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The COVIVAX study assessed the association between COVID-19 vaccination and the risk of common neurological disorders in a multicenter case-control design. Vaccination exposure was compared between individuals with a first diagnosis of a neurological disorder (cases) and age- and sex-matched controls. A total of 624 participants were enrolled, and after random 1:1 matching 265 cases and 265 matched controls (total 530 participants) were included in the analyses. The most frequent neurological diagnosis in cases were stroke (60.4%), multiple sclerosis (11.3%) and seizures (6.4%). The proportion of vaccinated participants was 72.1% among cases and 79.6% among controls. A protective role of vaccination on the risk of developing a new neurological disorder was detected in the unadjusted analysis (OR 0.50; 95% CI 0.29–0.86; p  = 0.0114). After adjustment for confounders, the number of vaccination doses received was associated with a reduced risk of developing new neurological disorders for participants aged over 60 years ( p  = 0.0472; OR 0.14, 95% CI 0.03–0.68), with pre-existing comorbidities ( p  = 0.0122; OR 0.04, 95% CI 0.01–0.99) and for stroke ( p  = 0.0232; OR 0.04, 95% CI 0.02–0.97). The COVIVAX study provided no warning sign regarding an increase in the risk of developing new neurological disorders following COVID-19 vaccination of any type or doses. A potentially protective effect of multiple doses of COVID-19 vaccines against the risk of stroke in people aged over 60 needs to be confirmed by further studies.

Andrews discusses how simple adaptations in classroom materials can make huge differences in student achievement. When teaching elementary school students mathematics using manipulatives, he affixes magnets to the backs of blocks and provides metal cookie sheets for students so they can better concentrate on their work.

Sarah, a normally cheerful child, began to cry as she attempted to put together a new puzzle. “This puzzle doesn't work!” she wailed. “There are too many pieces. They won't all fit back in!” Four-year-old Sarah, who did not conserve number, did not realize that the quantity of pieces stays the same regardless of changes in their position or arrangement. To her, the puzzle had somehow “grown” more pieces!

If requently use pattern blocks in my kindergarten classroom to help students investigate and predict the results of combining shapes. Because I have a magnetic chalkboard, I decided to put pieces of self-adhesive magnet strips on the backs of some of my pattern blocks. Magnet strips can be purchased inexpensively at most craft stores or from school supply catalogs.

Andrews reviews \"Math Detectives: Finding Fun in Numbers\" by Lalie Harcourt and Ricki Wortzman.