ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Transhumanist and Artificial Intelligence in the Education Context: Particularly Teaching and Learning Process at Tertiary Education
Author: Mangera, Elisabet
Date: 2023-00-00
Type: Journal Articles
Subjects: Humanism,Artificial Intelligence,Learning Processes,Postsecondary Education,Private Colleges,Foreign Countries,Technology Uses in Education,Intelligent Tutoring Systems,Teacher Role,Individualized Instruction,Computer Assisted Testing,Automation

This studied focus on the relationship between transhumanist and artificial intelligence in the Education Context; Particularly Teaching and Learning Process at private university in Makassar, South Sulawesi, Indonesia. Anchored by a qualitative analysis and participated by five teachers, the data were analyzed in-depth interview. It was designed to find out the type of artificial intelligence used in teaching and learning process. The result of the study showed that the types of Artificial intelligences are; Intelligence of tutoring system, Smart mentor virtual, Automatic assessment, Personalized system, and other finding that even though the artificial intelligence was very great tools can support teaching and learning process but the teacher roles can be not changed them, because teachers taught morality, how to respect each other, it is a role of teacher.
Self-Awareness and Expectations for the Future of Adolescents in Juvenile Detention Centres
Author: Le, Ha Thi Thu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Correctional Institutions,Juvenile Justice,Expectation,Institutionalized Persons,Metacognition,Attitudes,Motivation,Intention,Aspiration,Objectives,Goal Orientation,Emotional Response

The problem of juvenile delinquency is a social phenomenon that has existed throughout the history of humanity and a social issue that not only affects the growth of the economy and the maintenance of social security and order, but also has a significant impact on the function and role that the family of juvenile offenders play in society. Using quantitative research design and descriptive statistical methodologies were in the study. The purpose of our study is to evaluate the self-reports of 665 adolescents attending detention centres in Vietnam. This analysis will consider the adolescents' level of ability to self-awareness and expectations of the future maintained by adolescents; The research also discusses the efforts that adolescents have taken to achieve their expectations. The findings indicate that adolescents have a high level of self-awareness regarding regret for previous mistakes, and that self-awareness is indicative of a person who always tries for development and cares about the future. In addition, adolescents assert that they have lofty aspirations for the future and that, despite attending a remedial school, they are making positive efforts to achieve their objectives. Significant theoretical and practical contributions have been made as a result of the research. Providing educators and policymakers with a theoretical framework on which to develop the measurements and strategies that will help young people achieve their goals and be able to reintegrate into the community.
Factors Influencing Mathematics Teachers&apos; Pedagogical Content Knowledge (PCK): A Systematic Review
Author: Sakaria, Darmaraj A/L
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Faculty Development,Databases,Elementary Secondary Education,Teacher Competencies,Meta Analysis,Teaching Experience,Individual Characteristics,Teacher Characteristics

Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and MetaAnalyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.
Below Zero? Universal Distance Effect and Situated Space and Size Associations in Negative Numbers
Author: Jeglinski-Mende, Melinda A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Number Concepts,Association Measures,Cognitive Processes,Mathematics Skills,Semantics,Congruence (Psychology),Cues,Bias,Models,Geometry

While some researchers place negative numbers on a so-called extended mental number line to the left of positive numbers, others claim that negative numbers do not have mental representations but are processed through positive numbers combined with transformation rules. We measured spatial associations of negative numbers with a modified implicit association task that avoids spatial confounds present in most previous studies. In two lab-based magnitude classification experiments (each including 24 participants) and two online replications (with 74 and 77 participants, respectively), positive and negative numbers were combined with two spatial contexts: either directional symbols (left- or right-pointing arrows) or rectangles of varying sizes. In all experiments, we found a robust distance effect for negative numbers. However, there were no consistent associations of negative numbers with directional or size contexts. In the context of directional symbols, holistic processing was prevalent only in the small negative number range (-9, -8, -7, -6) when ensured by the stimulus set, supporting an extended mental number line. In the context of rectangles, however, large negative numbers from -4 to -1 were perceived as small, thus supporting rule-based processing. For negative number processing in the context of size, we further suggest the Semantic-Perceptual Size Congruity Cuing model (SPeSiCC model). We show that associations of size with negative numbers underly more complex processing mechanisms than mere recruitment of a transformation rule. In general, we conclude that associations of negative numbers with space and size are situated in the context, as they depend on the presented number range and differ for spatial direction and size.
Consumers with Math Anxiety, a Financially Vulnerable Group? Unpacking the Negative Relation between Math Anxiety and Performance on a Price Comparison Task
Author: Storozuk, Andie
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Money Management,Consumer Economics,Cognitive Processes,Competence,Mathematics Skills,Difficulty Level,Reflection,Foreign Countries,College Students,Adults,Anxiety,Likert Scales

Comparison shopping is good financial practice, but situations involving numbers and computations are challenging for consumers with math anxiety. We asked North Americans (N = 256) to select the better deal between two products differing in volume and price. As predicted, math anxiety was negatively related to performance on this Price Comparison Task. We then explored the mechanism underlying this relation by testing math competency, price calculation ability, need for cognition, and cognitive reflection as potential mediators. The results from a competing mediator analysis indicated that all factors, apart from need for cognition, served as significant independent mediators between math anxiety and performance on our Price Comparison Task. This study has important implications for how--and why--math anxiety relates to a person's ability to accurately compare product prices. These data suggest that consumers higher in math anxiety may represent a financially vulnerable population, particularly in the context of financial tasks that are inherently mathematical.
EEG Decoding of Finger Numeral Configurations with Machine Learning
Author: Salehzadeh, Roya
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Human Body,Artificial Intelligence,Mathematics Skills,Computation,Algorithms,Prediction,Accuracy,Number Concepts,Undergraduate Students,Brain,Intervals,Numeracy

In this study, we used multivariate decoding methods to study processing differences between canonical (montring and count) and noncanonical finger numeral configurations (FNCs). While previous research investigated these processing differences using behavioral and event-related potentials (ERP) methods, conventional univariate ERP analyses focus on specific time intervals and electrode sites and fail to capture broader scalp distribution and EEG frequency patterns. To address this issue a supervised learning classifier--support vector machines (SVM)--was used to decode ERP scalp distributions and alpha-band power for montring, counting, and noncanonical FNCs (for integers 1 to 4). The SVM was used to test whether the numerical information presented in FNCs can be decoded from the EEG data. Differences in the magnitude and timing of accuracy rates were used to compare the three types of FNCs. Overall, the algorithm was able to predict numerical information presented in FNCs beyond the random chance level accuracy, with higher rates for ERP scalp distributions than alpha-power. Montring had lower peak accuracy compared to counting and noncanonical configurations, likely due to automaticity in processing montring configurations leading to less distinct scalp distributions for the four numerical magnitudes (1 to 4). Paralleling the response time data, the peak decoding accuracy time for montring was earlier for montring (472 ms), compared to counting (577 ms) and noncanonical FNCs (604 ms). The results provide support for montring configurations being processed automatically, somewhat similar to number symbols, and provide additional insights for processing differences across different forms of FNCs. This study also highlights the strengths of decoding methods in EEG/ERP research on numerical cognition.
Reasoning about Fraction and Decimal Magnitudes, Reasoning Proportionally, and Mathematics Achievement in Australia and the United States
Author: Resnick, Ilyse
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Grade 6,Mathematics Skills,Mathematical Logic,Thinking Skills,Fractions,Abstract Reasoning,Mathematics Achievement,Foreign Countries,Comparative Education,Mathematics Instruction,Computation,Measurement,Models

There is strong evidence from research conducted in the United States that fraction magnitude understanding supports mathematics achievement. Unfortunately, there has been little research that examines if this relation is present across educational contexts with different approaches to teaching fractions. The current study compared fourth and sixth grade students from two countries which differ in their approach to teaching fractions: Australia and the United States. We gathered data on fraction and decimal magnitude understanding, proportional reasoning, and a standardized mathematics achievement test on whole number computation. Across both countries, reasoning about rational magnitude (either fraction or decimal) was predictive of whole number computation, supporting the central role of rational number learning. However, the precise relation varied, indicating that cross-national differences in rational number instruction can influence the nature of the relation between understanding fraction and decimal magnitude and mathematics achievement. The relation between proportional reasoning and whole number computation was fully mediated by rational magnitude understanding, suggesting that a key mechanism for how reasoning about rational magnitude supports mathematics achievement: proportional reasoning supports the development of an accurate spatial representation of magnitude that can be flexibly and proportionally scaled, which in turn supports children's mathematics learning. Together, these findings support using measurement models and spatial scaling strategies when teaching fractions and decimals.
Spatial Biases in Approximate Arithmetic Are Subject to Sequential Dependency Effects and Dissociate from Attentional Biases
Author: Glaser, Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Spatial Ability,Mental Computation,Arithmetic,Attention,Bias,Number Concepts,Addition,Subtraction,Mathematics Skills,College Students,Foreign Countries,Cues

The notion that mental arithmetic is associated with shifts of spatial attention along a spatially organised mental number representation has received empirical support from three lines of research. First, participants tend to overestimate results of addition and underestimate those of subtraction problems in both exact and approximate formats. This has been termed the operational momentum (OM) effect. Second, participants are faster in detecting right-sided targets presented in the course of addition problems and left-sided targets in subtraction problems (attentional bias). Third, participants are biased toward choosing right-sided response alternatives to indicate the results of addition problems and left-sided response alternatives for subtraction problems (Spatial Association Of Responses [SOAR] effect). These effects potentially have their origin in operation-specific shifts of attention along a spatially organised mental number representation: rightward for addition and leftward for subtraction. Using a lateralised target detection task during the calculation phase of non-symbolic additions and subtractions, the current study measured the attentional focus, the OM and SOAR effects. In two experiments, we replicated the OM and SOAR effects but did not observe operation-specific biases in the lateralised target-detection task. We describe two new characteristics of the OM effect: First, a time-resolved, block-wise analysis of both experiments revealed sequential dependency effects in that the OM effect builds up over the course of the experiment, driven by the increasing underestimation of subtraction over time. Second, the OM effect was enhanced after arithmetic operation repetition compared to trials where arithmetic operation switched from one trial to the next. These results call into question the operation-specific attentional biases as the sole generator of the observed effects and point to the involvement of additional, potentially decisional processes that operate across trials.
The Analysis of the Relationship among School Economic Performance, Teacher Quality, Income and Consumption Expenditures of Private Teachers during and before the Pandemic COVID-19 in South Sulawesi
Author: Saleh, Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,COVID-19,Pandemics,Teacher Competencies,Economic Factors,Expenditures,Income,Correlation,Socioeconomic Status,Food,Teacher Salaries

This research to be conducted in South Sulawesi by taking several schools as a sample of the teaching population from couples of private senior high schools and Madrasah Aliah school. The research objectives were to identify and explain the relationship among school economic performance, teacher quality, income and consumption expenditures that were affected by the effects of the COVID-19 pandemic. The finding showed that the economic performance had a positive relationship with teacher quality, the two variables had also positive relationships with income level and household consumption for both senior high school and madrasah teachers during and before pandemic time. The relationship between the two variables for the general teacher diet is strong, while the madrasa teacher is very weak. But for non-food the opposite happens. During the COVID-19 period, there was also a positive relationship between the two variables, but there was a decrease in the level of strength of the relationship for the two consumption expenditure groups, both madrasah teachers and general teachers. Furthermore, it was shown that COVID-19 had decline the economic performance as well as the level of income and consumption expenditure of teachers.
The 3 Tiers Multiple-Choice Diagnostic Test for Primary Students&apos; Science Misconception
Author: Laeli, Cos Ma'arif Hidayatul
Date: 2023-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Elementary School Students,Science Instruction,Misconceptions,Grade 4,Diagnostic Tests,Mathematics Tests,Test Items,Item Analysis,Scientific Concepts,Concept Formation,Foreign Countries

The goal of this study was to determine how the 3 Tier Multiple Choice Diagnostic Test developed in primary students' scientific understanding. This research and development includes fundamental studies, model development, and model testing. 161 fourth-graders served as research subjects. Tests, surveys, and observations are all used to collect data. The Miles and Huberman interactive model was used to analyze qualitative data, and the paired sample t-test and N-Gain Score test were used to analyze quantitative data. The findings indicate that 3 Tier Multiple Choice Diagnostic Test instrument has a V index of 0,80 and a Cronbach's Alpha value of 0,890, indicating that the instrument is valid. Thus, all test items are legitimate and dependable. The instrument was able to identify misconceptions regarding science learning in light material that fit the following profile based on the results of the trials: 28,7% of students do not grasp the idea of light sources; 43,3% have misunderstandings; 17,8% have incomplete comprehension with misconceptions; 20,2% have incomplete understanding without misconceptions; and 14,9% have complete understanding.
Technology Readiness and Learning Outcomes of Elementary School Students during Online Learning in the New Normal Era
Author: Maryani, Ika
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Outcomes of Education,Elementary School Students,COVID-19,Pandemics,Distance Education,Grade 4,Student Attitudes,Correlation,Educational Resources,Academic Achievement,Learning Management Systems,Computer Literacy,Learning Processes,Foreign Countries

Technology readiness is a condition where students are prepared to support the success of online learning during the COVID-19 pandemic. Good technology readiness will support learning and have an impact on student learning outcomes. This study aimed to determine the influence of fourth grade elementary school students' technology readiness on their online learning outcomes in the new normal era. The current research was conducted using a quantitative method through a survey on 93 elementary school students in Kretek District, Bantul, Yogyakarta, Indonesia. Samples were taken randomly using an incidental system from all fourth grade elementary school students with a population of 122 students. The technology readiness data were collected using a closed-ended questionnaire containing 20 statements, while data on learning outcomes were gathered from the students' final exam results. Data analysis was conducted using descriptive and inferential statistics. The results showed that technology readiness had a positive influence on student learning outcomes. Hypothesis testing using a simple linear regression test revealed that at a significance level of 0.000 (&lt; 0.05), the t-calculated (8.496) &gt; t table (1.701). Thus, it can be concluded that technology readiness has a significant effect on fourth grade students' learning outcomes in the new normal era. It can be concluded that technology readiness has a significant effect on the learning outcomes of fourth grade students in the new normal era. The aspect of technology readiness supports students' ability to manage digital learning resources, digital platforms, and learning devices. The learning process using digital learning resources will run optimally and have an impact on the achievement of learning outcome.
Teacher&apos;s Understanding of Domestic Activity Daily Living for Children with Intellectual Disabilities
Author: Mumpuniarti
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Daily Living Skills,Teachers,Comprehension,Academic Education,Teaching Methods,Knowledge Level,Learning Activities,Feedback (Response),Behavioral Objectives,Foreign Countries

This study aimed to: (1) describe the teachers' level of understanding of Domestic Activity Daily Living (DADL) learning for students with ID; (2) describe the activities that the teachers possibly performed, especially in systematic instructions (SI); and (3) the teachers' level of understanding of integrating functional academics in DADL. The quantitative descriptive method is the main method with a qualitative explanation. Interview instruments were used to explore teachers' understanding of DADL. The data analysis used the percentage of the teacher's response frequency, while the qualitative explanation used tags. This research reveals that teachers understand activities to determine learning objectives, but still do not understand activities to provide feedback. The teacher fully understands the gradual learning behaviour as a characteristic of SI. However, teachers do not yet understand how to integrate functional academics in DADL learning for students with ID using a description of the steps in a systematic instruction strategy and other forms of learning manners.
The Thinking of Students Aged 15-18 in Explaining the Dissolution Phenomenon
Author: Shi, Guanxue
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,Thinking Skills,Cognitive Processes,Concept Formation,Scientific Concepts,Chemistry,Knowledge Level,Age Differences,Science Education,Causal Models

Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students' causal reasoning. Given the importance of core ideas for students' understanding of how and why a phenomenon occurs, the study focused on the relationship between students' understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students' reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students' drawings of atoms/molecules interactions, the study summarized performance in the association category. Students' performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types.