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Smith SD Kelley PM Askew JW Hoover DM Deffenbacher KE Gayán J Brower AM Olson RK 《Journal of learning disabilities》2001,34(6):512-519
Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p21.3. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved. 相似文献
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Jessica M. Stephens Shona L. Halson Joanna Miller Gary J. Slater Christopher D. Askew 《Journal of sports sciences》2018,36(9):1044-1053
This study examined the influence of body composition on temperature and blood flow responses to post-exercise cold water immersion (CWI), hot water immersion (HWI) and control (CON). Twenty-seven male participants were stratified into three groups: 1) low mass and low fat (LM-LF); 2) high mass and low fat (HM-LF); or 3) high mass and high fat (HM-HF). Experimental trials involved a standardised bout of cycling, maintained until core temperature reached 38.5°C. Participants subsequently completed one of three 15-min recovery interventions (CWI, HWI, or CON). Core, skin and muscle temperatures, and limb blood flow were recorded at baseline, post-exercise, and every 30 min following recovery for 240 min. During CON and HWI there were no differences in core or muscle temperature between body composition groups. The rate of fall in core temperature following CWI was greater in the LM-LF (0.03 ± 0.01°C/min) group compared to the HM-HF (0.01 ± 0.001°C/min) group (P = 0.002). Muscle temperature decreased to a greater extent during CWI in the LM-LF and HM-LF groups (8.6 ± 3.0°C) compared with HM-HF (5.1 ± 2.0°C, P < 0.05). Blood flow responses did not differ between groups. Differences in body composition alter the thermal response to post-exercise CWI, which may explain some of the variance in the responses to CWI recovery. 相似文献
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Venkat Hamsa Askew Mike 《International Journal of Science and Mathematics Education》2021,19(1):39-58
This paper focuses, empirically, on the developments seen in a group of South African early grades’ mathematics teacher educators in the course of a university-provincial education department partnership project. This project sought to support the district Mathematics Subject Advisers to support, in turn, teachers to implement an intervention consisting of a sequence of four lessons focused on multiplicative reasoning. Outcomes based on pre- and post-tests administered by the Subject Advisers suggested substantial pre- to post-test improvement at the student level. Subject Adviser observations and reflections pointed to successes in engendering more dialogic conversations between mathematics teachers and mathematics teacher educators focused on mathematics and its teaching and learning. The ‘double move’ of increasing overlap between the subject adviser and teacher communities, coupled with evidence that implementing the intervention had enabled the Subject Advisers to develop their mathematical and pedagogical understandings, provides a useful way of considering development in the capacity of mathematics teacher educators to support mathematics teaching and learning.
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Is the National Numeracy Strategy Research-based? 总被引：1，自引：0，他引：1
Margaret Brown Mike Askew Dave Baker Hazel Denvir & Alison Millett 《British Journal of Educational Studies》1998,46(4):362-385
The British Government has recently agreed proposals for a National Numeracy Strategy which claims to be based on evidence concerning 'hat works'. This article reviews the literature in each key area in which recommendations are made, and makes a judgement of whether the claim is justified. In some areas (e.g. calculators) the recommendations run counter to the evidence. 相似文献
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Mike Askew 《Curriculum Journal》2018,29(3):406-423
This paper examines a problem described as widespread and long-standing in mathematics education: supporting pupils into multiplicative reasoning, a form of reasoning that has been noted as central to large tracts of secondary mathematics and beyond. Also noted, however, is a persistent perception of multiplicative situations only in terms of repeated addition – a perception held not only primary pupils, but also among primary teachers and curriculum developers. The focus of this paper is to synthesize literature on multiplicative reasoning as a conceptual field together with a sociocultural discussion of the role of mediating artifacts in the development of this conceptual field. Bringing MR into the primary classroom can then be achieved, I propose, through a pedagogy oriented toward model-eliciting and teacher appropriation of pupils’ models as pedagogic tools with the subsequent re-appropriation of refined models by pupils. This pedagogy is illustrated through the analysis of two vignettes from a teaching experiment which demonstrate the beginnings of MR as an emergent conceptual field in the classroom. The paper concludes that it is possible to move primary teaching and learning toward understanding the functional aspects of multiplicative reasoning, but that any such moves requires attention to teachers’ pedagogic and content knowledge. 相似文献