For mathematics educators wishing to plan workshops for adults, this study offers a method for investigating adults‘ knowledge of early numerical activities, as well as a starting point with which to plan appropriate workshops.In mathematics education, there is general agreement regarding the significance of mathematical literacy (also quantitative literacy or numeracy) for informed citizenship, which often requires evaluating the use of numbers in public policy discourse. We hold that such an evaluation must accommodate the necessarily fragile relation between the information that numbers are taken to carry and the policy decisions they are meant to support. In doing so, attention needs to be paid to differences in how that relation is formed. With this in mind, we investigated a public discourse that heavily relied on numbers in the context of introducing, maintaining, and easing the rules and regulations directed to contain the spread of the virus SARS-CoV-2 during the first epidemic wave of COVID-19 in Germany with its peak in early April 2020. We used a public-service broadcasting outlet as data. Our theoretical stance is affiliated with post-structuralist discourse theory. As an outcome, we identified four major related strategies of using numbers, which we named rationalisation, contrast, association and recharging. In our view explicit attention to these strategies as well as identifying new ones can aid the task of furthering critical mathematical literacy.The COVID-19 pandemic has changed the agenda of mathematics education. This change will be analyzed by looking at three trends in mathematics education the use of digital technology, philosophy of mathematics education, and critical mathematics education. Digital technology became a trend in mathematics education in response to the arrival of a different kind of artifact to the mathematics classroom. It was thrust into the spotlight as the pandemic suddenly moved classrooms online around the world. Challenges specific to mathematics education in this context must be addressed. The link between the COVID-19 pandemic and digital technology in education also raises epistemological issues highlighted by philosophy of mathematics education and critical mathematics education. Using the notion that the basic unit of knowledge production throughout history is humans-with-media, I discuss how humans are connected to the virus, how it has laid bare social inequality, and how it will change the agendas of these three trends in mathematics education. I highlight the urgent need to study how mathematics education happens online for children when the home environment and inequalities in access to digital technologies assume such significant roles as classes move on-line. We need to understand the political role of agency of artifacts such as home in collectives of humans-with-media-things, and finally we need to learn how to implement curricula that address social inequalities. This discussion is intertwined with examples.The aim of this study is to explore Israeli high school graduates‘ mathematical explanations for the spread of the coronavirus, given that the mathematics required to do so was part of their school curriculum. An online questionnaire consisting of two sections provided a variety of potential framings for explaining the phenomenon. The first section invited the participants to explain the spread of the coronavirus in terms of their school majors in general, with no specific reference to mathematics. The second section asked explicitly to explain the mathematical context underlying the phenomenon. In this section, the participants were asked to discuss the Prime Minister’s speech given in the media a few weeks earlier, in which he described the spread of the coronavirus as a geometric series. Data analysis of 87 participants‘ responses to the questionnaire revealed 11 different mathematical ideas used to explain the spread of the coronavirus. These ideas included are as follows doubling, sequence, exponential growth, using powers, tree diagram, recursion, fast-growing rate with covariation, probability, parabola and quadratic function, acceleration, and factorial. It was also found that the second section of the questionnaire elicited a wider range of mathematical ideas than the first one. We suggest possible explanations for the emergence of the mathematical ideas, which seem to reflect the graduates‘ intuitive knowledge, influenced not only by their mathematics track level but also by their chosen high school majors. Possible implications are discussed.Before the pandemic (2019), we asked On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents‘ reflections on mathematics education research.Visual displays in the news media become critical during escalating events such as the COVID-19 pandemic, as they facilitate the communication of complex information to the public. This article investigates the use of graphs in Korea’s news media during the COVID-19 outbreak. We selected 12 dates that represent turning points in the outbreak of the disease and collected news stories including graphs from seven Korean daily newspapers issued on those dates. First, we analyzed the usage of graphs in COVID-19 news stories. Quantitative analysis of the types and frequency of graphs used in COVID-19 news stories and qualitative analysis of the content of news stories containing graphs were conducted. Second, we identified cases in which readers may be biased by the mathematical misuse of graphs in the news stories covering COVID-19. The implications of these findings for future teaching and learning of graph literacy in school mathematics courses are discussed.One can identify at least three different types of relationships between mathematics and crises. First, mathematics can picture a crisis. This is in accordance with the classic interpretation of mathematical modelling, which highlights that a mathematical model provides a representation of a piece of reality, a reality that could be a critical situation such as, for instance, a pandemic. Second, mathematics can constitute a crisis, meaning that mathematics can form an intrinsic part of the very dynamics of a crisis. This phenomenon can be illustrated by the economic crises that spread around the world in 2008. Third, mathematics can format a crisis. This final formulation refers to a situation where a mathematical reading of a crisis brings about ways of acting in the critical situation that might be adequate, but also counterproductive, if not catastrophic. This is illustrated with reference to the potential crises due to climate changes. As a conclusion, the paper addresses the politics of crises, which refers to the power that can be acted out through a crisis discourse in which mathematics may come to play a deplorable role.

High-risk birth is a public health problem that generates atypical parenting practices. This study aimed to identify these practices to construct and validate a scale to measure parenting factors and attitudes in children with high-risk birth parents.

The instrument was applied to an intentional non-probabilistic sample of 701 parents of children with high-risk births (age range 17-64 years). The scale consists of 56 items, each with five Likert-type response options.

As a result of the factor analysis with Varimax rotation, the final version was divided into two subscales factors and attitudes associated with parenting skills. In the first, with 36 items and six factors (low educational skills, overprotection, and permissive parenting, dissatisfaction with the parental role, stress in raising a child with a high-risk birth, tri-generational disapproval of the parental role, and positive support from the extended family), a Cronbach’s alpha value of 0.90 was obtained, explaining 53.16 of the variance. In the second subscale, with 30 items grouped in four factors (parenting beliefs, negative coping with high-risk birth, self-validation in parenting, and parental resilience to the experience of high-risk birth parenting), a Cronbach’s alpha of 0.82 was obtained, explaining 48.08 of the variance.

We suggest that this scale be applied together with others that measure theoretically related variables.

We suggest that this scale be applied together with others that measure theoretically related variables.

The Service Quality in Hospital (SERVQHOS) assesses quality and satisfaction with hospital care received. This study aimed to determine the quality and satisfaction of parents in a tertiary-level pediatric public facility in Mexico.

We conducted a cross-sectional study in which 425 anonymous surveys were distributed during the discharge of children. click here The questionnaire evaluates the individual (subjective) and organizational (objective) quality of service reliability, tangibles, assurance, responsiveness, and empathy, as well as satisfaction on a 5-point scale from 1 (much worse) to 5 (much better).

A total of 401 questionnaires were returned (94%). The mean quality score was 3.6 ± 0.7. The best-rated aspects were the medical equipment technology (3.6 + 0.8), the confidence that the staff transmits to patients (3.6 ± 0.8), and the friendliness of the staff when attending patients (3.6 ± 0.8). The worst-rated aspects were the condition of the rooms (3.4 ± 0.8), the waiting time to be attended by a physician (3.3 ± 0.8), and the timeliness of internal consultations (3.3 ± 0.8). The overall population rated as satisfied in 97% of cases.

A high rate of satisfaction was observed concerning both objective and subjective factors. However, the negative aspects of objective quality, such as reliability, should be addressed organizationally without implying economic investment in their resolution.

A high rate of satisfaction was observed concerning both objective and subjective factors. However, the negative aspects of objective quality, such as reliability, should be addressed organizationally without implying economic investment in their resolution.

Congenital kidney and urinary tract anomalies are the most common cause of chronic kidney disease in the first three decades of life. Stenosis of the ureteropelvic junction may cause dilation of the collecting system in the fetal kidney. This study aimed to determine hydronephrosis due to congenital ureteropelvic stenosis treatment outcome according to the age of the intervention.

We conducted a retrospective descriptive study that included pediatric patients with hydronephrosis secondary to ureteropelvic junction stenosis operated by the Anderson-Hynes open pyeloplasty method from 2010 to 2016. Patients were divided into two groups group A, children < 1 year of age, and group B, children > 1 year of age. We analyzed ultrasonographic parameters, renal function, and clinical data. Inferential statistics were used with the Mann-Whitney U-test and X

test. Intra-group data were assessed with the Wilcoxon test.

We included 52 patients group A (n = 16, 30%) and group B (n = 36, 70%). The male sex predominated, and mainly the left renal unit.