Meprin and TRAF homology (MATH)-domain-containing proteins are pivotal in modulating plant development and environmental stress responses. To date, members of the MATH gene family have been identified only in a few plant species, including Arabidopsis thaliana, Brassica rapa, maize, and rice, and the functions of this gene family in other economically important crops, especially the Solanaceae family, remain unclear. The present study identified and analyzed 58 MATH genes from three Solanaceae species, including tomato (Solanum lycopersicum), potato (Solanum tuberosum), and pepper (Capsicum annuum). Phylogenetic analysis and domain organization classified these MATH genes into four groups, consistent with those based on motif organization and gene structure. Synteny analysis found that segmental and tandem duplication might have contributed to MATH gene expansion in the tomato and the potato, respectively. Collinearity analysis revealed high conservation among Solanaceae MATH genes. Further cis-regulatory element prediction and gene expression analysis showed that Solanaceae MATH genes play essential roles during development and stress response. These findings provide a theoretical basis for other functional studies on Solanaceae MATH genes.

Basic elementary function is an important module in mathematics learning, and its abstract nature leads to an increase in learning difficulty. Computer information technology has created a new path for visualizing abstract content. Computer-aided teaching is an educational means that has emerged in recent years, but there are many problems that need to be solved urgently in the process of using it. This paper aims to emphasize the importance of computer in mathematics education and compare computer-aided education with other forms of teaching technology. Therefore, based on the constructivist learning theory, this paper puts forward educational strategies to make learning more enjoyable and sustainable through the computer-aided teaching and learning (CATL) system. The proposed method is an important idea to implement and apply each teacher\'s teaching and learning experience, thus making learning enjoyable and interactive. The CATL system is a gateway to enhance the efficiency and sustainability of the education system. Computer education is part of the curricula of schools because it is vital to every learner today. The research results from 320 students and 8 teachers in a university show that, the CATL system improves the student\'s performance and interaction between teacher and student. The CATL attains 94.43% of the performance rate, which is not attainable by other approaches.

UNASSIGNED: Previous studies have shown that intratumoral heterogeneity (ITH) is associated with poor clinical outcomes and is thought to be a mechanism of resistance to chemotherapy and radiotherapy.
UNASSIGNED: We aimed to determine how ITH affects the response to drug therapy in breast cancer (BC).
UNASSIGNED: We assessed ITH using mutated allele tumor heterogeneity (MATH) data from BC patients in the TCGA database.
UNASSIGNED: The study enrolled 515 patients with BC treated with chemotherapy from the TCGA database who had available data on survival, whole-exome sequencing, and genome-wide transcriptome sequencing. Additionally, 399 MSK-BRCA cohort patients were treated with chemotherapy.
UNASSIGNED: All statistical analyses were conducted using R. All comparisons were made using the two-sided Mann-Whitney test, Pearson\'s Chi-squared test, and the Kruskal-Wallis test. Statistical significance was defined as P values less than 0.05 (*P < 0.05). The survival package in R was used to conduct the analysis.
UNASSIGNED: Additional analysis was performed on 515 BC patients receiving adjuvant chemotherapy. MATH was associated with overall survival (OS) in multivariate analysis (hazard ratio (HR), 1.432; 95% confidence interval, 1.073-1.913; P = 0.015). Pathway enrichment and immune cell analysis revealed that the low MATH group had significantly higher infiltration of 24 different types of immune cells than the high MATH group.
UNASSIGNED: Individuals with low MATH scores had a longer OS than those with high MATH scores. Immune responses were significantly enhanced in breast cancer patients with low MATH scores.

BACKGROUND: Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children\'s academic competence remains poorly understood.
OBJECTIVE: To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students\' academic competence.
METHODS: Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3).
METHODS: The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3).
RESULTS: For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined.
CONCLUSIONS: Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed.

Substantial evidence has suggested that reading and math are supported by executive processes (EP). However, to date little is known about which portion of the neural system underpinning domain-general executive skills works to support reading and math. In this study, we aimed to answer this question using fMRI via two complementary approaches. First, imaging data were acquired whilst a sample of 231 adolescents performed each of three separate tasks designed to assess reading comprehension, numerical magnitude estimation, and EP in working memory (WM), respectively. With careful task designs and conjunction analyses, we were able to isolate cross-domain brain activity specifically related to EP, as opposed to lower-level domain-general processes (e.g., visual processing). Second, the meta-analytic tool Neurosynth was used to independently identify brain regions involved reading, math, and EP. Using a combination of forward and reverse statistical inference and conjunction analyses, we again isolated brain regions specifically supporting domain-general EP. Results from both approaches yielded overlapping activation for reading, math, and EP in the left ventrolateral prefrontal cortex, left inferior frontal junction, and left precentral gyrus. This pattern suggests that posterior regions of the prefrontal cortex, rather than more central regions such as mid-DLPFC, play a leading role in supporting domain-general EP utilized by both reading and math.

Previous meta-analytic studies have revealed that set-shifting ability contributes to achievement in math and reading equally during childhood, but less is known about whether set-shifting ability plays an equally important role in achievement in different school subjects during high-school learning. To fill this research gap, the current study examined the association between set-shifting ability and academic achievement among 10th-grade Chinese adolescents who attended high school (N = 221). Meanwhile, we further explored the possible mechanisms underlying this association by testing the mediating role of math abilities (i.e., arithmetic and algebraic ability). Set-shifting ability was measured through a task-switching task in which participants continuously change task rules based on color and shape sets. Academic achievement was indexed by curriculum-based examination scores. Based on exploratory factor analyses, the achievement scores could be classified into two categories: (a) science and math achievement, including math, physics, chemistry, biology, and geography scores; and (b) humanities achievement, comprising Chinese, English, history, and politics scores. Arithmetic ability and algebraic ability were measured by participants\' ability to perform calculations and solve algebraic equations, respectively. Correlation and regression analyses found that set-shifting ability was related to science and math achievement, but not to humanities achievement. Furthermore, the association between set-shifting ability and science and math achievement is partly mediated by algebraic ability. Together, these results suggest that set-shifting ability plays a domain-specific role in achievement. That is, set-shifting ability is specifically linked to science and math achievement in Chinese adolescents, and this specific link may be partly mediated by algebraic ability.

The associations among parenting behaviors, effortful control, and student engagement in math were examined in a sample of Chinese children. The sample was composed of 778 students (Mage = 10.43 years, SD = 0.99) from Grades 4 to 6 in Shanghai, China. Children completed questionnaires to assess parental warmth and hostility, effortful control, and student engagement in math. The results indicated that parental warmth was positively correlated with math engagement whereas parental hostility was negatively correlated with math engagement. In addition, mediational analyses indicated that effortful control fully mediated the association between parental hostility and math engagement, but partially mediated the association between parental warmth and math engagement. This study offers insights into a mediating mechanism linking the relationships among parenting behaviors, effortful control, and math engagement.

The objective of the current study was to examine whether the relation between aerobic fitness and academic achievement during adolescence is subject-dependent, and to investigate cumulative and recency effects.
This study made use of two nationwide datasets. The first was the aerobic fitness profile of junior high school students collected by the Ministry of Education in Taiwan. The second contained the scores on the Basic Competence Test for Junior High School Students (BCTJH). The sample consisted of 382,259 students who completed the BCTJH in the 5 years between 2009 and 2013. Data on each student\'s aerobic fitness during their three years of junior high school were matched with their exam results at the end of this period.
The results revealed that students classified as highly-fit during at least one of the three years had higher BCTJH scores than those who never achieved this level, with the size of effect increasing with the length of time that fitness was maintained. Additionally, aerobic fitness in the final year was more closely linked to BCTJH scores than that in the earlier two years. Fitness was also more strongly associated with exam performance in math, science and social science, relative to language-related subjects.
Our findings suggest that while aerobic fitness is positively related to academic achievement in Taiwanese junior high school students, the relationship depends on academic subject, as well as the length and time of being aerobically fit.

Do the processing and online manipulation of stimuli that are less familiar require more working memory (WM) resources? Is it more difficult to solve demanding problems when the symbols involved are less rather than more familiar? We explored these questions with a dual-task paradigm in which subjects had to solve algebra problems of different complexities while simultaneously holding novel symbol-digit associations in WM. The symbols were previously unknown Chinese characters, whose familiarity was manipulated by differential training frequency with a visual search task for nine hour-long sessions over 3 weeks. Subsequently, subjects solved equations that required one or two transformations. Before each trial, two different integers were assigned to two different Chinese characters of the same training frequency. Half of the time, those characters were present as variables in the equation and had to be substituted for the corresponding digits. After attempting to solve the equation, subjects had to recognize which two characters were shown immediately before that trial and to recall the integer associated with each. Solution accuracy and response times were better when the problems required one transformation only; variable substitution was not required; or the Chinese characters were high frequency. The effects of stimulus familiarity increased as the WM demands of the equation increased. Character-digit associations were also recalled less well with low-frequency characters. These results provide strong support that WM capacity depends not only on the number of chunks of information one is attempting to process but also on their strength or familiarity.