ethanporcaro/eric-fulltext-meta huggingface dataset:
A Subtraction Game to Scaffold Primary Students&apos; Word Problem Solving Skills
Author: Erbilgin, Evrim
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Subtraction,Grade 2,Grade 3,Elementary School Students,Foreign Countries,Word Problems (Mathematics),Problem Solving,Scaffolding (Teaching Technique),Computer Games

Solving arithmetic word problems has been a challenge for primary students due to difficulties in understanding the problem structure and relating the quantities in the problem to each other. This paper reports on an action research study to enhance students' subtraction word problem-solving skills. The authors observed that their students had difficulties in representing the situations in word problems and solving the problems correctly. They designed, implemented, and analyzed an intervention to scaffold their students' subtraction word problem-solving skills. As part of the intervention, a digital subtraction game was developed and used with second and third-grade students. The game involves three different representations: a discrete visual model, a bar model, and a number sentence. The students played the game and solved additional problems to strengthen their skills for representing and solving subtraction word problems. Twenty-four 2nd grade students in China and two 3rd grade students in Turkey participated in the study. Data sources included a pre-test, a post-test, student worksheets, and teachers' filed notes. Data analysis showed an increase in students' subtraction word problem-solving performance. They also effectively used a variety of representations to represent problem situations. The design and implementation processes of the intervention are discussed in the paper. We share suggestions for future implementation.
Curiosity: A Game-Based Early Mathematics Case
Author: Rahayu, Chika
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,Mathematics Education,Learning Processes,Learning Trajectories,Barriers,Measurement,Young Children,Foreign Countries,Personality Traits,Handheld Devices,Electronic Learning,Probability

This research aimed to generate a learning trajectory in an introduction to early mathematics, precisely to measure learning using educational games and Realistic Mathematics Education (RME) and to describe young children's curiosity in learning early mathematics. Children need to have an understanding to take a measurement and use a learning trajectory to learn how to differentiate measurable and countable quantities and to tell the longer and the greater in number. The design of this research involves three phases, namely, preliminary design, experimentation, and retrospective analysis. A Hypothetical Learning Trajectory (HLT) using educational games was developed by collecting data from documentation, observations, and interviews. The results obtained from the implementation in the classroom showed that the educational games were able to help young children get to know early mathematics, particularly on measurements of lengths and volumes. There is an association with several factors in the selection of realistic problems. Communications during the game could stimulate an introduction to measurement. The use of objects in students' vicinity also contributed to their experiments relating to measurement. The results of this research inform policymaking for teachers in designing learning in the classroom in introducing early mathematics based on educational games and Realistic Mathematics Education (RME).
Problem-Based Task in Teacher Training Program: Mathematics Teachers&apos; Beliefs and Practices
Author: Suryanti, Sri
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Foreign Countries,Mathematics Teachers,Teaching Experience,Online Courses,Faculty Development,Teaching Methods,Secondary School Teachers,Teacher Education Programs

Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers' beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers' competencies.
Thinking Relationally and Pedagogically about Commemoration: A Critical Inquiry into Charlottetown&apos;s Macdonald Statue
Author: Johnson, Kay
Date: 2022-00-00
Type: Journal Articles
Subjects: Historic Sites,Sculpture,History,Canada Natives,American Indians,Foreign Countries,Teaching Methods,Colonialism,Critical Reading,History Instruction,Feminism,Land Settlement,Tourism,Children,Death,Public Officials,Conflict Resolution,Art,Exhibits,Story Telling

In this article, I provide a critical reading of the now-removed statue of Sir John A. Macdonald in Charlottetown, Prince Edward Island, Canada. I bring together my own experience visiting the statue with understandings from Indigenous scholarship and public pedagogy theorizing to think about commemorations as public pedagogies that are foremost relational. I consider how the Macdonald statue works narratively, discursively, and as a site of embodied encounter to create a harmful relationality. Thinking relationally, and pedagogically, about colonial statues suggests possibilities not only for understanding how these commemorative practices produce bad relations but also for envisioning and enacting good relations.
Travelling in a Cosmopolitan Milieu: An Intercultural Exchange of Two Artists as Educators in Conversation at a UK University
Author: Hayward, Beverley
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Artists,Feminism,Ethics,Art,Foreign Countries,Universities,Creative Teaching,School Closing,Neoliberalism,Global Approach,Resilience (Psychology),Art Teachers,Disadvantaged,Books,Personal Narratives,Illustrations,Visual Arts,Females,Minority Groups,Teacher Characteristics,Cultural Differences,Social Differences,Inclusion,Equal Education,Aesthetics,Social Action

By travelling in a cosmopolitan milieu in a UK university, pedagogies of possibilities are explored. Over a period of five years the exploration narrates the journeys of, what Clover (2010) calls, &quot;artists as educators,&quot; documenting conversations and creative pedagogic practises. This is despite the closure of the university campus in 2023, due to an overt neoliberal agenda. The findings of two feminist cosmopolitans in conversation, illustrates that when stories require repetition, that is the retelling of a certain narrative as well as stories that are whispered, they are of a particular significance. Represented are resistance, resilience and rebellion. In addition to the tone and context of conversations being important, the findings in the research suggest that by adhering to a feminist cosmopolitan ontology, encouraged is a sensitive, ethical encounter with others. This approach suggests that those marginalised in the academy and the artworld, then are seen and heard. Their voice and artwork are visualised as challenges to the norms of the academy.
We Are All Human Beings
Author: Friesen, Helen Lepp
Date: 2022-00-00
Type: Journal Articles
Subjects: Correctional Education,Writing Instruction,College Instruction,Teaching Methods,Student Empowerment,Institutionalized Persons,College Students,Social Emotional Learning,Critical Theory

This article describes a teacher's journey into prison where she delivers university writing classes. The author explores techniques and strategies that foster empowerment in prison classrooms. Based on the author's experience and secondary research on critical pedagogy and transformative learning, she explores what it means to treat university writing students in prison like human beings and how to inspire emotionally and socially engaged learning.
An Algebraic Thinking Skill Test in Problem-Solving for Seventh Graders
Author: Jahudin, Janet
Date: 2023-00-00
Type: Journal Articles
Subjects: Algebra,Thinking Skills,Foreign Countries,Problem Solving,Diagnostic Tests,Arithmetic,Equations (Mathematics),Reliability,Grade 7,Secondary School Students,Construct Validity,Measurement Techniques,Mathematics Tests

Diagnostic tests have been developed previously to measure algebraic thinking skills; however, the tests do not specifically address algebraic problem-solving. Thus, an Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in problem-solving involving linear equations. ATT comprises nine open-ended questions with three algebraic thinking constructs: Generalized Arithmetic, Functions and Modelling. Generalized arithmetic involves students in efficient calculation and generalization; functional involves identifying number patterns, while modelling involves solving openended problems, identifying similarities, and performing calculations involving variables. This study is meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. The sample consisted of 120 seventh graders aged 12 to 13, selected from two secondary schools in the Tuaran district, Malaysia. The instrument was found to have a strong dimensionality and high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of 0.90 (very high), and item and respondent reliability of 0.98 (excellent) and .86 (good), respectively, with an item separation index of 6.29 and 2.45 for the person separation index. ATT has good validity and high reliability in measuring algebraic thinking skills among seventh graders in secondary schools.
Teacher&apos;s Opinions on Using Web-Based E-Assessment and Evaluation Applications in Education
Author: Sarigoz, Okan
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Technology Uses in Education,Teacher Attitudes,High School Teachers,Public Schools,Foreign Countries,Internet,Student Evaluation

Whether assessment-evaluation, which is one of the most critical elements of the teaching process, is carried out according to the requirements and conditions of the age poses an important problem for both teachers and students. How digitalization is reflected in the assessment and evaluation part of teachers' lessons in today's schools is a question that needs to be answered in the light of this problem. This research aims to examine the opinions of teachers about web-based e-assessment and evaluation applications based on digitalization. The research was carried out with a phenomenological design within the framework of qualitative research approach. The study group consists of 44 teachers working in state high schools in Hatay, Turkey. The data were collected face to face through a semi-structured interview form consisting of 5 questions. Data analysis was performed with content analysis method, which includes coding, categorization, and theming processes. As a result of the analysis, 4 different themes (advantages, disadvantages, teacher efficacy, suitability of the program) were obtained. As a result of the research, it was concluded that digital e-assessment evaluation applications, which are web-based e-assessment evaluation tools, have advantages such as being time-independent and practical, and storing, as well as disadvantages such as technical problems, preliminary preparation and not being suitable for every course. In addition, results were obtained in the research, such as that the curricula are suitable for web-based e-assessments and evaluations and that various technological or hardware deficiencies in the school make digital e-assessments and evaluations difficult. It was revealed that eliminating the inadequacies of high school teachers in e-assessment and evaluation practices is also related to eliminating the deficiencies in the dimension of schools and students. Suggestions were made for practitioners and researchers to identify and remedy these deficiencies.
The Effects of Socioscientific Issues with Thinking Wheel Map Approach on Curiosity towards STEM of Year Five Students
Author: Siew, Nyet Moi
Date: 2023-00-00
Type: Journal Articles
Subjects: Science and Society,Science Education,Thinking Skills,Personality Traits,STEM Education,Grade 5,Elementary School Students,Foreign Countries,Cognitive Mapping

This research was conducted to examine the effects of the socioscientific issue with the thinking wheel map (SI-TWM) approach on the curiosity towards STEM, the construct of Exploration and Acceptance. A teaching and learning (TL) module was developed to guide teachers in implementing the SI-TWM approach to enhance curiosity among year five students. Quasi-experimental quantitative research was conducted on 345 year five students (aged 11 years old) in urban primary schools in Tawau, Sabah, Malaysia. A total of three groups were assigned randomly, namely (i) socioscientific issue with thinking wheel map approach (SI-TWM, n=115), (ii) socioscientific issue approach (SI, n=115), and (iii) conventional approach (CONV, n=115). The curiosity towards STEM questionnaire was developed to measure the level of curiosity towards STEM. Data analysis was performed using MANCOVA, ANCOVA, and effect size. The results of the MANCOVA analysis showed that there was a significant effect across the three TL approaches for curiosity towards STEM. Meanwhile, the ANCOVA analysis results showed a significant effect of the SI-TWM approach compared to the SI and CONV approaches on curiosity towards STEM, the construct of Exploration and Acceptance. The results of this research prove that the SI-TWM approach positively impacts the cultivation of students' curiosity towards STEM.
A Theoretical Analysis of the Validity of the Van Hiele Levels of Reasoning in Graph Theory
Author: González, Antonio
Date: 2022-00-00
Type: Journal Articles
Subjects: Graphs,Validity,Mathematics Instruction,Geometry,Geometric Concepts,Thinking Skills,Teaching Methods,Learning Processes,Mathematics Skills,Problem Solving,Classification,Mathematical Logic,Mathematical Models

The need to develop consistent theoretical frameworks for the teaching and learning of discrete mathematics, specifically of graph theory, has attracted the attention of the researchers in mathematics education. Responding to this demand, the scope of the Van Hiele model has been extended to the field of graphs through a proposal of four levels of reasoning whose descriptors need to be validated according to the structure of this model. In this paper, the validity of these descriptors has been approached with a theoretical analysis that is organized by means of the so-called processes of reasoning, which are different mathematics abilities that students activate when solving graph theory problems: recognition, use and formulation of definitions, classification, and proof. The analysis gives support to the internal validity of the levels of reasoning in graph theory as the properties of the Van Hiele levels have been verified: fixed sequence, adjacency, distinction, and separation. Moreover, the external validity of the levels has been supported by providing evidence of their coherence with the levels of geometrical reasoning from which they originally emerge. The results thus point to the suitability of applying the Van Hiele model in the teaching and learning of graph theory.
Developing RME-Based Lesson Study for Learning Community in the Learning Environment of High School Mathematics Teachers
Author: Rusiyanti, Rini Herlina
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,High School Teachers,Mathematics Teachers,Teacher Improvement,Teacher Collaboration,Faculty Development,Communities of Practice,Educational Environment,Foreign Countries,Formative Evaluation,Teacher Attitudes

Teachers' academic and professional competencies significantly improve the quality of their learning. An ongoing process is needed to support and develop their quality. This study developed a learning environment through the Realistic Mathematics Education (RME)-based Lesson Study for Learning Community (LSLC) for high school mathematics teachers. The model is valid and practical and potentially affects the learning quality of high school mathematics teachers. The research employed a design research method of development studies was conducted in three stages: the preliminary stage, the development or prototyping stage, and the assessment stage. Prototyping development is a formative evaluation in which the phases include self-evaluation, expert review, one-to-one, small group, and field tests. The research subjects were 15 high school mathematics teachers from four schools in Palembang. Data was collected through questionnaires, observation, and documentation. The research has resulted in a valid and practical teachers' working group-learning community-class model that potentially affects high school, mathematics teachers. The learning environment is in the form of training in working groups for mathematics teachers, teacher mentoring in learning communities in schools, and teacher assessment learning processes in the classroom. The learning tools were produced using the RME-based LSLC system. The data analysis shows that the learning environment using the RME-based LSLC model can make high school mathematics teachers significantly understand learning, design learning tools, carry out learning, and evaluate learning. Consequently, the teachers' academic competence and professionalism significantly improve their learning.
Examining the Pedagogical Content Knowledge of In-Service Mathematics Teachers on the Permutations and Combinations in the Context of Student Mistakes
Author: Matitaputty, Christi
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Mathematics Teachers,Error Correction,Memorization,Mathematical Formulas,Problem Solving,Foreign Countries,Teaching Methods,Junior High School Teachers,High School Teachers,Vocational High Schools

Permutations and combinations are generally taught by requiring students to memorize formulas and solve problems using the appropriate formula. Students who learn these topics may succeed in gaining high scores on end-of-chapter exams in textbooks, while lacking the conceptual understanding required to deal with problems in the real world. Therefore, this study aimed to examine in-service mathematics teachers' pedagogical content knowledge (PCK) to determine students' mistakes in solving permutations and combinations problem and their teaching strategies to eliminate these errors. Data were collected by distributing vignettes, CoRe, and PaP-eRs to thirteen mathematics teachers from ten provinces in Indonesia after they finished an online professional teacher education program to determine their PCK in teaching permutations and combinations. The data collected were analyzed qualitatively using a content analysis approach to obtain categories inductively. The result showed that PCK of in-service mathematics in teaching permutations and combinations was observed by identifying student mistakes conceptually and procedurally, even though some could not determine their mistakes in permutations. On the other hand, the knowledge of instructional strategies can engage all students in active learning, but most of them only give general answers. Furthermore, an in-depth understanding of permutations and combinations topic is needed to support the development of teachers' pedagogic competencies sustainably. The contribution of this research will be of interest to curriculum development and mathematics educators.
Indonesian Students&apos; Perceptions towards AI-Based Learning in Mathematics
Author: Soesanto, Robert Harry
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Artificial Intelligence,Mathematics Education,COVID-19,Pandemics,Technology Uses in Education,High School Students

The pandemic has indeed provided students and teachers worldwide with the experience of technology-infused teaching. Even though the pandemic is almost over, the utilization of technology in mathematics education is still needed and inseparable. Relying on cross-sectional design and phenomenological approach, this research investigates senior high school students' perceptions towards AI-based learning, particularly about their understanding and suggestions towards AI-based learning in mathematics in the context of post-pandemic. The participants of the study were 107 students coming from several islands in Indonesia, ranging from grade 10-12, with an age interval of 15-18 years old. The instruments used were the questionaries with open-ended questions in Microsoft forms distributed to mathematics teachers in several WhatsApp groups. The data were then analyzed through a multistage descriptive and pattern coding process. The findings showed that students need to be facilitated with AI, which can display understandable visualization and provide guidance to solve mathematical problems. It is expected that the present study's findings offer researchers in Indonesia and abroad to disseminate and/or implement AI learning in the form of Intelligent Tutoring Systems.
Lecturer Professionalism: Local Problems with the Help of Teaching Aids to Make Students Understand Prim&apos;s, Cruscal&apos;s, and Djiksra&apos;s Algorithms
Author: Harisman, Yulyanti
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Learning Trajectories,Algorithms,Mathematics Education,Learning Processes,Foreign Countries,Lesson Plans,Teaching Methods,Instructional Improvement,Tourism,Teacher Education Programs,Universities,Mathematics Teachers,Problem Solving,Instructional Materials

This study aims to design case-based learning with lesson study learning trajectory with the help of teaching aids to make students understand Prim's, Cruscal's, and Djiksra's Algorithms. The validation study was selected because it is a suitable method for this research. The research subjects were 41 Mathematics Education Study Program Students at Universitas Negeri Padang. This research data were collected using Interview guidelines, journals, and observation sheets. Data analysis was carried out by transcribing interviews, reducing, presenting, and drawing conclusions from the data. A lesson study was chosen as an alternative to improve and reflect on the learning process. Moreover, two expert lecturers supervised the groups during the learning process. A proper design of case-based learning with lesson study learning trajectory with the help of teaching aids development process is obtained. Using a case-based learning method can make students understand Prim's, Cruscal's, and Djiksra's Algorithms. This design can be used by the other lecturers to provide a learning process of Prim's, Cruscal's, and Djiksra's Algorithms or other topics.