The purpose of this article was to explore sex-and racespecific variables and comorbidities associated with transient global amnesia (TGA) using a nationally representative database. Data were obtained from the Nationwide Inpatient Sample using ICD-9 and procedure codes. Descriptive and survey logistic regression analyses were conducted and adjusted for influence of comorbidities, demographic characteristics, and hospitalization-related factors. Patients with migraines were 5.98 times more likely to also have a diagnosis of TGA compared with patients without migraines. Similarly, patients with TGA were more likely to have hypertension, precerebral disease, and hyperlipidemia. The odds of being diagnosed with TGA was lower among African Americans and Hispanics as well as among patients classified as Asian/Other, compared with Caucasians. TGA was associated with lower hospital charges ($14,242 versus $21,319), shorter hospital stays (mean days: 2.49 [SE=0.036] versus 4.72 [SE=0.025]), and routine hospital discharges (91.4% versus 74.5%). Patients with migraines and patients classified as Caucasian had higher odds of being diagnosed with TGA. All minority populations showed a lower rate of diagnosis that fell short of statistical significance.
This study highlighted the characteristics and patterns of preservice teachers' informal formative assessment conversations woven into mathematics classrooms. Participants were four preservice teachers from an elementary mathematics methods course whose videotaped lessons were analyzed using an analytic framework based on Initiation, Response and Follow-up (IRF) sequences. Findings indicated that the patterns of IRF sequence were varied across the preservice teachers, although they taught the same topic. We also found common patterns in their IRF sequences in that preservice teachers mainly initiated and drove classroom conversations of mathematics, while students' roles were passive. In addition, they used frequent follow-up questions; however, most of them were closed questions intended to guide students to quickly give correct responses. Regarding feedback, their feedback were mostly made to affirm or elaborate on what students said or to clarify meanings of statements, not to explore students' initial ideas or reasoning processes.
This paper reports our efforts to develop a measure of pre-service elementary teachers' geometry knowledge for teaching 2-dimensional (2D) shapes and to evaluate the psychometric properties of this measure. Specifically, the GKT-2D scale was designed to assess pre-service elementary teachers' geometry content knowledge, knowledge of geometry and students, knowledge of geometry and teaching in relation to 2D shapes, based on the van Hiele theory and mathematical knowledge for teaching framework. Using 307 pre-service elementary teachers' responses on the instrument, we examined item-and scale-level reliability and hypothesized factor structure of the instrument. The results suggested that the GKT-2D scale is a reliable and valid measure of the three facets of pre-service elementary teachers' geometry knowledge for teaching 2D shapes, with some limitations further addressed. This paper offers directions for future research in evaluating content-specific knowledge for teaching mathematics to unpack the complex relationship between teacher knowledge, teaching quality, and student learning.
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