The sclera and conjunctiva form part of the eye’s tough, protective outer coat, and play important roles in the eye’s mechanical protection and immune defence, as well as in determining the size and shape of the eye globe. Advances in ocular imaging technology now allow these tissues in the anterior eye to be imaged non-invasively and with high resolution, however there is a paucity of data examining the dimensions of these tissues in paediatric populations. In this study, we have used optical coherence tomography (OCT) imaging to examine the normal in vivo thickness profile of the anterior sclera and overlying conjunctiva in 111 healthy young participants, including a large proportion of paediatric subjects. We demonstrate that the thickness of the anterior sclera varies significantly with measurement location and meridian. Tissue thickness also varied significantly with age, with younger subjects exhibiting significantly thinner scleras and significantly greater conjunctival thickness. Males were also found to exhibit significantly greater scleral thickness. Refractive error however was not significantly associated with either scleral or conjunctival thickness in this population. These findings provide new data describing the normative dimensions of anterior eye tissues in children and the factors that can influence these dimensions in young populations.

Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy-especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L2) as resources to access advanced mathematical curriculum. The article provides glimpses of instructional strategies that encourage mathematics discourse and biliteracy development. Encouraging secondary bilingual students to solve non-routine mathematical problems collaboratively may not only promote student engagement but also promote binumerate development.

Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics classroom. The focal research question was: In what ways do immigrant middle-school students use L1 and L2 to communicate and to reason mathematically? The students who participated were first-and second-generation immigrants from Mexico. Data included (1) ethnographic field notes, (2), videotape and audiotape of small-group work, (3) interviews with the bilingual mathematics teacher, and (4) student work. Findings suggest that (1) nonroutine mathematical problem posing is useful for eliciting productive talk and encouraging reasoning; and (2) when given the opportunity, ELLs are likely to draw productively upon their linguistic resources in L1 and L2 to support high-level mathematical reasoning.

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