ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Signifiers in Mathematical Discourse in Korean and English
Author: Park, Jungeun
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Korean,Contrastive Linguistics,Discourse Analysis,Phonetics,Semantics,English,Language Usage,Asians,North Americans,Language Variation,Classroom Communication,Calculus,Mathematics Teachers,Language Teachers,College Faculty,Teacher Student Relationship,Foreign Countries

We consider how the existence of different signifiers for mathematical objects in different languages manifests in discourse about those objects. Based on the observation that there is a common signifier &quot;derivative&quot; in English used for both the derivative at a point and the derivative function and two phonetically and semantically different signifiers for those objects in Korean, we explore the differences between one Korean teacher's discourse and one American teacher's discourse about the derivative. Our analysis uncovered differences in metarules regarding the use of signifiers, as well as differences in possible connections to colloquial discourse. Additionally, we found that, after both objects are defined, the American teacher's discourse shifts in a way that precludes the simultaneous use of the common signifier for both objects whereas, in the Korean teacher's discourse, there was no similar shift. [For the complete proceedings, see ED630210.]
Mathematicians&apos; Language for Isomorphism and Homomorphism
Author: Rupnow, Rachel
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Algebra,Concept Formation,Mathematical Concepts,Abstract Reasoning,Figurative Language,Attitude Change,Generalization,Problem Solving,Undergraduate Students,Student Attitudes,College Faculty,Teacher Attitudes

Isomorphism and homomorphism appear throughout abstract algebra, yet how algebraists characterize these concepts, especially homomorphism, remains understudied. Based on interviews with nine research-active mathematicians, we highlight new sameness-based conceptual metaphors and three new clusters of metaphors: sameness/formal definition, changing perspectives, and generalizations beyond algebra. Implications include a way to articulate a conceptual purpose for homomorphism beyond its relationship to isomorphism: namely, as a tool for changing perspectives when problem-solving. [For the complete proceedings, see ED630210.]
Bridging Frequentist and Classical Probability through Design
Author: Provost, Amanda
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Probability,Models,Mathematics Instruction,Teaching Methods,Instructional Design,Weather,Scientific Research,Concept Formation,Grade 6,Thinking Skills,Middle School Students,Interdisciplinary Approach,STEM Education,Videoconferencing,COVID-19,Pandemics,Simulation

The frequentist and classical models of probability provide students with different lenses through which they can view probability. Prior research showed that students may bridge these two lenses through instructional designs that begin with a clear connection between the two, such as coin tossing. Considering that this connection is not always clear in our life experiences, we aimed to examine how an instructional design that begins with a scientific scenario that does not naturally connect to theoretical probability, such as the weather, may support students' bridging of these two models. In this paper, we present data from a design experiment in a sixth-grade classroom to discuss how students' shifts of reasoning as they engaged with such a design supported their construction of bridges between the two probability models. [For the complete proceedings, see ED630210.]
Psychoanalysis and Probabilistic Thinking
Author: Moore, Alexander S.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Psychiatry,Probability,Mathematics Instruction,Course Content,Thinking Skills,Relevance (Education),Teaching Methods,Self Concept,Psychological Patterns,Research Methodology,Vignettes

Psychoanalysis is largely overlooked in mathematics education, yet is relevant to many aspects of the field, such as the institution of the school, curriculum and instruction, and content. Specifically, one content area where psychoanalysis is both exceedingly relevant and absent is that of probability education. In this critical literature review, I resurface important literature on the topic of psychoanalysis and probabilistic thinking, providing a Lacanian synthesis of its relevance in the future of probability education research. Important concepts such as subjectivity, epistemology, and linguistics are explored, all of which hold massive implications for probability education researchers in their interpretations of students' probabilistic thinking. The purpose of the paper is to demonstrate the relevance of psychoanalytic theory to probability education research, and to introduce the idea of such an alignment to researchers. [For the complete proceedings, see ED630210.]
Manipulatives, Affordance and the Learning of Fraction: The Twelfth Task = Matériel de Manipulation, Affordance et Apprentissage des Fractions: La Tâche Douzième
Author: Jeannotte, Doris
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Instructional Materials,Mathematics Instruction,Teaching Methods,Learning Activities,Elementary School Students,Task Analysis,Decision Making,Instructional Design,Learning Theories,Learning Processes,Mathematical Concepts,Grade 4,Grade 5,Grade 6,Naming,Comparative Analysis

This study investigates the use of manipulatives by elementary students working on a fraction task. Extending previous work on the role played by the manipulatives in students' activity, we aim at describing how the choices made for the task design disrupt students' activity, creating opportunities to learn. The theoretical underpinnings allow envisioning the students' activity through the concept of routine and the manipulatives through the concept of affordance. The analysis of the students' mathematical activity allows us to better understand how manipulatives can serve as breaching elements, leading students to modify their mathematical activity, and thus, creating opportunities to learn. [For the complete proceedings, see ED630210.]
Undergraduate Perspectives on the Nature of Mathematics That Arise through Exploration of Unsolved Conjectures
Author: Pair, Jeffrey
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,Validity,State Universities,Majors (Students),Mathematics Education,Undergraduate Students,Student Attitudes,Emotional Experience,Problem Solving,Instructional Improvement,Prior Learning,Critical Thinking,Assignments,Self Concept,Minority Serving Institutions,Hispanic American Students

We report on a research study conducted within a transition-to-proof course for mathematics majors at a large public university. Within the course, students explored famously unproven conjectures and reflected on how their perspectives of mathematics changed through this exploration (if at all). In this report we share students' takeaways from the project. For instance, some students experienced mathematics as a creative subject for the first time, as they tried their own methods to solve the conjectures; other students reflected on developing a greater understanding of the behind the scenes work of mathematicians that goes into mathematical creation. We also report on the subjective emotional experiences of the students, which ranged from frustration from being unable to find patterns to enjoyable exploration. [For the complete proceedings, see ED630210.]
Playful Math: Modeling Students&apos; Engagement in Play-Based Algebra Activities
Author: Ellis, Amy B.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Play,Algebra,Mathematics Instruction,Learner Engagement,Personal Autonomy,Learning Activities,Student Motivation,Task Analysis,Goal Orientation,Creativity,Thinking Skills,Teaching Methods,Problem Based Learning,Grade 7,Grade 6,Video Technology,Learning Theories

Interest-driven activities, such as mathematical play, can support student agency, motivation, and engagement, and can foster dispositions that reflect authentic disciplinary engagement. However, the bulk of research on mathematical play investigates the mathematics that emerges in young children's natural play or in informal spaces such as video games. We introduce the term &quot;playful math&quot; to highlight the potential of playifying classroom-based activities, and we explore the nature of students' activity when engaged in playful math tasks in a teaching experiment. Our findings show that playful math tasks increased students' agency, authority, investment, and goal selection, as well as encouraged the development of creative, challenging ideas. We present a case of two students' playful engagement in the form of an Explore-Strategize Cycle and discuss implications of playful math for student engagement. [For the complete proceedings, see ED630210.]
Justifications Students Use when Writing an Equation during a Modeling Task
Author: Roan, Elizabeth
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Task Analysis,Mathematical Models,STEM Education,Undergraduate Students,Thinking Skills,Equations (Mathematics),Arithmetic,Multiplication,Behavior Patterns,Schemata (Cognition),Problem Solving,Videoconferencing,Teaching Methods

Literature typically describes mathematization, the process of transforming a real-world situation into a mathematical model, in terms of desirable actions and behaviors students exhibit. We attended to STEM undergraduate students' quantitative reasoning as they derived equations. Analysis of the meanings they held for arithmetic operations (+, -, ·, ÷) provided insight into how participants expressed real-world relationships among entities with arithmetic relationships among values. We extend the findings from K-12 literature (e.g., using multiplication to instantiate a rate) to STEM undergraduates and found evidence of new ways of justifying the usage of arithmetic operations (e.g., using multiplication to instantiate an amount). [For the complete proceedings, see ED630210.]
&quot;This One Is That&quot;: A Semiotic Lens on Quantitative Reasoning
Author: Gantt, Allison L.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Semiotics,Mathematics Instruction,Instructional Materials,Computer Software,Concept Formation,Mathematical Concepts,Thinking Skills,Mathematics Skills,Case Studies,Learning Processes,Algebra,Schemata (Cognition),Grade 6,Middle School Students,Task Analysis,Video Technology,Geometry

Despite significant research exploring students' quantitative reasoning, few studies have explored the semiotic processes that mediate its development. In this report, we present a case study to show how one student constructed a semiotic chain for a quantity as he worked with a mathematical task. Importantly, we connect frameworks for quantitative reasoning and semiotics to make sense of this process. Our findings show how our case student constructed a sign for a chunk of change in a triangle to support his later construction of the quantity of amount of change of area. We also describe how the case student leveraged these signs to bolster his development of the quantity of total area. We emphasize the role of artifacts, such as physical manipulatives, a digital applet, and a diagram, in this process. Finally, we discuss the implications of this analysis for future studies that explore students' constructions of quantity. [For the complete proceedings, see ED630210.]
Examining How Undergraduate Students Describe the Standards for Mathematical Practice
Author: Stoddard, Elyssa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Mathematics Education,Elementary Secondary Education,Common Core State Standards,Mathematics Teachers,Preservice Teachers,Preservice Teacher Education

While the Common Core State Standards for Mathematical Practice are a focal point of K-12 mathematics education, there is limited research examining how future teachers' (e.g., undergraduate students, teacher candidates) develop their conceptions of these standards. We investigate how opportunities within a mathematics-focused bridge course within a teacher education program provided opportunities for undergraduate students to develop their conceptions of the Standards for Mathematical Practice. Specifically, we explore how undergraduate students drew upon the Common Core provided descriptions to describe key practice ideas. This study contributes to the scholarship on mathematics teacher education and how teacher educators can support students in developing their understanding of mathematical practice. [For the complete proceedings, see ED630210.]
STEM Undergraduates&apos; Structural Conception of Rate of Change
Author: Kularajan, Sindura Subanemy
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Mathematics Instruction,Mathematical Models,Thinking Skills,Student Attitudes,Undergraduate Students,Change,Vignettes,Teaching Methods,Inferences,Multiplication,Problem Solving

Using data from teaching experiments and theories from quantitative reasoning, we built second-order accounts of students' mathematics with regards to how they conceived rate of change through operating on existing quantities. In this report, we explain three different ways STEM undergraduates structurally conceive rate of change as they constructed mathematical models for real-world scenarios. [For the complete proceedings, see ED630210.]
Opportunities for Reasoning-and-Proving in Mathematical Tasks: A Discursive Perspective
Author: Weingarden, Merav
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,Validity,Preservice Teachers,Secondary School Teachers,Lesson Plans,Logical Thinking,Cognitive Processes,Questioning Techniques

In this paper, we offer a novel framework for analyzing the Opportunities for Reasoning-and-Proving (ORP) in mathematical tasks. By drawing upon some tenets of the commognitive framework, we conceptualize learning and teaching mathematics via reasoning and proving both as enacting reasoning processes (e.g., conjecturing, justifying) in the curricular-based mathematical discourse and as participation in the meta-discourse about proof, which is focused on the aspects of deductive reasoning. By cluster analysis performed on 106 tasks designed by prospective secondary teachers, we identify four types of tasks corresponding to four types of ORP: limited ORP, curricular-based reasoning ORP, logic related ORP, and fully integrated ORP. We discuss these ORP and the contribution of this framework in light of preparing beginning teachers to integrate reasoning and proving in secondary mathematics classrooms. [For the complete proceedings, see ED630210.]
Family Altar as a Papuan Contextual Missiology Education in Christian Family Environment
Author: Labobar, Yohanes Kristian
Date: 2023-09-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Factors,Christianity,Family Environment,Ethnography,Clergy,Ceremonies,Indigenous Populations,Cultural Influences,Beliefs

This research aims to know and understand the position of the family altar in local Papuan culture in maintaining the holiness of today's increasingly modern families and realizing the mission of Christ. The research method used is Qualitative with an Ethnographic approach. The primary data sources in this study consist of individuals familiar with and engaging in Family Altar rituals. Meanwhile, secondary data sources encompass existing scientific literature. The researcher selected participants and respondents non-randomly, specifically opting for purposeful sampling. This approach involved the deliberate selection of participants and respondents, including ten families represented by functional church workers such as pastors, elders, and shamas, as well as five young individuals categorized as youths. Finally, the research results contribute to constructing this ritual tradition's values into the congregation's families who struggle with multi-ethnic, multi-cultural, and multi-religious challenges and still survive and mission elegantly.
Accounts of Culled-Out Students from Board Programs: A Phenomenological Inquiry
Author: Muegna, Kristy Jane R.
Date: 2023-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Agricultural Education,Admission Criteria,Phenomenology,Academic Persistence,School Holding Power,Student Characteristics,Coping,Withdrawal (Education),Student Adjustment,Reflection

The Culling System in every higher education institution ensures that only students who meet specific academic or performance standards remain in the program, which helps uphold the program's standards and effectiveness. Thus, this study aims to delve into the lived experiences of the students who were culled out from the board programs offered by the Kapalong College of Agriculture, Sciences and Technology in which qualitative research utilizing a phenomenological approach was utilized. The participants were the 14 students who were culled out from the board programs being offered by Kapalong College of Agriculture, Sciences and Technology who were purposively selected. Further, there were five (5) participants for the in-depth interview and another five (5) for the focus group discussion. The data gathered were analyzed through the use of coding and thematic analysis. The study is deemed beneficial since it can provide valuable insights into the effectiveness of culling practices in board programs wherein higher authorities can use this information to evaluate existing policies and programs related to student retention and support. It may lead to identifying potential flaws or areas for improvement in the current system.
Adolescence Students&apos; Critical Thinking Skills in the Context of Christian Education
Author: Patandung, Yosef
Date: 2023-09-00
Type: Journal Articles
Subjects: Christianity,Religious Education,Thinking Skills,Junior High School Students,Learning Processes,Teaching Methods,Critical Thinking,Skill Development,Student Evaluation,Foreign Countries

This study aims to assess the critical thinking skills of adolescent students at junior high schools in Rantepao, particularly in the context of Christian education. This study used quantitative design research and a proportionate stratified random sampling method to select the sample. There are 66 students became the sample of this study. Data were collected through a questionnaire that assessed the student's critical thinking skills based on the critical thinking indicators. The collected data was then analyzed using descriptive statistics calculation related to the variables of critical thinking skills. This study found that adolescent students at Junior High School in Rantepao have only a fair level of critical thinking skills in the context of Christian Education. This study highlights the need to improve students' critical thinking skills in Christian Education. Teachers should foster students' growth by focusing on their learning process and offering appropriate activities.
An Analysis of Leadership: Enhancing Pedagogy for Teachers at Al Mawasir Lamasi Islamic High School
Author: Loncing, Liswanto
Date: 2023-06-00
Type: Journal Articles
Subjects: High School Teachers,Religious Schools,Islam,Leadership Role,Administrator Role,Teacher Competencies,Teacher Effectiveness,Principals,Assistant Principals,Standards,Curriculum Development,Student Characteristics,Knowledge Base for Teaching,Instructional Materials,Pedagogical Content Knowledge,Student Evaluation,Technology Integration,Teaching Methods,Foreign Countries

This research explores the Madrasah Head's leadership role in enhancing teachers' pedagogical competence at Madrasah Aliyah Al Mawasir Lamasi, including various leadership styles and their impact. It also identifies supporting and inhibiting factors. This research employs a qualitative descriptive approach to objectively describe facts or phenomena by collecting data as they exist during the research process. The study was conducted at MA Al Mawasir Lamasi, located on Poros Lamasi Street, Lamasi District, Luwu Regency. The research subjects comprised 25 individuals, including the Head of the Madrasah, Vice Principals, and MA Al Mawasir Lamasi teachers. This study utilized three main data collection techniques: observation, interviews, and documentation. Based on the research results that involved data, interviews, observations, and documentation, as well as the analysis conducted, it is evident that the pedagogical competence of teachers at Madrasah Aliyah Al Mawasir Lamasi has been effectively implemented following the applicable competency standards. Implementing pedagogical competence encompasses mastery of instructional materials, understanding student characteristics, development of relevant curriculum, delivery of quality teaching, precise student assessment and evaluation, and utilizing information and communication technology as a supporting tool in the learning process.
Identifying Persistent Unconventional Understandings of Algebra: A Case Study of an Adult with Dyscalculia
Author: Lewis, Katherine E.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Identification,Algebra,Learning Disabilities,College Students,Cognitive Processes,Students with Disabilities,Problem Solving

Research on dyscalculia has focused almost exclusively on elementary-aged students' deficits in speed and accuracy in arithmetic calculation. This case study expands our understanding of dyscalculia by documenting how one college student with dyscalculia understood algebra during a one-on-one design experiment. A detailed case study of 19 video recorded sessions revealed that she relied upon unconventional understandings of algebraic quantities and notation, which led to persistent difficulties. This exploratory case study provides new insights into the character of difficulties that arose and persisted for one student with dyscalculia in the context of algebra and suggests the utility of documenting the persistent understandings that students with dyscalculia rely upon, particularly in understudied mathematical domains, like algebra. [For the complete proceedings, see ED630210.]
Middle School Students&apos; Types of Mathematical Personifications
Author: Wessman-Enzinger, Nicole M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Mathematics Instruction,Student Attitudes,Figurative Language,Freehand Drawing,Writing Assignments,Negative Attitudes,Power Structure,Emotional Response,Psychological Patterns,Positive Attitudes

Unpacking middle school students' mathematical relationships is important as a step towards improving mathematical relationships. In this study, 500 middle school students drew personifications of mathematics. We examined these personifications of mathematics for insight into their relationships with mathematics. Using constant comparative methods, we present various ways the middle school students personified mathematics. Negative relationships were personified with terrible beasts, abusers, authoritarians, and pests/nuisances. Positive relationships were personified with best friends and nature. Some personifications supported both positive and negative relationships or were neutral relationships. Reflecting on these personifications point to components of positive relationships with mathematics that we should support and confronts ways we may be perpetuating negative relationships with mathematics. [For the complete proceedings, see ED630210.]