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The rapid development of generative artificial intelligence (AI) is expected to have a profound impact on various aspects of human society, including mathematics education. Nevertheless, there is a noticeable lack of research, particularly in Greece, that focuses on the development and assessment of lesson plans and math worksheets tailored for students with special educational needs. To address this research gap, we designed and conducted a nine-hour teaching intervention in a general mathematics classroom in Greece, involving two 8th grade students with special educational needs as the subjects of the study. The intervention utilized worksheets generated by the ChatGPT 3.5 application, which were customized based on the current curriculum, as well as the special educational needs and interests of the two participating students. The data were collected through interviews, tasks, and e-questionnaires, and analyzed using a new theoretical framework based on the concept of mathematical familiarity. The results indicated that students were actively engaged in the educational process, felt safe and confident, satisfactorily met the learning objectives, and developed positive attitudes towards the mathematics course. The paper concludes with a list of good practices, teaching suggestions and restrictions that could be useful to teachers and education policy makers. The target audience for the current study is, mainly, mathematics teachers who serve at all levels of education and have students with special educational needs in their classrooms. Furthermore, the article may also prove of interest to students, parents and teachers who are interested in the interaction between mathematics education and generative AI.

Objective: This research aims to determine conceptions and changes in conceptions and analyze the results of interviews regarding the remediation process of the dynamic equilibrium concept.   Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions.   Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students.   Results and Discussion: After conducting interviews and tests on respondents, the results of the analysis were obtained in the form of misconceptions among respondents that could be identified in the test and interview results at the stage of creating cognitive conflict and respondents could realize the misconceptions experienced after going through the stage of providing assistance for equilibration and using metacognition on an example of a concept so that respondents could dispelling misconceptions altogether.   Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have.   Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students. Objetivo: Esta investigación tiene como objetivo determinar concepciones y cambios en las concepciones y analizar los resultados de las entrevistas sobre el proceso de remediación del concepto de equilibrio dinámico. Marco teórico: teorías asociadas con conceptos erróneos de los estudiantes, métodos para identificar conceptos erróneos de los estudiantes y métodos para resolver conceptos erróneos de los estudiantes. Método: El método utilizado en este estudio es un método mixto que es una combinación de métodos cualitativos y cuantitativos, a saber, la Estrategia Integrada Concurrente, que es una combinación de métodos cualitativos y cuantitativos llevados a cabo al mismo tiempo. Este método es de gran utilidad para que los estudiantes descubran las concepciones y conceptos erróneos que se producen en los estudiantes. Resultados y discusión: Después de realizar entrevistas y pruebas a los encuestados, los resultados del análisis se obtuvieron en forma de conceptos erróneos entre los encuestados que pudieron identificarse en los resultados de la prueba y la entrevista en la etapa de creación de conflicto cognitivo y los encuestados pudieron darse cuenta de los conceptos erróneos experimentados. después de pasar por la etapa de brindar asistencia para el equilibrio y utilizar la metacognición en un ejemplo de un concepto para que los encuestados pudieran disipar los conceptos erróneos por completo. Implicaciones de la investigación: Para reducir las ideas erróneas de los estudiantes sobre el material en equilibrio químico, es necesario realizar investigaciones al respecto. Con este instrumento de prueba gradual, los estudiantes pueden obtener comentarios instantáneos y corregir cualquier idea errónea que tengan. Originalidad/Valor: Proporcionar información sobre las percepciones de los estudiantes sobre los conceptos erróneos que experimentan y cómo reducir los conceptos erróneos existentes. Aparte de eso, su objetivo es proporcionar información a los profesores sobre cómo identificar y reducir los conceptos erróneos que ocurren en los estudiantes. Objetivo: Esta pesquisa tem como objetivo determinar concepções e mudanças de concepções e analisar os resultados de entrevistas a respeito do processo de remediação do conceito de equilíbrio dinâmico. Referencial Teórico: Teorias associadas aos equívocos dos alunos, métodos para identificar os equívocos dos alunos e métodos para resolver os equívocos dos alunos. Método: O método utilizado neste estudo é um método misto que é uma combinação de métodos qualitativos e quantitativos, nomeadamente a Estratégia Incorporada Concorrente, que é uma combinação de métodos qualitativos e métodos quantitativos realizados ao mesmo tempo. Este método é muito útil para os alunos descobrirem as concepções e equívocos que ocorrem nos alunos. Resultados e Discussão: Após a realização de entrevistas e testes aos entrevistados, os resultados da análise foram obtidos na forma de equívocos entre os entrevistados que puderam ser identificados nos resultados dos testes e entrevistas na fase de criação do conflito cognitivo e os entrevistados puderam perceber os equívocos vivenciados depois de passar pela fase de fornecer assistência para o equilíbrio e usar a metacognição em um exemplo de conceito para que os entrevistados pudessem dissipar completamente os equívocos. Implicações de pesquisa: Para reduzir os equívocos dos alunos sobre o material em equilíbrio químico, é necessário realizar pesquisas sobre o assunto. Com este instrumento de teste gradual, os alunos podem obter feedback instantâneo e corrigir quaisquer equívocos que tenham. Originalidade/Valor: Fornecer informações sobre as percepções dos alunos sobre os equívocos que vivenciam e como reduzir os equívocos existentes. Além disso, visa fornecer informações aos professores sobre como identificar e reduzir os equívocos que ocorrem nos alunos.

AimPatients on the Paediatric Intensive Care Unit (PICU) sometimes require intravenous potassium concentrated infusions (20 mmol in 40 mLs of 0.9% sodium chloride) known as ‘High K’ to correct low serum potassium levels. Since the release of the National Patient Safety Alert for intravenous potassium in 2002 a Potassium Supplementation Standing Order (PSSO) has been designed for PICU in order to ensure the safe administration of ‘High K’. The PSSO provides guidance on the appropriate rates and monitoring required while the infusion is running. The aim of the audit is to determine if this is being followed correctly, to ensure that potassium is being administered safely on PICU.MethodData was collected from PICU patients receiving ‘High K’ using a data sheet designed for the audit. Data was collected on occasions covering 24 hour period from charts, prescribed care booklets and medical notes between November 2012 and January 2013 and was analysed using Microsoft Excel.ResultsDuring the 3 months:– 18 PICU patients were administered ‘High K’.– 51/55 (93%) booklets had the PSSO signed and used for 4 days or less (Target 100%).– 4/18 (22%) patients had cardiac conditions and received ‘High K’ using the PSSO to prescribe the infusion. 14/18 (78%) patients had underlying conditions not mentioned on the PSSO.– 31/44 (70%) occasions potassium levels were measured correctly within one hour of ‘High K’ being initiated (Target 100%).– 28/61 (46%) occasions that ‘High K’ continuing the levels were recorded correctly every two hours while the infusion was run (Target 100%).– 28/55 (51%) of the ‘High K’ rates recorded matched the PSSO instructions according to the patient's current potassium level (Target 100%).– 48/55 (87%) occasions requirements for ‘High K’ were in line with the PSSO (Target 100%).– 7/55 (13%) occasions the potassium level greater than permitted in the PSSO (Target 0%).ConclusionMaladministration of the intravenous potassium containing solutions resulting in death or severe harm is classified in the health care setting as a ‘never event’ according to the Department of Health. No patient on PICU required treatment for hyperkalaemia as a result of administration of ‘High K’ but the standing order was open to several interpretations therefore may have been used inappropriately for 78% of patients. The review of the data collected for the PSSO audit determined that the order was not always followed correctly particularly when recording potassium levels and rates of administration of ‘High K’. A review of the results demonstrates the need for alterations to the standing order to ensure clarification of its role in prescribing of intravenous potassium and of the groups of patients that it applies to. A multi-disciplinary review of the chart is being undertaken.

This paper sought to determine the role that Arabic language teachers can play in using supportive worksheets to compensate for lost learning among elementary students in Jordan from their point of view. A tool for the study-a questionnaire comprising 21 items-was prepared for this purpose, and its validity and reliability were checked. The sample included 501 Arabic language teachers who work in public schools in Amman. The results indicated that the Arabic language teachers estimated their role in using supportive worksheets to make up for the learning loss among the elementary students in Jordan at high degrees. It also indicated that there were no statistically significant differences in the assessment of the teacher's role based on gender, qualification, or years of teaching experience. In the light of the results, the study recommended a number of activities such as holding workshops and seminars that raise the awareness of the Arabic language teachers about the necessity of diversification and the use of different teaching means that contribute to developing the abilities of the Arabic language for the elementary stage students.

Objective: This study aims to determine the conception and changes in conception of the pressure factor in chemical equilibrium material.   Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions.   Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students.   Results and Discussion: Basically students understand enough about chemical equilibrium shifts, but still have misconceptions, especially in writing down changes in reaction equations when chemical equilibrium is disturbed and analyzing phenomena using metacognitive examples of a concept in their surroundings.   Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have.   Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students.

AimsShort stature is one of the most common growth-related problems in children. This study aimed to determine the number of cases and etiological characteristics of short stature among patients presenting to two pediatric endocrinology clinics in Khartoum, Sudan.MethodsThis was a cross-sectional survey conducted at two pediatric endocrinology clinics. Records of all patients who presented for the evaluation of short stature during the period of JAN-2006 to DEC-2018 were assessed. Data was collected using a structured data sheet that involved medical history, physical examination, and laboratory tests. T-test and Chi-square test were used as statistical tests.ResultsRecords of 1135 cases were included. 67 (6%) were found to be not short and 1068 (94%) satisfied the short stature criteria, of these, 241/1068 (23%) were excluded because of incomplete records and loss to follow up. Therefore, 827 cases were analyzed. Figure 1The chronological age at presentation ranged from 1 to 31 years, with mean of 10.64±5.22 years. 461 (55.74%) cases were boys and 366 (44.26%) were girls. The mean age at presentation in boys was 10.75±5.47 years compared to 10.52±5.02 years in girls. (p=0.45), this difference wasn’t statistically significant.Short stature was first noticed by parents in 754 (91.2%) cases, by a doctor in 59 (7.1%) cases, and by patients themselves in 14(1.7%) cases.The mean time from observation of short stature to visit to the endocrinology department was 4.21±2.91 years. The mean height at presentation was 114.06±24.85 cm, -4.19±1.80 standard deviation (SD).According to the European Society of Pediatric Endocrinology (ESPE) classification,1 the most common cause of short stature was secondary growth failure in 386(46.5%), followed by primary growth failure in 222(27%), and idiopathic short stature in 219 cases(26.5%). Table 1.Abstract 408 Figure 1Abstract 408 Table 1ConclusionShort stature is a common cause of referral to the endocrinology clinic in Sudan, however, only 32% of cases turned out to have endocrine causes.Patients tended to have a more severe short stature and presented at a later age due to the lack of proper growth monitoring and referral guidelines in the primary and secondary care levels.Many cases were labelled as having idiopathic short stature and hopefully in the future and with the availability of facilities like molecular genetics specific diagnoses can be made. Growth monitoring with an early referral is important; therefore facilities and guidelines should be made available to general paediatricians and family physicians to identify cases that need a referral at a younger age. The facilities for diagnosis and management should be made affordable and covered by health insurance.• ESPE: European Society of Paediatric Endocrinology, SGA: Small for Gestational Age, CDGP: Constitutional Delay of Growth and puberty, FSS: Familial Short Stature.ReferenceWit JM, Ranke MB, Kelner CJH. ESPE Classification of paediatric endocrine diagnoses. Horm Res 2007;68(Suppl 2):1–120.