We retrospectively reviewed 30 two-stage revision procedures in 28 patients performed for fungal peri-prosthetic joint infection (PJI) after a primary total knee replacement. Patients were followed for at least two years or until the infection recurred. The mean follow-up for patients who remained free of infection was 4.3 years (2.3 to 6.1). Overall, 17 patients were assessed as American Society of Anesthesiologists grade 3 or 4. The surgical protocol included removal of the infected implant, vigorous debridement and insertion of an articulating cement spacer. This was followed by at least six weeks of antimicrobial treatment and delayed reimplantation in all patients. The mean interval between removal of the prosthesis and reimplantation was 9.5 weeks (6 to 24). After reimplantation, patients took antifungal agents orally for a maximum of six months. Two knees became reinfected at one and two months post-operatively, respectively: one of these subsequently required arthrodesis because of uncontrolled infection.Fungal PJIs can be treated successfully by removal of all infected material, appropriate antimicrobial treatment and delayed reimplantation.Peri-prosthetic joint infection (PJI) is one of the most serious complications of total knee replacement (TKR).

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.

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This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of students. They modified mathematical strategies by providing diverse multiplicative concepts and fitting the form of representations. They accommodated lesson design by setting their expectations based on individual needs, managing instructional structure and progress, and adjusting the cognitive demand of tasks. Some formative assessment skills demonstrated how they understood students’ mathematical thinking and responded to it. The needs for further attention and support in lesson differentiation, including content-oriented alternation for equitable responsive teaching and moving away from short-term solutions to sustainable support, were discussed.

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