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Cardiac fibrosis is mediated by the persistent activity of myofibroblasts, which differentiates from resident cardiac fibroblasts in response to tissue damage and stress signals. The signaling pathways and transcription factors regulating fibrotic transformation have been thoroughly studied. In contrast, the roles of chromastin factors in myofibroblast differentiation and their contribution to pathogenic cardiac fibrosis remain poorly understood. Here, we combined bulk and single-cell CRISPR screens to characterize the roles of chromatin factors in the fibrotic transformation of primary cardiac fibroblasts. We uncover strong regulators of fibrotic states including Srcap and Kat5 chromatin remodelers. We confirm that these factors are required for functional processes underlying fibrosis including collagen synthesis and cell contractility. Using chromatin profiling in perturbed cardiac fibroblasts, we demonstrate that pro-fibrotic chromatin complexes facilitate the activity of well-characterized pro-fibrotic transcription factors. Finally, we show that KAT5 inhibition alleviates fibrotic responses in patient-derived human fibroblasts. Cardiac fibrosis arises from persistent myofibroblast activity. This study reveals how chromatin factors control scar-forming cells in the heart and shows that inhibiting KAT5 can reduce harmful cardiac fibrosis.

Motivated by earlier research highlighting Swedish teachers' beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents' perspectives on homework in their year-one children's learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focused on how parents support their children's learning and including questions about homework in general and mathematics homework in particular, were transcribed and data subjected to a constant comparison analytical process. This yielded four broad themes, highlighting considerable variation in how parents perceive the relationship between homework and educational equity. First, all parents spoke appreciatively of their children receiving reading homework and, in so doing, indicated a collective construal that reading homework is neither homework nor a threat to equity. Second, four parents, despite their enthusiasm for reading homework, opposed the setting of any homework due to its potential compromise of family life. Third, seven parents indicated that they would appreciate mathematics homework where it were not a threat to equity. Finally, fourteen parents, despite acknowledging homework's potential compromise to equity, were unequivocally in favour of mathematics homework being set to their children.

Arrhythmias are a hallmark of myocardial infarction (MI) and increase patient mortality. How insult to the cardiac conduction system causes arrhythmias following MI is poorly understood. Here, we demonstrate conduction system restoration during neonatal mouse heart regeneration versus pathological remodeling at non-regenerative stages. Tissue-cleared whole-organ imaging identified disorganized bundling of conduction fibers after MI and global His–Purkinje disruption. Single-cell RNA sequencing (scRNA-seq) revealed specific molecular changes to regenerate the conduction network versus aberrant electrical alterations during fibrotic repair. This manifested functionally as a transition from normal rhythm to pathological conduction delay beyond the regenerative window. Modeling in the infarcted human heart implicated the non-regenerative phenotype as causative for heart block, as observed in patients. These findings elucidate the mechanisms underpinning conduction system regeneration and reveal how MI-induced damage elicits clinical arrhythmogenesis. Sayers et al. reveal that heart regeneration during the neonatal period in mice extends to conduction system restoration after insult, highlighting the difference between this process and pathological remodeling in the adult heart.

This paper addresses four questions concerning the influence of culture on mathematics teachers’ professional practice. Firstly, drawing on categorical data yielded by the application of low inference coding schedule to video recordings of sequences of lessons taught by case study teachers on four common topics in England, Flanders, Hungary and Spain, we undertook an exploratory factor analysis to examine the ways in which such coded variables interact. This process yielded five factors, each of which was interpretable against the literature and highlighted the extent to which dichotomisations of mathematics teaching as reform or traditional are not necessarily helpful, not least because all project teachers exhibited characteristics of both. Secondly, factors scores were analysed by nationality to reveal culturally located practices resonant with the available literature. Thirdly, cluster analyses yielded four well-defined cross-cultural clusters of episodes, each indicative of particular didactical perspectives that appeared to challenge the exclusivity of these culturally located practices. Finally, the key methodological finding was that the manner in which data are analysed influences greatly the outcomes of comparative mathematics research.

It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children’s later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire its various components have been missing from the classroom observation tools available. In this paper, drawing on a constant comparison analysis of appropriate literature, we outline the development of an eight dimensional FONS framework. We then show, by applying this framework to three culturally diverse European grade one lessons, one English, one Hungarian and one Swedish, that it is both straightforwardly operationalised and amenable to cross cultural analyses of classroom practice. Some implications are discussed.

In this paper, motivated by the desire to understand which forms of parent-initiated activity are productively implicated in young children’s mathematics learning, we present a methodological critique of recent research. Many such studies, based on assumptions that parent-initiated activities can be categorised as formal or informal, direct or indirect, or advanced or basic, exploit surveys to elicit how frequently parents engage their children in various predetermined activities. While such survey data have the potential to yield important insights, the analytical procedures typically employed prevent them. Studies involving factor analyses yield uninterpretable factors, which are then used to create summative variables based on the scores of individual activities. Other studies, drawing on untested preconceptions, simply create summative variables. In all cases, these summative variables are based on such a wide range of qualitatively different activities that labels like formal or informal become arbitrary and the potential of individual activities to support learning gets lost beneath colleagues’ desires for statistical significance. In closing, we ask colleagues, albeit somewhat rhetorically, what is the purpose of such research? Is it to identify those activities that support learning or to offer statistically robust factors, which, due to the diversity of activities embedded within them, offer few useful insights?

Finnish students' success on all three content domains of each of the four cycles of the OECD's Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policyborrowing are discussed.

Cooper (2012) and Swetz (2012) argue that while numerical learning objectives develop confidence in application of mathematics, it is possible to do this through a context of a historical topic. [...]providing opportunities to build mathematics into the heart of historical enquires. [...]we draw upon research, which argues that cross-curricular approaches to teaching and learning have been discussed and reported (Alexander, 2009; De Freitas & Bentley, 2012; Kelly, 2012; Boaler, 2013) to be most effective.

In this article, the authors share a European perspective on teaching linear equations in Finland, Flanders, and Hungary. They begin with an assertion that it is through observation, in its broadest sense, and opportunities for participation, that people assimilate themselves into the culture in which they are raised. They discuss three approaches to mathematics teaching and reflect on the one characteristic common to these approaches. They compare that commonality with what they have seen in other European countries. This interesting commonality is that trainees have always begun their formal treatment with arithmetic equations; equations with the unknown on one side that they know their students can solve mentally.