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This is a study of “design teams,” comprised of teachers and families, tasked with developing materials and activities to support early math learning at both home and school. In design teams, teachers learn about family expertise while families learn about classroom practice. The design teams are part of a larger project (Math Partners) that supports early math learning through home/school collaboration. This study focuses on the first full year of this project and asks: (1) How are relationships formed in design teams? (2) How do relationships impact the effectiveness of design teams’ work? 

Teacher–family co-design can be harnessed as a means to redistribute expertise to create culturally and linguistically relevant math activities that invite family engagement, strengthen school–home relationships, increase teacher and caregiver self-efficacy, and support children’s learning (Eason et al., 2022; MacDonald et al., 2025; Quintos et al., 2025). This presentation will report on findings from a year-long co-design process in two preschool classrooms. It will answer the following questions: what power-sharing moves and facilitation practices enable effective co-design (RQ1), what conditions sustain participation and relationship building (RQ2), and what pitfalls hinder success (RQ3)? 

When families and schools work together, children reap numerous benefits. Unfortunately, years of research suggests that establishing family-school partnerships can be difficult to development and challenging to sustain. Math Partners promotes powerful, equitable family-school partnerships in support of young children’s math development using Dual Capacity-Building Framework for Family-School Partnerships (Mapp & Bergman, 2021). In phase 1 of Math Partners, we facilitated a series of meetings between two teams including teachers and family members of children in their classroom as they co-constructed culturally appropriate, playful math activities. This paper describes how families and teachers communicated, what team members learned from each other, and how the opportunity to partner together impacted their shared goals for supporting young children’s math development. 

Abstract Quantum Chromodynamics predicts a phase transition from hadronic matter to quark–gluon plasma (QGP) at high temperatures and energy densities, where quarks and gluons (partons) are no longer confined within hadrons. The QGP forms in ultrarelativistic heavy-ion collisions. Anisotropic flow coefficients, quantifying the azimuthal expansion of produced matter, probe QGP properties. Flow measurements in high-energy heavy-ion collisions show a distinctive grouping of anisotropic flow for baryons and mesons at intermediate transverse momentum – a feature associated with flow imparted at the quark level, confirming QGP existence. The observation of QGP-like features in proton–proton and proton–ion collisions has sparked debate about QGP formation in smaller systems. For the first time, we demonstrate the distinctive grouping of anisotropic flow for baryons and mesons in high-multiplicity proton–lead and proton–proton collisions at the Large Hadron Collider (LHC). These results are described by a model including hydrodynamic flow followed by hadron formation via quark coalescence, consistent with the formation of partonic flowing systems in these collisions. 

Cosmogenic nuclide techniques have advanced the geosciences by providing tools for exposure age dating, burial dating, quantification of denudation rates and more. Advances in geochemistry, accelerator mass spectrometry and atom trap trace analyses are ushering in a new cosmogenic nuclide era, by improving the sensitivity of measurements to ultra- trace levels that now allow new applications of these techniques to numerous Earth surface processes. The advances in cosmogenic nuclide techniques have equipped the next generation of geoscientists with invaluable tools for understanding the planet, but addressing pressing needs requires rising to an even greater challenge: imbuing within the cosmogenic community, and the geosciences as a whole, a commitment to justice, equity, diversity and inclusion that matches our dedication to scientific research. In this Primer, we review the state of the art and recent exciting breakthroughs in the use of cosmogenic nuclide techniques, focusing on erosion factories over space and time, and new perspectives on ice sheet stability. We also highlight promising ways forward in enhancing inclusion in the field, as well as obstacles that remain to be overcome. 

It might be highly effective if students could transition dynamically between individual and collaborative learning activities, but how could teachers manage such complex classroom scenarios? Although recent work in AIED has focused on teacher tools, little is known about how to orchestrate dynamic transitions between individual and collaborative learning. We created a novel technology ecosystem that supports these dynamic transitions. The ecosystem integrates a novel teacher orchestration tool that provides monitoring support and pairing suggestions with two AI-based tutoring systems that support individual and collaborative learning, respectively. We tested the feasibility of this ecosystem in a classroom study with 5 teachers and 199 students over 22 class sessions. We found that the teachers were able to manage the dynamic transitions and valued them. The study contributes a new technology ecosystem for dynamically transitioning between individual and collaborative learning, plus insight into the orchestration functionality that makes these transitions feasible.