Cognitive opportunities in textbooks: the cases of grade four and eight textbooks in Israel

The cognitive domain in mathematics, defined as thinking and understanding in the process of learning mathematics, is a main focus of curricula in many countries. This study explores breadth and depth of understanding as addressed in mathematics textbooks certified as aligned to Israeli national mathematics curricula. We compare opportunities for students to engage with mathematics requiring different types and levels of understanding provided by the tasks in mathematics textbooks. Comparison of two fourth grade and two eighth grade mathematics textbooks showed significant differences in the opportunities to learn in the cognitive domain that each provides. These differences can be quantified; the quantification defines the cognitive demand of the textbook. The cognitive demand of the four textbooks varies. This reveals a potential source of inequity in students’ opportunities to learn mathematics. Results should prompt discussion around standardization and alignment of textbooks to the cognitive goals of the curriculum.     

Protein recognition by bivalent, ‘turn-on’ fluorescent molecular probes

We show that the conversion of a known intercalating dye (i.e., thiazole orange) into a bivalent protein binder could lead to the realization of a novel class of ‘turn-on’ fluorescent molecular probes that detect proteins with high affinity, selectivity, and a high signal-to-noise (S/N) ratio. The feasibility of the approach is demonstrated with monomolecular probes that light-up in the presence of three different proteins: acetylcholinesterase (AChE), glutathione-s-transferase (GST), or avidin (Av) at low concentrations and with minimal background signal. The way by which such probes can be used to detect individual protein isoforms and be applied in inhibitor screening, cell imaging, and biomarker detection is described.