ethanporcaro/eric-fulltext-meta huggingface dataset:
Generalizing and Proving in an Elementary Mathematics Teacher Education Program: Moving beyond Logic
Author: Weinberg, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Generalization,Mathematics Education,Teacher Education Programs,Teaching Methods,Validity,Mathematical Logic,Preservice Teachers,Elementary School Teachers,College Faculty,Mathematics Teachers,Teacher Attitudes,Student Attitudes,Problem Solving,Mathematics Instruction

Generalization and proof are a foundation of mathematical practice and as such should be integral to K-12 mathematics instruction. However, if generalizing and proving are to become popular within K-12 mathematics classrooms, we must consider how to effectively enlist pre-service teachers (PSTs) into supporting these activities in their prospective students. Some researchers have suggested that the major challenges to generalization and proving for students in mathematics lie in developing and explicating logical statements. These researchers indicate that children do not have access to these forms of reasoning until adolescence. Those holding such views typically do not advocate for the training of PSTs in elementary education to support mathematical generalizing and proving. This study characterizes the views of and engagement with mathematical generalizing and proving of those principally involved in elementary mathematics education: mathematics faculty, mathematics education faculty, and PSTs. These views and this engagement are analyzed from survey responses and participation in a problem-solving session. Few PSTs provided descriptions of proving as a generalized explanation and demonstrated explicit generalization and proving infrequently. The results suggest that a mathematical focus on logic may be an impediment to proving and generalizing.
Pre-Service Teachers&apos; Perceptions of the Use of Representations and Suggestions for Students&apos; Incorrect Use
Author: Lee, Mi Yeon
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Student Attitudes,Mathematical Concepts,Problem Solving,Fractions,Mathematical Models,Instructional Design,Methods Courses,Preservice Teacher Education,Manipulative Materials

In this study, we investigated how elementary pre-service teachers (PSTs) perceive using representations in teaching mathematics and what fractional representations (e.g., manipulatives or models) they suggest to guide students' incorrect use of representations in learning fractions. A written questionnaire was administrated to 151 PSTs at a large Southwestern university in the US. An inductive content analysis approach including both qualitative and quantitative analyses was used to analyze the data. Findings suggested that fraction-related topics were the PSTs' main choices for using representations, and they valued understanding concepts and making connections between representations and concepts. Also, the findings showed the PSTs' tendency to use models procedurally and their predominant dependency on a few types of models (e.g., wedged circular models) in guiding students who use representations incorrectly. Implications for designing mathematics methods courses that support effective use of representations are discussed.
Methods of Using Cases from the Life of Outstanding Mathematicians in the Training of Future Teacher
Author: Pavlova, Oksana A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,History,Mathematics,Professional Personnel,Scientists,Mathematics Instruction,Ethical Instruction,Preservice Teacher Education,Biographies,Case Studies,Extracurricular Activities

An appeal to the personalistic component of the history of mathematics, stories about scientists who have contributed to its development, contribute to the implementation of the educational aspect in the teaching of mathematics. A question arises: how can a mathematics teacher shape the moral qualities of a child, including patriotic and international feelings; what pedagogical means he can use at the same time; how to prepare a teacher for this type of activity at a university. Based on the purpose of the study, the case study method was chosen as the main tool, which allowed us to carefully study the data (biographical materials) in a certain context (in terms of their educational potential). Biographies of outstanding mathematicians were analyzed and cases related to the manifestation of their qualities in various life situations were identified. The publications and experience of teachers were considered in terms of the possibility of including this material in the process of teaching mathematics. The empirical experience of implementing the process of training a teacher-educator in the framework of teaching methodological and mathematical disciplines and organizing extracurricular activities of a professional orientation was generalized. As a result, the main directions of work on the implementation of educational activities through the appeal to the patterns of behavior of the creators of mathematics were identified: the creation of biographical essays and the preparation of presentations that reveal personal experience and career trajectory; the inclusion in the discussion of the actions and facts from the life of outstanding mathematicians; the inclusion in the discussion of actions and facts from the life of these wonderful people; preparation of brief historical notes on the discoveries of Russian mathematicians of different historical periods and other near-mathematical events; making presentations, wall newspapers (traditional or interactive) or video clips, organizing mathematical holidays, etc. The practical significance of the materials of this article lies in the fact that the developed system of work, including getting to know the cases from the life of scientists in the framework of training sessions, setting practice-oriented tasks for organizing independent work of students and organizing extracurricular educational activities in the form of group projects, contributes to the formation of the future teacher's readiness to use the educational potential of cases from the life of scientists in educational work.
Preservice Teachers&apos; Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
Author: Castro, Walter F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Persuasive Discourse,Instructional Design,Mathematics Instruction,Geometry,Teaching Methods,Planning,Mathematical Logic,Rhetoric,Pedagogical Content Knowledge

This paper presents research on the argumentation that preservice teachers perform when designing and teaching geometry. Argumentation is associated with speech acts carrying didactical intentions. This research study features of preservice teachers' argumentation when explaining geometry tasks both to peers, during preparation and discussion of designed activities, and to students in the classroom. This is qualitative research and the results support establishing relationships between the didactical dimension of the didactic-mathematical knowledge model and some characteristics of the argumentation that preservice mathematics teachers exhibit during their planning and teaching.
The Development of Fair Play in Physical Education and School Sports: A Systematic Review
Author: Domínguez, Benjamín Navarro
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Physical Education,Athletics,Sportsmanship,Prosocial Behavior,Elementary School Students,Secondary School Students,Preadolescents,Adolescents,Values,Social Responsibility,Intervention,Educational Research,Foreign Countries

In today's society, values are already an important part of any social and educational project. Physical activity and sport are excellent instruments to promote the conveyance of values resulting in personal and social development. However, an increasing number of authors state that the mere practice of physical activity in itself does not develop morality. The aims of this study were: 1) to conduct a systematic review of the effects of those research studies related to fair play where intervention programmes were implemented; 2) to describe and review these interventions. For this purpose, a systematic search was undertaken, in accordance with the PRISMA Declaration guidelines, in the Web of Science, Scopus, and SportDiscus databases. A total of 13 studies which met the inclusion criteria were selected. The results showed that the Sport Education Model, with the implementation of a fair play system, obtained a statistically significant increase in the level of respect for social conventions, respect for rules and referees, full commitment, and respect for opponents. On the other hand, the application of the Personal and Social Responsibility model led to improvements in fair play, rough play and the importance of winning. The main practical application of this systematic review is to help teachers and coaches in the development of fair play, as well as to identify those methodologies which provide the best results for the development of fair play in students and athletes during the sports training stage.
Reexamining the Measurement of Pro-Environmental Attitudes and Behaviors to Promote Sustainable Development: A Systematic Review
Author: Nkaizirwa, Josephat Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Sustainable Development,Climate,Behavior,Ecology,Social Psychology,Social Theories,Social Responsibility,Social Attitudes,Natural Resources,Recycling,Pollution,Technology,Energy Conservation,Individual Characteristics,Geographic Regions,Activism,Industry

An increasing trend of environmental problems is largely associated with human interaction with nature. While individual attitudes and behavior play a pivotal role in attaining sustainable ecological actions, this article questions whether there is adequate coverage of the current environmental issues in the existing scales measuring environmental attitudes and behaviors. To achieve the United Nations sustainable development goals (SDGs), sustainable efforts need to be invested to shape human interaction with nature. Nonetheless, the question of whether an effective change in attitudinal and behavioral constructs can translate into objective ecological actions requires sound measurements. Based on an analysis of 54 scales, the present article reveals that some critical environmental issues such as climate change and inclusiveness of science and technology have largely been neglected. It further brings out a conclusion that proposes a transitional approach for environmental psychologists to rethink the measurement approaches that broadly enhances sustainable development in global terms.
Video in Education from &apos;Sage on the Stage&apos; to &apos;TV Talk Show Host&apos;: Where to Next?
Author: Schulz, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Educational History,Transformative Learning,Teaching Styles,Instructional Design,Instructional Effectiveness,Learning Experience,Active Learning,Learner Engagement,Lecture Method,Visual Aids,Narration

This paper looks back at the last 20 or so years of research into using video in education and seeks to see what it tells us about creating video to support learning. The exploration is literature-based and involves a critical discussion of articles on video-based learning and related pedagogical principles and methodologies. Literature chiefly focuses on the principles and characteristics of video that help to transmit and wrap the learning content in a way that will call the learner's attention. Few of the discussed articles attend to learning as the transformation of information per se. Nor do they speak to a clearer pedagogy for video. The scholarly inquiry into the pedagogy within the video, a certain pedagogical style and design of the video necessary to support and thus lead to learning, is lacking. Therefore, the explanatory power of the instructional video and the elements that enable a more transformative learning pedagogy for video are to be yet identified. The video format proves to be effective when compared to other forms of presentation. However, the effectiveness of a learning video is not due to the format itself, but to the principles of its judicious use. This study seeks to advance this premise and insists that transformation in learning is possible through a successful video experience. Upholding this presumption should encourage instructional designers and lecturers to make good the pedagogical principles rather than searching for unending technology and production techniques in order to design an effective learning video and employ its affordances to good ad-vantage. Since creating videos for learning purposes largely adopts a transmission of knowledge approach, this paper discusses the results of a literature review that supports the transmission styles of learning. However, additionally, it explores the literature to identify the elements that enable a more transformative learning pedagogy for video. As a consequence, the tension be-tween the two approaches has been revealed. These discrepancies emphasise the urge for clarification to help research into video-based learning move forward and make headway towards a more efficient learning experience.
The Organization of the Educational Process in Kharkov Imperial University (1835-1863)
Author: Lebid, ?ndrii E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Educational History,Primary Sources,Intellectual Disciplines,Course Descriptions,Faculty Workload,Teaching Guides,College Faculty,Teacher Role,Lecture Method,Foreign Countries,Higher Education

This paper analyzes 'The Review of Instruction in Subjects at Kharkov Imperial University', an official document that regulated the organization of the educational process in Kharkov Imperial University. The work provides an insight into the evolution of modifications to the titles of this historical source for the entire period it was published. It examines the document's substantive and formal characteristics such as structure, format, and data presentation. A quantitative analysis of data from the document helped establish a list of disciplines and courses taught at the university and measure the weekly academic load of students in Kharkov Imperial University (in hours), which made it possible to also measure this load across terms and for instructors as well. The study helped establish certain distinctive characteristics of the document -- more specifically, the fact that it contained recommendations regarding scholarly and scholarly-instructional study guides that instructors were to use in their work. Such recommendations were eventually replaced with a list of recommended literature for each course taught at the university. The present paper also provides dynamic data on the quantitative composition of the teaching workforce in each specific department. The authors established the scholarly-pedagogical potential of Kharkov Imperial University in the period between Nicholas's University Statute of 1835 and Alexander's University Statute of 1863. It was established that, in addition to their primary duties at the university, professors also gave public lectures, which had them adapting their courses to the needs and interests of the public. As a rule, giving public lectures was not a burden on instructors, as it was voluntary in nature. Among other matters, the authors researched the nonacademic component of university education -- more specifically, the teaching of the &quot;pleasing arts&quot;. Based on this, a conclusion was drawn that the model of higher education in the Russian Empire in the 19th century was focused on the all-round development of a person.
An Examination of the Factors Leading to Students&apos; Preference and Satisfaction with Online Courses
Author: Baker, David Mc. A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Satisfaction,Preferences,Undergraduate Students,African American Students,Black Colleges,Online Courses,Electronic Learning,Synchronous Communication,Usability,Prior Learning,Affordances,Expectation,Grade Point Average,Business Administration Education

This paper presents the results of a one-year study of undergraduate business students' preference and level of satisfaction with online instruction at one university. A questionnaire was voluntarily completed by 305 undergraduate business students during the 2019-2020 academic year. Multiple regression analysis revealed that prior experience with online courses, ease of communication, personal benefits--convenience of taking online courses and expectation of improving GPA were positively associated with satisfaction in online courses relative to face-to-face courses. Learning benefits from online courses such as availability of course materials did not have a significant relationship. Satisfaction was positively related to preference for online courses. Demographic factors such as age and gender had no significant effect on satisfaction with online courses.
The System of Public Education in Baku Governorate in the Period between the Second Half of the 19th Century and the Early 20th Century. Part 1
Author: Magsumov, Timur A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,Private Education,Secondary Education,Elementary Education,School Demography,Religious Schools

This work analyzes the system of public education in Baku Governorate in the period between the second half of the 19th century and the early 20th century. This part of the work examines the timeframe 1849-1900, i.e. the period from the creation of the governorate to the beginning of the 20th century. The key source used in putting this work together is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region's schools under the purview of the Ministry of Public Education. Wide use was made of the statistical method. The authors researched the reports for statistical data on the following: the types of the region's educational institutions, the number of schools in the region, the region's library holdings, and the region's student body (information related to student demographics, including ethnicity, religion, social estate, and gender). The use of the statistical method helped identify some of the key distinctive characteristics of the development of the system of public education in Baku Governorate in the period 1849-1900. The authors' conclusion is that the system of public education in Baku Governorate had markedly distinct characteristics. Above all, this was the case with its private educational institutions, which played an important role in the development of its public education system. By the year 1900, Baku Governorate had in place an entire network of public and private educational institutions, which included six gymnasia, seven lower educational institutions, and 113 primary schools. Gender-wise, girls comprised just 31% of the region's total student body, which at the time was quite characteristic of areas with a large Muslim population.
An Investigation on Male High School Students&apos; Motivation and Achievement in English Learning
Author: Kim, Yoon-Kyoun
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Males,Learning Motivation,Academic Achievement,High School Students,Grade 10,Language Tests,Achievement Tests,Factor Analysis,Self Concept,Student Attitudes,Language Attitudes,Foreign Countries

This study examined the characteristics of male high school English learners' motivation and the relations between their motivation and achievement in English learning. A total of 334 Grade 10 students in a boys' high school participated in this study by completing a questionnaire survey on second language (L2) learning motivation and taking an English achievement test. As a result of explanatory factor analysis, five factors were found as underlying constructs for male high school students' English learning motivation: The Ought-to L2 Self, The Ideal L2 Self, The Feared L2 Self, Instrumentality, and Intrinsic Motivation. In terms of the structural relationships between the learners' motivation and achievement in English learning, the ideal L2 self and intrinsic motivation exerted a direct impact on their motivated L2 behavior, and then English achievement mediated by the motivated L2 behavior. The other factors had an indirect influence on motivated L2 learning behavior, mediated by the ideal L2 self and intrinsic motivation. Based on the findings, we suggested motivational activities to realize the creation of the ideal L2 self among male high school English learners.
Effects of Project-Based Learning on Students&apos; Motivation and Self-Efficacy
Author: Shin, Myeong-Hee
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Self Efficacy,Student Projects,Active Learning,Video Technology,Cooperative Learning,Task Analysis,Teamwork,Teaching Methods,Student Attitudes,Learning Processes,Goal Orientation,Second Language Learning,Second Language Instruction,English (Second Language),Academic Ability,Information Technology,Technology Integration,Elective Courses,Listening Comprehension,Speech Communication

The study aims to investigate the effect of project-based learning on students' motivation and their self-efficacy. Project-based learning is an instructional technique which has been proven to be effective because it allows students to play an active role in their own learning process. By participating in a project-based learning model, students are able to construct their own knowledge and reflect upon their learning projects, resulting in increased motivation and self-efficacy. In this particular study, 79 students were distributed among 13 teams and each team shared a common goal. Each team was given a project, and every student in each team was assigned a task that would help the team achieve the preset goal. The project in this study was a video production that required students to work together in collaborative ways. The results of this study support the idea that project-based learning has a positive influence in students' motivation and is able to enhance their cooperation skills as well. Furthermore, student responses in the survey taken after the project shows that the students' perceptions toward project-based learning are very positive. Further research is suggested to find the effects of project-based learning on students' motivation and self-efficacy in different levels, grades, or age groups.
How Visual Thinking Strategies Using Picture Book Images Can Improve Korean Secondary EFL Students&apos; L2 Writing
Author: Yeom, Eun Young
Date: 2018-00-00
Type: Journal Articles
Subjects: Visualization,Picture Books,Second Language Learning,Second Language Instruction,English (Second Language),Critical Thinking,Thinking Skills,Secondary School Students,Writing (Composition),Content Analysis,Risk,Language Usage,Writing Instruction,Writing Improvement,Foreign Countries,Teaching Methods

This research aims to explore whether guided visual artwork discussions called Visual Thinking Strategies (VTS) using picture book images can benefit and enhance Korean EFL secondary students' L2 writing. Incorporating content analysis, this research examines how carefully guided artwork discussions can enhance visual understanding, critical thinking skills and interpretive L2 writing skills. The L2 writing samples of the focal students revealed that they were able to think based on visual clues. The discussions were led by the teacher who pointed out significant visual elements and allowed time for the students to explore diverse ideas. The focal students were able to piece together the jigsaw of the images and articulate their thoughts in English, during which time they learned to take risks and to make mistakes in using a foreign language. Their critical comments and improved L2 writing suggest how critical/aesthetic thinking skills can be developed through continued visual practices in a secondary EFL setting.