PURPOSE: Several studies have reported seasonal variation in intake of food groups and certain nutrients. However, whether this could lead to a seasonal pattern of diet quality has not been addressed. We aimed to describe the seasonality of diet quality, and to examine the contribution of the food groups included in the dietary guidelines to this seasonality.METHODS: Among 9701 middle-aged and elderly participants of the Rotterdam Study, a prospective population-based cohort, diet was assessed using food-frequency questionnaires (FFQ). Diet quality was measured as adherence to the Dutch dietary guidelines, and expressed in a diet quality score ranging from 0 to 14 points. The seasonality of diet quality and of the food group intake was examined using cosinor linear mixed models. Models were adjusted for sex, age, cohort, energy intake, physical activity, body mass index, comorbidities, and education.RESULTS: Diet quality had a seasonal pattern with a winter-peak (seasonal variation = 0.10 points, December-peak) especially among participants who were men, obese and of high socio-economic level. This pattern was mostly explained by the seasonal variation in the intake of legumes (seasonal variation = 3.52 g/day, December-peak), nuts (seasonal variation = 0.78 g/day, January-peak), sugar-containing beverages (seasonal variation = 12.96 milliliters/day, June-peak), and dairy (seasonal variation = 17.52 g/day, June-peak).CONCLUSIONS: Diet quality varies seasonally with heterogeneous seasonality of food groups counteractively contributing to the seasonal pattern in diet quality. This seasonality should be considered in future research on dietary behavior. Also, season-specific recommendations and policies are required to improve diet quality throughout the year.
Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.
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Many students persistently misinterpret histograms. This calls for closer inspection of students’ strategies when interpreting histograms and case-value plots (which look similar but are diferent). Using students’ gaze data, we ask: How and how well do upper secondary pre-university school students estimate and compare arithmetic means of histograms and case-value plots? We designed four item types: two requiring mean estimation and two requiring means comparison. Analysis of gaze data of 50 students (15–19 years old) solving these items was triangulated with data from cued recall. We found five strategies. Two hypothesized most common strategies for estimating means were confirmed: a strategy associated with horizontal gazes and a strategy associated with vertical gazes. A third, new, count-and-compute strategy was found. Two more strategies emerged for comparing means that take specific features of the distribution into account. In about half of the histogram tasks, students used correct strategies. Surprisingly, when comparing two case-value plots, some students used distribution features that are only relevant for histograms, such as symmetry. As several incorrect strategies related to how and where the data and the distribution of these data are depicted in histograms, future interventions should aim at supporting students in understanding these concepts in histograms. A methodological advantage of eye-tracking data collection is that it reveals more details about students’ problem-solving processes than thinking-aloud protocols. We speculate that spatial gaze data can be re-used to substantiate ideas about the sensorimotor origin of learning mathematics.
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