ethanporcaro/eric-fulltext-meta huggingface dataset:
Second-Graders' Mathematical Practices for Solving Fraction Tasks
Author: Moyer-Packenham, Patricia S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Mathematics,Problem Solving,Grade 2,Mathematics Skills,Number Concepts,Interviews,Rural Schools,Interpersonal Communication,Concept Formation,Coding,Learning Strategies

Recently, over 40 states in the United States adopted the Common Core State Standards for Mathematics (CCSSM) which include standards for content and eight standards for mathematical practices. The purpose of this study was to better understand the nature of young children's mathematical practices through an exploratory examination of the practices of a group of second-grade students engaged in several mathematical tasks focused on rational number concepts. Twenty-five second-grade students completed three fraction tasks in structured clinical interviews. The interviews and student work were analyzed using an interpretational analysis to examine the data for constructs, themes, and patterns that were useful in explaining children's mathematical practices. The results reveal that children used a variety of mathematical practices during the interviews to respond to the mathematical problems presented. Children's mathematical practices were both a product that they used to solve the mathematical situations, and a process that was developing during the interactions of the interview. The findings lead to new insights about how mathematical practices develop and what promotes their development.
Responsive Teaching from the Inside Out: Teaching Base Ten to Young Children
Author: Empson, Susan B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Young Children,Mathematical Logic,Grade 2,Elementary School Students,Elementary School Mathematics,Mathematical Concepts,Concept Formation,Comprehension,Problem Solving,At Risk Students,Teaching Methods,Learning Strategies

Decision making during instruction that is responsive to children's mathematical thinking is examined reflexively by the researcher in the context of teaching second graders. Focus is on exploring how the research base on learning informs teaching decisions that are oriented to building on children's sound conceptions. The development of four children's understanding of base ten over a ten-week period is tracked.
Teachers Promoting Student Mathematical Reasoning
Author: Mueller, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,After School Programs,Middle School Students,Problem Solving,Secondary School Mathematics,Persuasive Discourse,Teaching Methods,Intervention,Communities of Practice,Mathematics Skills,Listening Skills,Questioning Techniques,Urban Schools,Manipulative Materials,Video Technology,Coding

During an informal, after-school, math program, a group of middle school students worked collaboratively on open-ended problems. The students co-constructed arguments, provided justifications for their solutions, and engaged in mathematical reasoning. This paper describes the specific teacher moves that promoted this phenomenon. The findings of this study indicate that through carefully planned interventions, the teachers created a mathematical community with norms that included listening, sharing, explaining ideas, creating, questioning, revising justifications and using multiple forms of reasoning. These established norms resulted in the detection of student autonomy.
The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content
Author: Nagle, Courtney
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Mathematics Teachers,Pedagogical Content Knowledge,Concept Formation,Secondary School Mathematics,Secondary School Teachers,Graduate Students,Surveys,Coding,Concept Mapping,Word Frequency,Internet,Visual Aids

In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, &amp; Ball, 2007; Munby, Russell, &amp; Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema &amp; Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust understanding of key mathematical topics and connections to make informed choices about which instructional tasks will be assigned and how the content will be represented (Ball &amp; Bass, 2000, Fennema &amp; Franke, 1992). Ma (1999) described this &quot;profound understanding of fundamental mathematics&quot; as how accomplished teachers conceptualize key ideas in mathematics with a deep and flexible understanding so that they are able to represent those ideas in multiple ways and to recognize how those ideas fit into the preK-16 curriculum. Slope is a fundamental topic in the secondary mathematics curricula. Unit rate and proportional relationships introduced in sixth grade prepare students for interpreting equations such as y = 2x-3 as functions with particular, linear behavior in eighth grade (National Governors Association [NGA] Center for Best Practices &amp; Council of Chief State School Officers [CSSO]), 2010; National Council of Teachers of Mathematics [NCTM], 2006). The focus on relationships with constant rate of change leads to distinctions between linear and non-linear functions (Yerushalmy, 1997) and the idea of average rate of change in high school (NGA Center for Best Practices &amp; CCSSO, 2010). Ultimately, these ideas prepare students for instantaneous rates of change and the concept of a derivative in calculus. The diversity of conceptualizations and representations of slope across the secondary mathematics curriculum presents a challenge for secondary teachers. These teachers must work flexibly and fluently with various representations in many contexts in order for their students to build a coherent, connected conceptualization of slope. Since secondary mathematics teachers need a deep understanding of slope to mediate students' conceptual development of this key topic, the study reported here investigates both how teachers think about and present slope.
The Mathematical Development in Number and Operation of Struggling First Graders
Author: Lannin, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Grade 1,Elementary School Mathematics,Numbers,Mathematics Skills,Mathematical Concepts,Problem Solving,At Risk Students,Pretests Posttests,Number Concepts,Interviews,Concept Formation,Knowledge Level,Learning Strategies,Competence

Number and operations serve as the &quot;cornerstone&quot; of the K-12 mathematics curriculum in many countries. Solving problems in the mathematical domains of algebra, geometry, measurement, and statistics is often closely connected to student knowledge of number and operation (Griffin, 2005). Although considerable knowledge exists regarding the development of number and operation for typically developing children, less is known about the development of children who struggle in mathematics. Moreover, children enter school with considerable differences in their understanding of number and operation. While most children, through exposure to various informal and formal tasks, develop a deeper understanding of number and operation, this development is delayed for some children. These children do not achieve levels of proficiency required for higher mathematics. ...Therefore it is critical that difficulties in mathematics are addressed before they become chronic, pervasive, severe, and difficult to remediate&quot; (Fuchs, 2005, p. 351). ...In some studies, concerns regarding student retention of learned concepts, and success generalizing and transferring mathematical ideas to other mathematical situations or domains were noted. Yet it is unclear why these mixed results occurred. ...Therefore, they strongly recommend that, &quot;future research should be directed at the role of individual differences in the development of early numeracy and the characteristics of children's learning responsible for these differences&quot; (Van Luit &amp; Schopmann, 2000 p. 35).
Calculus Students' Understanding of Volume
Author: Dorko, Allison
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Instruction,Calculus,Concept Formation,Interviews,Problem Solving,College Students,Grounded Theory,Surveys

Researchers have documented difficulties that elementary school students have in understanding volume. Despite its importance in higher mathematics, we know little about college students' understanding of volume. This study investigated calculus students' understanding of volume. Clinical interview transcripts and written responses to volume problems were analyzed. One finding is that some calculus students, when asked to find volume, find surface area instead and others blend volume and surface area elements. We found that some of these students believe adding the areas of an object's faces measures three-dimensional space. Findings from interviews also revealed that understanding volume as an array of cubes is connected to successfully solving volume problems. This finding and others are compared to what has been documented for elementary school students. Implications for calculus teaching and learning are discussed.
Effects of Minute Contextual Experience on Realistic Assessment of Proportional Reasoning
Author: Matney, Gabriel
Date: 2013-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Mathematics Instruction,Mathematics Skills,Mathematical Logic,Pretests Posttests,Mathematical Concepts,Teaching Methods,Familiarity,Context Effect,Middle School Students,Urban Schools,Grade 7,At Risk Students,Observation,Data Analysis,Achievement Gains,Scores,Interviews

This mixed methods study describes the effects of a &quot;minute contextual experience&quot; on students' ability to solve a realistic assessment problem involving scale drawings and proportional reasoning. Minute contextual experience (MCE) is defined to be a brief encounter with a context in which aspects of the context are explored openly. The study looked closely at what happened during an instructional unit examining proportional reasoning. Students completed a pretest and posttest involving items characterizing a novel context, and data were analyzed to determine the effects of the MCE. Students were interviewed to gather their perspectives on the problem and their own solutions. Pretest results indicated that instruction in which students demonstrated growth in understanding had little effect on students' ability to solve a novel problem in which they had difficulty associating their everyday mundane knowledge with the realistic context. The students demonstrated a significant increase in ability to solve the novel problem after a MCE. Furthermore, students explicated that the MCE aided their ability to visualize the context, and this helped them apply instructional learning to solve the problem. A discussion of the complexities involving the assumptions of students' familiarity with contexts and their abilities to draw upon their mundane everyday experiences to solve proportional reasoning problems is shared.
Alternate Trajectories: Women Moving into Mathematics Education
Author: Toney, Allison F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Education,Womens Education,Females,Doctoral Degrees,Qualitative Research,Interviews,Graduate Study,Majors (Students),Career Choice,Student Experience,Hypothesis Testing,Communities of Practice,Guidance,Social Support Groups,Mentors,Role Models,Teacher Competencies,Role,Cognitive Ability,Self Concept

While only about one-third of each year's doctoral graduates in mathematics are women, about two-thirds of the doctoral graduates in mathematics education are women. This article reports on the results of a qualitative investigation into the nature of the graduate school-related experiences of women in collegiate mathematics education doctoral programs (Toney, 2008). Eight women with advanced mathematics degrees were interviewed. Each woman chose to move into a collegiate mathematics education doctoral program in a mathematics department. The two-interview protocol explored and extended a framework about women doctoral mathematics students' experiences suggested by the research of Herzig (2002, 2004a, 2004b), Hollenshead, Younce, and Wenzel (1994), and Stage and Maple (1996). Results support an addition of three new categories to this framework: self as scholar, &quot;my teaching,&quot; and future possible self. Concluding remarks include suggestions for future research and new directions for practice, graduate program development, and faculty recruitment.
Thinking on the Margin: A Classroom Experiment
Author: Bangs, Joann
Date: 2009-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Educational Principles,Educational Practices,Thinking Skills,Costs,Computation,Homework,Assignments,Teaching Methods,Educational Strategies,Educational Experiments,Business Administration Education,Learning Strategies,College Programs,Economics Education,College Students

One of the most important concepts being taught in principles classes is the idea of &quot;thinking on the margin.&quot; It can also be one of the most difficult to get across. One of the most telling examples, according to this author, comes in trying to get students to learn the profit maximizing condition for perfectly competitive firms. She has tried a variety of methods to get students to see why they should look for the quantity where price is equal to marginal cost, but have frequently been disappointed at the significant number of students that do not remember this condition. She writes in this article that she often observes students trying to compute profit (even when they don't have enough information to do so) instead of computing marginal costs. This article describes a short classroom experiment that Bangs paired with a homework assignment that has been useful in her classes in getting students to see the value of working with marginal costs.
The Role of Character in the Hiring Process: A Pilot Study Survey of College Seniors' Potential Employers
Author: Firmin, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Personnel Selection,Moral Values,Moral Issues,Morale,Employer Attitudes,Employment Practices,Ethical Instruction,Moral Development,Educational Needs,Occupational Surveys,Industrial Psychology,Individual Characteristics,Integrity,Employment Interviews,Organizational Change,Business Administration Education,College Programs,Education Work Relationship,College Seniors

We surveyed 31 prospective employers (65% response rate) regarding their views on character as part of the employment selection process. The results showed character qualities superordinate, relative to skills that prospective employees bring to potential jobs. We discuss survey results in light of business educators' responsibility for helping students to internalize ethical decision-making. Although the results show employers making few company changes due to the media's attention on corporate scandals, respondents express that the pool of applicants with strong character is shrinking. They expect that character training will occur prior to employment in a variety of milieu-including higher education.
Min and Max Exponential Extreme Interval Values and Statistics
Author: Jance, Marsha
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervals,Statistics,Predictor Variables,Sample Size,Mathematical Applications,Statistical Analysis,Computation,Mathematical Formulas,Problem Solving,Business Administration Education,Statistical Distributions,Equations (Mathematics)

The extreme interval values and statistics (expected value, median, mode, standard deviation, and coefficient of variation) for the smallest (min) and largest (max) values of exponentially distributed variables with parameter ? = 1 are examined for different observation (sample) sizes. An extreme interval value g[subscript a] is defined as a numerical bound where a specified percentage a of the data is less than g[subscript a] . A procedure for finding the extreme interval values when ? &gt; 0, an analysis of the extreme interval values and statistics, and an application of this research are provided.
Web-Based Instruction &amp; Online Delivery of Classes: Where Are We Now?
Author: Fullerton, Sam
Date: 2009-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Online Courses,Delivery Systems,Literature Reviews,Vocabulary,Educational History,Performance Factors,Outcomes of Education,Student Attitudes,Participant Satisfaction,Distance Education,Electronic Learning,Synchronous Communication,Higher Education,Instructional Effectiveness,Demography,Influences,Teaching Methods,Meta Analysis

The literature on Web-based instruction (WBI) is reviewed, focusing initially on the terminology, history, and commentary (pro and con) related to the topic. The advantages and disadvantages associated with WBI are then discussed and an overview of the empirical work on WBI, paying particular attention to studies on student satisfaction and learning outcomes, is provided.
Humour among Chinese and Greek Preschool Children in Relation to Cognitive Development
Author: Guo, Juan
Date: 2011-07-00
Type: Journal Articles
Subjects: Humor,Young Children,Preschool Children,Foreign Countries,Cognitive Development,Child Development,Cultural Influences,Correlation,Developmental Stages,Social Cognition,Kindergarten,Student Evaluation,Responses,Cultural Differences,Cross Cultural Studies,Pictorial Stimuli,Interviews,Preschool Teachers

The researchers studied humour among Chinese and Greek preschool children in relation to cognitive development. The sample included 55 Chinese children and 50 Greek children ages 4½ to 5½ years. Results showed that both Chinese and Greek children's humour recognition were significantly and positively correlated to their cognitive development, but there was a different correlation pattern between humour response levels and cognitive development. Chinese children's level of humour responses was negatively and moderately correlated to their level of cognitive development in contrast to the positive correlation between these two variables among the Greek children. It would appear that cultural factors play a strong role in determining the correlation between humour response and cognitive development among young children.
A Review of (Elementary) School Self-Assessment Processes: Ontario and Beyond
Author: Ryan, Thomas G.
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Self Evaluation (Groups),Effective Schools Research,Accountability,Literature Reviews,Educational Improvement

This review draws attention to issues related to school self-assessment. This process has been similarly implemented in a variety of jurisdictions globally in the past decade hence their inclusion herein as an attempt to understand the school self-assessment process which has also been developed for use in local Ontario (Canadian) elementary schools. This review includes an examination of the foundational components of effective schools, the purpose of school self-assessment, and the successes and challenges of school self-assessment both locally and internationally.
Assessment of Bilingual Children with &quot;Inattention,&quot; &quot;Over Activity&quot; and &quot;Impulsivity&quot;--Challenges and Solutions
Author: Özerk, Meral R.
Date: 2011-07-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Bilingualism,Children,Immigrants,Evaluation Methods,Clinical Diagnosis,Cultural Influences,Foreign Countries,Turkish,Norwegian,Bilingual Students,Special Education,Disability Identification,Adolescents,Screening Tests,Intelligence Quotient,Intelligence Tests

ADHD is one of the widespread neurological disorders among children. While a substantial amount of research have addressed the issues related to assessment practices and diagnosis criteria among majority language speaking children, ADHD among bilingual children or linguistic minority children has not yet been addressed and discussed so much in the research circles. The percentage of bilingual children with immigrant background in main stream schools in many countries is quite high. Despite this global demographic tendency, underdiagnostisation and assessment of bilingual children with inattention, over activity and impulsivity are being considered to be a psychiatric, psychological and educational challenge. In this paper we address several critical aspects of the assessment practices and medical diagnosis of bilingual children with immigrant background based on a research project. The paper presents also some solutions as an alternative to one-sided intelligence-test based approaches. We stress the importance of multidimensional, multisource and bilingual assessment model for identifying the knowledge-related and language-related elements of the academic learning gap that these children usually experience prior to and during the assessment period.
The Effects of Using Flashcards with Reading Racetrack to Teach Letter Sounds, Sight Words, and Math Facts to Elementary Students with Learning Disabilities
Author: Erbey, Rachel
Date: 2011-07-00
Type: Journal Articles
Subjects: Visual Aids,Reading Instruction,Teaching Methods,Phonics,Sight Vocabulary,Addition,Grade 2,Males,Elementary School Students,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Brain,Head Injuries,Error Patterns,Mathematics Instruction,Intervention,Visual Stimuli,Pretests Posttests,Word Lists,Word Recognition

The purpose of this study was to measure the effects of reading racetrack and flashcards when teaching phonics, sight words, and addition facts. The participants for the sight word and phonics portion of this study were two seven-year-old boys in the second grade. Both participants were diagnosed with a learning disability. The third participant was diagnosed with attention deficit hyperactivity disorder by his pediatrician and with a learning disability and traumatic brain injury by his school's multi-disciplinary team. The dependent measures were corrects and errors when reading from a first grade level sight word list. Math facts were selected based on a 100 add fact test for the third participant. The study demonstrated that racetracks paired with the flashcard intervention improved the students' number of corrects for each subject-matter area (phonics, sight words, and math facts). However, the results show that some students had more success with it than others. These outcomes clearly warrant further research.
Minority-Serving Institutions, Race-Conscious &quot;Dwelling,&quot; and Possible Futures for Basic Writing at Predominantly White Institutions
Author: Lamos, Steve
Date: 2012-00-00
Type: Journal Articles
Subjects: Basic Writing,Institutional Characteristics,Disproportionate Representation,White Students,Minority Group Students,Culturally Relevant Education,Racial Bias,Cultural Awareness,Service Learning,Higher Education,College Students,Teaching Methods

This essay looks to Minority-Serving Institutions (MSIs) for strategies that can be implemented in order to combat contemporary neoliberal attacks against the programmatic and institutional spaces of basic writing within Predominantly White Institutions (PWIs). Working from Nedra Reynolds&apos; notion of thirdspace-oriented &quot;dwelling&quot; and Derrick Bell&apos;s notion of &quot;interest convergence,&quot; it identifies four race-conscious &quot;dwelling strategies&quot; currently employed by MSIs to promote student success. It then offers four complementary suggestions regarding specific ways in which we in BW might adapt similar race-conscious dwelling strategies in the effort not only to defend our programs against contemporary attacks, but also to grow and cultivate new BW spaces within PWIs.