Storylines exist about the types of learners who participate and excel in mathematics. To understand how AI chatbots participate in such storylines, we examined ChatGPT’s feedback to different learners’ mathematical writing in an exploratory study. Learners included academic labels, like gifted and special education, and race/ethnicity, like Black or Asian. Analysis of ChatGPT feedback illustrated storylines that White and Asian students were neutral and Black students were exceptional. The feedback generally participated in the narrative that doing math consists primarily in performing calculations. ChatGPT also promoted narratives that students in special education, with learning disabilities, or English language learners are similarly able and need to overcome challenges to be mathematically successful.

Positioning theory [van Langenhove and Harre (1999). Introducing positioning theory. In R. Harre, & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14-31). Blackwell Publishers] provides a useful analytical lens to examine how teachers' positioning in moment-to-moment interactions can expand or restrict opportunities for multilingual learners to participate in mathematical discussions and develop robust mathematical identities. In this study, I examined the discursive practices of one white, third-grade monolingual teacher, Keri, and the ways she interactively positioned Alexia, a Latina multilingual learner, in the first full month of the academic year during whole class interactions. Findings demonstrate Keri used a range of positioning acts to recursively position Alexia as a communicator of mathematics and mathematical thinker that simultaneously situated Alexia within the broader classroom storyline that successful mathematics students communicate their ideas to others. The findings confirm that monolingual teachers in elementary classroom settings appear to use similar positioning acts as bilingual teachers/teacher-researchers with individual multilingual students.

Mathematical writing (MW) can support students’ mathematical learning and is common in mathematics assessment. However, MW is known to be particularly challenging for students with learning disabilities. While the use of model compositions of both high- and low-quality writing and the act of revision are evidence-based practices in writing instruction, models of MW are not readily available in the curriculum, and many teachers struggle to compose high-quality MW themselves. Artificial intelligence (AI) chatbots are increasingly accessible for teachers and provide one avenue by which MW models can be readily generated. This column guides educators on utilizing AI chatbots to produce MW models to support MW instruction for students with learning disabilities.

Teachers’ self-efficacy and beliefs about culturally responsive teaching are intricately intertwined with their practice and influence the ways they interact with children and families in and outside the classroom. To understand how participation in a service-learning internship (i.e., Soar into STEMed) focused on promoting science and mathematics content knowledge, self-efficacy, and conceptions about culturally responsive pedagogies, we examined pre- and post-survey responses to the Culturally Responsive Teaching Self-Efficacy (CRTSE) and Culturally Responsive Teaching Expectancy (CRTOE) scales and written reflections for one pre-service teacher, Alexis. The findings indicated that Alexis’ self-efficacy and outcome expectancy beliefs declined across the internship, yet remained relatively high. Alexis’ reflections further indicated an ability to identify and implement responsive teaching practices, though many fell short of being considered culturally responsive. The findings also demonstrated that the CRTSE and CRTOE scales were unable to capture all of the teaching activities that occurred in informal settings. Consequently, this study illustrates that Alexis’ participation alone in the internship was insufficient in growing her conceptions of culturally responsive teaching, and more targeted and directed activities are necessary. Moreover, instruments that can more accurately assess pre-service teachers’ self-efficacy and outcome expectancy beliefs regarding culturally responsive teaching across contexts is needed.

This chapter focuses upon research related to building pre-service teachers' (PSTs') own competencies in mathematics writing (MW) as well as their skills in teaching MW and integrating MW into their future K-12 classrooms. The authors provide a review of the research with PSTs and MW. Although there is limited research on PSTs and MW, it is likely that many PSTs enter their preparatory programs with limited MW experience and competencies despite expressing beliefs in the value of MW. Therefore, there is a responsibility of mathematics teacher educators (MTEs) to build PSTs' knowledge of the various genres of MW and their purposes, to explicitly teach PSTs to compose high-quality MW themselves, and to provide frequent models of how MW may be integrated into the mathematics classroom across a range of genres. The authors conclude with suggestions for current practice and future research.

This article describes a collaborative self-study of seven early career mathematics teacher educators. Our collective group sought to improve our practice in, and enhance transparency around, supporting prospective teachers as they engaged in equity-based mathematics pedagogies. The collaboration evolved into a critical friendship and provided a space to study, reflect and supportively challenge our practices. We found that self-study methodology matched our motivation to improve our practice as teacher educators, while recognizing the contexts of our other professional and institutional obligations and upholding our own values. We draw upon a traffic roundabout as a metaphor for our experience in self-study, noting the ways it provided professional learning and moved our work with prospective teachers forward.

Mathematical writing has taken an increasingly prominent role in curriculum and assessment in the 20th century. Despite its presence on high stakes tests, and the benefits of students in gaining proficiency in this mode of mathematical communication, there has been no scholarly consensus on the definition of mathematical writing, and consequently, little instructional guidance for practitioners. This chapter employs genre theory and universal design for learning (UDL) to outline best practices for the teaching and formative assessment of explanatory mathematical writing across grade levels. After demonstrating how teachers can apprentice students into reproducing the dominant discourse of mathematical writing, the chapter also presents suggestions for centering student voice within mathematical communication through translanguaging, multimodalities, and remixed composition.

delineate between COVID-19 pandemic response challenges and experience of different frontline healthcare response personnel. Understanding differences in perspectives across healthcare roles could provide a more specific understanding of challenges more or less prevalent across different clinical working roles. The study sought to address three research questions. During the initial outbreak of SARS-CoV-2 in Australia: 1. To what extent were doctors, nurses and paramedics concerned about contracting SARS-CoV-2? 2. What factors exacerbated concerns?

Introduction: The 2019-2020 “Black Summer” bushfires in Australia focused the attention of the nation on the critical role that volunteer firefighters play in the response to such a disaster, spurring a national conversation about how to best support those on the frontline. The objective of this research was to explore the impact of the Black Summer bushfires on volunteer firefighter well-being and to investigate how to deliver effective well-being support. Methods: An explorative qualitative design underpinned by a phenomenological approach was applied. Participant recruitment followed a multi-modal sampling strategy and data were collected through semi-structured, in-depth interviews. Results: Qualitative data were collected from 58 participants aged from 23 to 61-years-of-age (average age of 46 years). All self-reported as volunteer firefighters who had responded to the Black Summer bushfires in Australia. Just over 80% of participants were male and the majority lived in the Australian states of New South Wales (65%) and Victoria (32%). All participants reported impact on their well-being, resulting from cumulative trauma exposure, responding to fires in local communities, intense work demands, minimal intervals between deployments, and disruption to primary employment. In regard to supporting well-being, four key themes emerged from data analysis: (1) Well-being support needs to be both proactive and reactive and empower local leaders to “reach in” while encouraging responders to “reach out;” (2) Employee Assistance Programs (EAPs) should not be the only well-being support option available; (3) The sharing of lived experience is important; and (4) Support programs need to address self-stigmatization. Conclusion: Participants in this research identified that effective well-being support needs to be both proactive and reactive and holistic in approach.

Objective: Using physiological markers to detect patients at risk of deterioration is common. Deaths at music festivals in Australia prompted scrutiny of tools to identify critically unwell patients for transport to hospital. This study evaluated initial physiological parameters to identify patients selected for transport to hospital from a music festival. Methods: A retrospective audit of 2045 presentations at music festivals in Victoria, Australia, was performed. Presentation heart rate, systolic blood pressure, respiratory rate, oxygen saturation, temperature, and Glasgow Coma Scale were assessed using area under the receiver operating characteristic curve (AUROC) analysis, with a prespecified threshold of 0.7. Results: The only measured variable to exceed the prespecified cutpoint was initial systolic blood pressure, with an AUROC of 0.72 and optimal cutpoint of 122 mmHg. Using commonly accepted cutpoints for variables did not improve detection performance to acceptable levels, nor did using combination systems of cutpoints. Conclusions: Initial physiological variables are poor predictors of the decision to transport to hospital from music festivals. Systolic blood pressure was significant, but only at a clinically insignificant value. Decisions on which patients to transport from an event site should incorporate more information than initial physiology. Senior clinicians should lead decision-making about hospital transport from music festivals.

Abstract There is growing recognition that engaging men in maternal, infant and young child nutrition (MIYCN) interventions can benefit child health and disrupt harmful gender norms. We conducted a cluster‐randomized controlled trial in Tanzania, which engaged men and women in behaviour change via mobile messaging (short message service [SMS]) and traditional interpersonal communication (IPC), separately and in combination. Here, we evaluate intervention effects on individual‐level men's MIYCN knowledge and discuss barriers to male engagement. Eligible clusters were dispensary catchment areas with >3000 residents. Forty clusters were stratified by population size and randomly allocated to the four study arms, with 10 clusters per arm. Data on knowledge and intervention exposure were collected from 1394 men through baseline and endline surveys (March–April 2018 and July–September 2019). A process evaluation conducted partway through the 15–18‐month intervention period included focus group discussions and interviews. Data were analysed for key trends and themes using Stata and ATLAS.ti software. Male participants in the short message service + interpersonal communication (SMS + IPC) group reported higher exposure to IPC discussions than IPC‐only men (43.8% and 21.9%, respectively). Knowledge scores increased significantly across all three intervention groups, with the greatest impact in the SMS + IPC group. Qualitative findings indicated that the main barriers to male participation were a lack of interest in health/nutrition and perceptions that these topics were a woman's responsibility. Other challenges included meeting logistics, prioritizing income‐earning activities and insufficient efforts to engage men. The use of a combined approach fusing IPC with SMS is promising, yet countering gender norms and encouraging stronger male engagement may require additional strategies.

On my own: The challenge and promise of building equitable STEM transfer pathways (Wang, 2020) highlights challenges and possibilities confronting transfer experiences within higher education, under the assumption that success is an efficient transition from a community-college to a 4-year institution (regardless of matriculation status thereafter). Using mixed methods, Wang synthesizes the experiences of 1,670 community college students to map four trajectories that characterize transfer processes between twoand four-year undergraduate institutions. While many of the trajectories Wang describes could be considered relevant to a variety of disciplines, Wang specifically focuses on students pursuing a STEM-related degree. In this review, four momentum trajectories characterizing transfer experiences are summarized. Then, three unique cross-cutting themes that influence transfer success are discussed to reveal important implications for STEM education practice and research: (a) challenges and recommendations; (b) teaching and learning and (c) attention to equity issues.

OBJECTIVE:To investigate the Australian general public's perception of appropriate medical scenarios that warrants a call to an emergency ambulance. METHODS:An online survey asked participants to identify the likely medical treatment pathway they would take for 17 hypothetical medical scenarios. The number and type of non-emergency scenarios (n = 8) participants incorrectly suggested were appropriate to place a call for an emergency ambulance were calculated. Participants included Australian residents (aged >18 years) who had never worked as an Australian registered medical doctor, nurse or paramedic. RESULTS:From a sample of 5264 participants, 40% suggested calling an emergency ambulance for a woman in routine labour was appropriate. Other medical scenarios which were most suggested by participants to warrant an emergency ambulance call was 'Lego in ear canal' (11%), 'Older person bruising' (8%) and 'Flu' (7%). Women, people aged 56+ years, those without a university qualification, with lower household income and with lower emotional wellbeing were more likely to suggest calling an emergency ambulance was appropriate for non-emergency scenarios. CONCLUSIONS:Although emergency healthcare system (EHS) capacity not increasing at the same rate as demand is the biggest contributor to EHS burden, non-urgent medical situations for which other low-acuity healthcare pathways may be appropriate does play a small role in adding to the overburdening of the EHS. This present study outlines a series of complaints and demographic characteristics that would benefit from targeted educational interventions that may aid in alleviating ambulance service attendances to low-acuity callouts.