The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students’ diverse social, economic, and academic background, this study sought to examine teachers’ perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers’ perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers’ beliefs, expectations for students, access to resources, students’ socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics.

Objective:To determine the patient safety culture among nurses working at intensive care units.Methods:This descriptive study was conducted at intensive care units of Health Practice and Research Center of Erciyes University and Kayseri Education and Research Hospital in the city center of Kayseri in Turkey. Three hundred sixteen nurses working at intensive care units at these hospitals were included in the study. Data were collected by using Hospital Survey on Patient Safety Culture (HSOPSC), developed by Agency for Healthcare Research and Quality. Percentage distribution and Mann Whitney U Test were used to analyze the data.Results:About 13.6% of the nurses working at intensive care units stated that they faced incidents of potential threat to the patient safety and that 48.8% of these cases were falls. Although a great majority of the nurses (88%) indicated that they never documented a case report, they assessed the patient safety in their institution as acceptable (43%). Out of the 12 dimensions of Hospital Survey on Patient Safety Culture, the percentage of positive responses was the highest for “teamwork within units” dimension and lowest for the “non-punitive response to error” dimension.Conclusion:Awareness of the nurses regarding patient safety should be raised and their related knowledge should be kept up-to-date through more frequent in-service trainings.

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Design-based research and teaching experiments are relatively new and popular intervention methods compared to other research methods. They have recognized as potential intervention methods that can generate theory, educational designs/products and technological developments. The aim of this study is to explain design-based research and teaching experiment paradigms within their theoretical framework. Moreover, the study aims to examine the similarities and differences of the two methodologies with each other and also with other research methods and to explain how research designs should be in order to fulfil the characteristics of these two research methods. Along with these aims, this study targets to frame a pathway for the researchers that will utilize these methods.

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