76.3, 3; p<0.001)., Conclusions: A whole-of-curriculum approach to developing applied numeracy skills in BN students resulted in a substantial improvement in these skills over four years., (Copyright © 2013 Elsevier Ltd. All rights reserved.)

Recently, there has been a growing emphasis on basic number processing competencies (such as the ability to judge which of two numbers is larger) and their role in predicting individual differences in school-relevant math achievement. Children's ability to compare both symbolic (e.g. Arabic numerals) and nonsymbolic (e.g. dot arrays) magnitudes has been found to correlate with their math achievement. The available evidence, however, has focused on computerized paradigms, which may not always be suitable for universal, quick application in the classroom. Furthermore, it is currently unclear whether both symbolic and nonsymbolic magnitude comparison are related to children's performance on tests of arithmetic competence and whether either of these factors relate to arithmetic achievement over and above other factors such as working memory and reading ability. In order to address these outstanding issues, we designed a quick (2 minute) paper-and-pencil tool to assess children's ability to compare symbolic and nonsymbolic numerical magnitudes and assessed the degree to which performance on this measure explains individual differences in achievement. Children were required to cross out the larger of two, single-digit numerical magnitudes under time constraints. Results from a group of 160 children from grades 1-3 revealed that both symbolic and nonsymbolic number comparison accuracy were related to individual differences in arithmetic achievement. However, only symbolic number comparison performance accounted for unique variance in arithmetic achievement. The theoretical and practical implications of these findings are discussed which include the use of this measure as a possible tool for identifying students at risk for future difficulties in mathematics.

In this article, we report a study in which 109 research-active mathematicians were asked to judge the validity of a purported proof in undergraduate calculus. Significant results from our study were as follows: (a) there was substantial disagreement among mathematicians regarding whether the argument was a valid proof, (b) applied mathematicians were more likely than pure mathematicians to judge the argument valid, (c) participants who judged the argument invalid were more confident in their judgments than those who judged it valid, and (d) participants who judged the argument valid usually did not change their judgment when presented with a reason raised by other mathematicians for why the proof should be judged invalid. These findings suggest that, contrary to some claims in the literature, there is not a single standard of validity among contemporary mathematicians., (Copyright © 2013 Cognitive Science Society, Inc.)

Objective: To determine the osmole gap utilizing 18 previously published formulae for the estimation of serum osmolality in cats., Procedures: Serum samples were frozen at -80°C after routine biochemical analysis. An Advanced Micro Osmometer 3300 was used to measure serum osmolality. Eighteen previously reported formulae were used to calculate osmolality from biochemical analysis results. The calculated osmolality was subtracted from the measured osmolality to determine the osmole gap. Osmole gaps for azotaemic and hyperglycaemic cats were compared to those from cats without azotaemia or hyperglycaemia using each formula., Results: The osmole gaps varied dependent on the formula used and the presence or absence of hyperglycaemia or azotaemia. Eleven formulae led to calculated osmolality and osmole gaps that were not statistically different when hyperglycaemia, azotaemia or both were present. Four of these 11 formulae resulted in osmole gaps near zero. For each formula used, the osmole gap increased with increasing osmolality., Clinical Significance: Multiple formulae to calculate serum osmolality can be used, but they result in significantly different osmole gaps. Clinicians should be aware of the specific reference interval for the formula being used. The formula [2(Na(+) ) + glucose + BUN] is recommended as it is easy to use and reliable even in the presence of hyperglycaemia and/or azotaemia., (© 2013 British Small Animal Veterinary Association.)

Background: Low health literacy is considered a potential barrier to improving health outcomes in people with diabetes and other chronic conditions, although the evidence has not been previously systematically reviewed., Objective: To identify, appraise, and synthesize research evidence on the relationships between health literacy (functional, interactive, and critical) or numeracy and health outcomes (i.e., knowledge, behavioral and clinical) in people with diabetes., Methods: English-language articles that addressed the relationship between health literacy or numeracy and at least one health outcome in people with diabetes were identified by two reviewers through searching six scientific databases, and hand-searching journals and reference lists., Findings: Seven hundred twenty-three citations were identified and screened, 196 were considered, and 34 publications reporting data from 24 studies met the inclusion criteria and were included in this review. Consistent and sufficient evidence showed a positive association between health literacy and diabetes knowledge (eight studies). There was a lack of consistent evidence on the relationship between health literacy or numeracy and clinical outcomes, e.g., A1C (13 studies), self-reported complications (two studies), and achievement of clinical goals (one study); behavioral outcomes, e.g., self-monitoring of blood glucose (one study), self-efficacy (five studies); or patient-provider interactions (i.e., patient-physician communication, information exchange, decision-making, and trust), and other outcomes. The majority of the studies were from US primary care setting (87.5 %), and there were no randomized or other trials to improve health literacy., Conclusions: Low health literacy is consistently associated with poorer diabetes knowledge. However, there is little sufficient or consistent evidence suggesting that it is independently associated with processes or outcomes of diabetes-related care. Based on these findings, it may be premature to routinely screen for low health literacy as a means for improving diabetes-related health-related outcomes.

The goal of this report is to discuss educational approaches for bridging the different perspectives of the physiological and mathematical disciplines. These approaches can enhance the learning experience for physiology, medical, and mathematics students and simultaneously act to stimulate mathematical/physiological/clinical interdisciplinary research. While physiology education incorporates mathematics, via equations and formulas, it does not typically provide a foundation for interdisciplinary research linking mathematics and physiology. Here, we provide insights and ideas derived from interdisciplinary seminars involving mathematicians and physiologists that have been conducted over the last decade. The approaches described here can be used as templates for giving physiology and medical students insights into how sophisticated tools from mathematics can be applied and how the disciplines of mathematics and physiology can be integrated in research, thereby fostering a foundation for interdisciplinary collaboration. These templates are equally applicable to linking mathematical methods with other life and health sciences in the educational process.

Predictive equations and methods tend to overestimate or underestimate resting energy expenditure (REE) compared with indirect calorimetry (IC). This cross-sectional study aimed to evaluate the agreement between methods and equations for REE estimation of overweight and obese Brazilian men. Data from 48 healthy volunteers, ages 20 to 43 years and with body mass index ranging from 26.4 to 35.2, were collected between October 2008 and October 2009. REE was measured by IC, using Deltatrac (IC1) and KORR-MetaCheck (IC2) devices. It was estimated by bioelectrical impedance analysis (BIA) using tetrapolar (BIA1) and bipolar (BIA2) devices, and by the equations of Mifflin, World Health Organization/Food and Agriculture Organization/United Nations University, Fleisch, Horie-Waitzberg and Gonzalez, and Ireton-Jones. The association and agreement among the methods and equations were assessed by the interclass correlation coefficient, Bland-Altman analysis, and by the percentage of the difference between values obtained from the standard method and alternative methods and equations. Most methods showed high agreement with IC1. The highest agreements were found for Mifflin (-2.14%), Fleisch (-3.05%), Horie-Waitzberg and Gonzalez (4.41%), and BIA2 (5.25%). Similar results were shown by the Bland-Altman analyses. BIA2, followed by BIA1, Ireton-Jones, Mifflin, and Fleisch, showed the highest association with IC1. Thus, the Mifflin, Fleisch, Horie-Waitzberg and Gonzalez equations, and BIA2, were the most accurate methods for REE estimation in this study. However, because those equations have shown considerable variability, they should be used cautiously. In addition, the IC2 was not found to be an accurate method for REE estimation in overweight and obese men included in this study., (Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.)

Objective: Lean body weight (LBW) decreases with age while total body fat increases, resulting in altered drug pharmacokinetics. A semi-mechanistic equation estimating LBW using height, weight and sex has been developed for potential use across a wide range of body compositions. The aim of this study was to determine the ability of the LBW equation to estimate dual energy x-ray absorptiometry-derived fat free mass (FFM(DXA)) in a population of older women with recent hip fracture., Methods: Baseline, four and 12 month data obtained from 23 women enrolled in the Sarcopenia and Hip Fracture study were pooled to give 58 measurements. LBW was estimated using the equation: LBW (kg) = (9270 x Wt) / (8780 + (244 x BMI)). Body composition was classified as: 'normal' (BMI <25kg/m(2) and not sarcopenic), 'overweight-obese' (BMI >25kg/m(2) and not sarcopenic), 'sarcopenic' (sarcopenic and BMI <25kg/m(2)), or 'sarcopenic-obese' (sarcopenic and BMI >25kg/m(2)). The ability of the LBW equation to predict FFMDXA was determined graphically using Bland-Altman plots and quantitatively using the method of Sheiner and Beal., Results: The mean ± SD age of female participants women was 83±7 years (n=23). Sarcopenia was frequently observed (65.2%). Bland-Altman plots demonstrated an underestimation by the LBW equation compared to FFMDXA. The bias (95% CI) and precision (95% CI) calculated using the method of Sheiner and Beal was 0.5kg (-0.7, 1.66kg) and 4.4kg (-3.7, 12.4kg) respectively for pooled data., Conclusion: This equation can be used to easily calculate LBW. When compared to FFMDXA, the LBW equation resulted in a small underestimation on average in this population of women with recent hip fracture. The degree of bias may not be clinically important although further studies of larger heterogeneous cohorts are needed to investigate and potentially improve the accuracy of this predictive equation in larger clinical cohorts.

Background: There is no consensus regarding the accuracy of bioimpedance for the determination of body composition in older persons., Objective: This study aimed to compare the assessment of lean body mass of healthy older volunteers obtained by the deuterium dilution method (reference) with those obtained by two frequently used bioelectrical impedance formulas and one formula specifically developed for a Latin-American population., Design: A cross-sectional study., Participants: Twenty one volunteers were studied, 12 women, with mean age 72±6.7 years., Setting: Urban community, Ribeirão Preto, Brazil., Measurement: Fat free mass was determined, simultaneously, by the deuterium dilution method and bioelectrical impedance; results were compared. In bioelectrical impedance, body composition was calculated by the formulas of Deuremberg, Lukaski and Bolonchuck and Valencia et al., Results: Lean body mass of the studied volunteers, as determined by bioelectrical impedance was 37.8±9.2 kg by the application of the Lukaski e Bolonchuk formula, 37.4±9.3 kg (Deuremberg) and 43.2±8.9 kg (Valencia et. al.). The results were significantly correlated to those obtained by the deuterium dilution method (41.6±9.3 Kg), with r=0.963, 0.932 and 0.971, respectively. Lean body mass obtained by the Valencia formula was the most accurate., Conclusion: In this study, lean body mass of older persons obtained by the bioelectrical impedance method showed good correlation with the values obtained by the deuterium dilution method. The formula of Valencia et al., developed for a Latin-American population, showed the best accuracy.