Development of prospective mathematics teachers’ professional noticing in a specific domain: proportional reasoning

The aim of this research is to identify aspects that support the development of prospective mathematics teachers’ professional noticing in a b-learning context. The study presented here investigates the extent to which prospective secondary mathematics teachers attend and interpret secondary school students’ proportional reasoning and decide how to respond. Results show that interactions in an on-line discussion improve prospective mathematics teachers’ ability to identify and interpret important aspects of secondary school students’ mathematical thinking.

Specific and reversible immobilization of proteins tagged to the affinity polypeptide C-LytA on functionalized graphite electrodes

We have developed a general method for the specific and reversible immobilization of proteins fused to the choline-binding module C-LytA on functionalized graphite electrodes. Graphite electrode surfaces were modified by diazonium chemistry to introduce carboxylic groups that were subsequently used to anchor mixed self-assembled monolayers consisting of N,N-diethylethylenediamine groups, acting as choline analogs, and ethanolamine groups as spacers. The ability of the prepared electrodes to specifically bind C-LytA-tagged recombinant proteins was tested with a C-LytA-β-galactosidase fusion protein. The binding, activity and stability of the immobilized protein was evaluated by electrochemically monitoring the formation of an electroactive product in the enzymatic hydrolysis of the synthetic substrate 4-aminophenyl β-D-galactopyranoside. The hybrid protein was immobilized in an specific and reversible way, while retaining the catalytic activity. Moreover, these functionalized electrodes were shown to be highly stable and reusable. The method developed here can be envisaged as a general, immobilization procedure on the protein biosensor field.