ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Group Dynamics of Primary 6 Students Engaged in Mathematical Modelling Activities
Author: Eric, Chan Chun Ming
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Group Dynamics,Mathematics Activities,Problem Solving,Video Technology,Cooperative Learning,Elementary School Students,Role Playing,Discourse Analysis,Incidence,Foreign Countries

This paper explores the group dynamics among three groups of students involved in collaborative learning in mathematical modelling activities. It reports how group dynamics were established and their influence on the students' mathematical problem-solving endeavours. Through video analyses, discourse structures were identified to suggest the dominant roles students play within the group. Frequency counts of the discourse structures accounted for the group dynamics that shape the effectiveness of the learning that takes place in the groups. Implications from the findings are discussed.
Board of Regents' Montana University System (MUS) Strategic Plan 2016
Author: Montana University System (MUS), Office of the Commissioner of Higher Education
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Strategic Planning,Access to Education,Paying for College,Participation,Academic Persistence,Graduation,Student Financial Aid,Elementary Secondary Education,College School Cooperation,Two Year Colleges,Distance Education,Labor Force Development,Economic Development,Research and Development,Graduate Study,Educational Technology,Technology Uses in Education,Budgeting,Resource Allocation

The Montana University System Strategic Plan is the primary planning document of the Board of Regents. The Plan sets forth an agenda for higher education in Montana by delineating the strategic directions, goals, and objectives that guide the Montana University System (MUS). In July 2006, after several years of study, public dialogue, and internal deliberations, the Board of Regents approved the Strategic Plan. Since then, updates have occurred annually, including revisions to strategic initiatives as well as a refreshing of the data within each goal. The Strategic Plan is comprised of three primary goals that contain a series of sub-goal statements and objectives within each area: (1) Access and Affordability--Increase the overall educational attainment of Montanans through increased participation, retention, and completion rates in the Montana University System; (2) Workforce and Economic Development--Assist in the expansion and improvement of the state's economy through the development of high value jobs and the diversification of the economic base; and (3) Efficiency and Effectiveness--Improve institutional and system efficiency and effectiveness. The following is appended: Success Agenda. [Cover title varies: &quot;MUS Strategic Plan 2016.&quot;]
Evaluating the Professional Learning for &quot;Cultural Mathematics&quot; in Papua New Guinea's Elementary Schools
Author: Bino, Vagi
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Mathematics,Qualitative Research,Statistical Analysis,Questionnaires,Delivery Systems,Program Content,Teacher Workshops,Teacher Participation,Teacher Attitudes,Change Strategies,Facilitators (Individuals),Participant Satisfaction,Faculty Development

Qualitative and quantitative data are both being used to evaluate a large project in remote areas of Papua New Guinea. Results from teacher and student questionnaires are yet to be evaluated. The responses from teachers participating in the project workshops are reported here to be extremely positive towards the content and delivery of the workshop.
Item Context Factors Affecting Students' Performance on Mathematics Items
Author: Salgado, Felipe Almuna
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Performance Factors,Test Items,Context Effect,Secondary School Mathematics,Secondary School Students,Familiarity,Problem Solving,Mathematics Activities,International Assessment,Scores,Achievement Rating,Predictor Variables,Foreign Countries,Achievement Tests

This paper reports how the context in which a mathematics item is embedded impacts on students' performance. The performance of Year 10 students on four PISA items was compared with performance on variants with more familiar contexts. Performance was not better when they solved items with more familiar contexts but there was some evidence that items requiring the second-order use of context were more influenced by an alteration of context than items of first-order use. Recommendations for further study are included.
Teacher Identity and Numeracy: Evaluating a Conceptual Framework for Identity as a Teacher of Numeracy
Author: Bennison, Anne
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Professional Identity,Secondary School Science,Secondary School Teachers,Psychometrics,Teacher Characteristics,Lesson Observation Criteria,Interviews,Teacher Background,School Culture,Mathematical Concepts,Learning Experience,Classroom Techniques,Educational Practices,Knowledge Level,Knowledge Base for Teaching,Foreign Countries

If teachers are to adequately support development of their students' numeracy capabilities then they need to have an identity as a teacher of numeracy. A preliminary evaluation of a conceptual framework (Bennison &amp; Goos, 2013) developed for use in a two-year study that seeks to understand this construct is presented. Initial findings about an early career secondary science teacher are utilised to describe this teacher's identity as a teacher of numeracy, enabling the conceptual framework to be illustrated and critiqued.
Linking GeoGebra to Explorations of Linear Relationships
Author: Aventi, Belinda
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Mathematics Instruction,Classroom Techniques,Courseware,Computer Software Evaluation,Usability,Barriers,Mathematical Concepts,Concept Teaching,Student Attitudes,Secondary School Mathematics,Catholic Schools,Graphs,Mathematics Skills,Foreign Countries

Increasing pressure is mounting from all areas of society to maximise technology use within educational domains. Whilst curriculum documents call for the utilisation of technology as a teaching tool in the mathematics classroom, the benefits of exploring forms of dynamic mathematical software, such as GeoGebra, are often introduced in the senior years. This study investigates the challenges and understandings of a Year 9 Mathematics class who were using GeoGebra for the first time.
Foundation Content Knowledge: Pre-Service Teachers as Half-Empty or Becoming Fluent?
Author: Anakin, Megan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Mathematics Achievement,Educational Research,Educational Researchers,Mathematics Education,Affective Objectives,Habit Formation,Science Education History,Barriers,Performance Factors

The concept of a growth-oriented disposition framed the analysis of theoretical and practical dimensions of pre-service teachers' mathematics content knowledge. We identify historical hangovers, tacit habits, and pedagogical strangleholds that present challenges to the way mathematics education researchers interact with the mathematics content knowledge of pre-service teachers. We outline opportunities to expand our agency in the enterprise of teaching, learning, and researching school mathematics and that of our pre-service teachers.
From Arithmetic to Algebra: Sequences and Patterns as an Introductory Lesson in Seventh Grade Mathematics
Author: Aniban, Diana Grace
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Arithmetic,Algebra,Introductory Courses,Grade 7,Secondary School Mathematics,Microteaching,Graduate Students,Mathematics Activities,Transitional Programs,College School Cooperation,Teaching Methods,Mathematics Achievement,Foreign Countries

Guided by the principles of lesson study as applied to microteaching, this paper discusses the results and conclusions of a series of activities done by some graduate students of De La Salle University, Philippines, in an attempt to test the applicability of the lesson--Sequence and Patterns--to facilitate the transition of seventh graders from arithmetic to algebra. The post-lesson discussion and &quot;a posteriori&quot; analysis proved the lesson to be a practical means to address the issue as it was able to put forward discourses and elaborations on possible students' understanding of variables generated through attempts to describe patterns occurring in sequences presented.
Undergraduate Mathematics Students' Pronumeral Misconceptions
Author: Bardini, Caroline
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Misconceptions,Undergraduate Students,Mathematics Education,Mathematics Skills,Number Concepts,Numbers,Numeracy,Problem Solving,Symbols (Mathematics),Online Surveys,Computer Assisted Testing,Knowledge Level,Familiarity,Foreign Countries

Despite an emphasis on manipulative algebraic techniques in secondary school algebra, many tertiary mathematics students have mastered these skills without conceptual understanding. A significant number of students with high tertiary entrance ranks enrolled in first semester university mathematics were found to have misconceptions relating to pronumerals. School mathematics teaching at all levels must emphasise that pronumerals represent numbers, not objects, labels or abbreviations. Symbol manipulation must be balanced by problem-solving experiences so that the different roles of pronumerals either as variables, parameters, specific unknown numbers or generalised numbers have meaning for students.
Preliminary Investigations of Pre-Service Teacher Numeracy
Author: Cooke, Audrey
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Numeracy,Knowledge Level,Knowledge Base for Teaching,Mathematics Skills,Scientific Attitudes,Self Efficacy,Mathematics Anxiety,Pretests Posttests,Student Improvement,Intervention,Achievement Gains,Attitude Change,Student Surveys,Student Teacher Attitudes,Minimum Competency Testing,Questionnaires,Foreign Countries

It is essential that pre-service teacher educators address pre-service teacher numeracy but with careful consideration as it incorporates more than mathematics skills. Numeracy also involves disposition towards mathematics--attitudes, confidence and mathematics anxiety; that is, the level of willingness to use mathematics skills. As part of an emphasis on developing pre-service teacher numeracy, a new first year unit was introduced. Pre-service teachers were given tools to investigate their competence, attitudes towards, confidence with, and anxiety regarding mathematics. This paper outlines the changes that were identified in the numeracy of these pre-service teachers at the completion of the unit.
At-Risk Students Fact Sheet
Author: Montana Office of Public Instruction
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Public Schools,Elementary School Students,Secondary School Students,Elementary Secondary Education,State Aid,Expenditures,Standardized Tests,Scores,Graduation Rate,Dropout Rate,Enrollment,Disadvantaged Schools,Educational Trends,School Districts,Statistical Data,Language Arts,Mathematics,Sciences

Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a &quot;student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's likelihood of promotion or graduation&quot; (20-1-101(4), MCA). Beginning in fiscal year (FY) 2007, the Montana Legislature provided $5 million annually to local school districts for educational services for at-risk students. The at-risk student payment is distributed in the same manner as federal Title I monies. If a district is not eligible for Title I funds, it does not receive an at-risk student payment. The payment was provided to schools in FY 2007 through FY 2009, but was not funded for FY 2010 and FY 2011. Funding was restored for FY 2012 and later. The law that establishes the at-risk student payment requires the Office of Public Instruction to report to the governor and the Legislature on the change in status of standardized test scores, graduation rates, and dropout rates of at-risk students (20-9-328, MCA). This fact sheet provides that status report. The following is appended: Districts Receiving At-Risk Student Payments for FY 2016 and FY 2017.
Gender, Parental Beliefs and Children's Mathematics Performance: Insights from the Longitudinal Study of Australian Children
Author: Carmichael, Colin
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Gender Differences,Parent Attitudes,Beliefs,Longitudinal Studies,Parent Aspiration,Elementary School Mathematics,Elementary School Students,Expectation,Interviews,Multivariate Analysis,Foreign Countries,Regression (Statistics)

With reports of declining participation in mathematics related careers and low female participation rates, the issue of gender differences in mathematics remains relevant. This study seeks to examine the relationship between: children's sex, parents' beliefs regarding their children's education, and, the children's mathematics performance. Through a secondary analysis of data from the Longitudinal Study of Australian Children (LSAC), responses from 2927 children aged 8 to 9 years old, show that parental perceptions of their children's mathematics achievement and their expectations for their children are closely associated with the children's mathematics performance in NAPLAN. [This study was funded as part of the Stronger Families and Communities Strategy by the Australian Government Department of Housing, Families, Community Services and Indigenous Affairs (FaHCSIA).]
Towards a Fresh Understanding of the Relationship between Teacher Beliefs about Mathematics and Their Classroom Practices
Author: Brady, Kathy
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Teacher Attitudes,Educational Practices,Classroom Techniques,Correlation,Mathematics Teachers,Elementary School Teachers,Elementary School Mathematics,Beginning Teachers,Teaching Styles,Personal Narratives,Foreign Countries

This study proposes a new theoretical framework that incorporates thematic descriptors to form broad conclusions about teachers' mathematical beliefs and their classroom practices. Narrative accounts provided by beginning primary teachers were used to analyse the relationship between their beliefs and practices through the lens of this newly developed framework. The outcome of this study was a revision to the proposed framework and a challenge to other well-established frameworks that directly correlate teachers' expressed beliefs about the nature of mathematics and their teaching and learning practices.
Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge
Author: Attard, Catherine
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Technology Uses in Education,Beginning Teacher Induction,Beginning Teachers,Teaching Skills,Teaching Experience,Handheld Devices,Mathematical Aptitude,Pedagogical Content Knowledge,Educational Practices,Teacher Competency Testing,Interviews,Mathematics Teachers,Foreign Countries,Observation,Qualitative Research,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers

Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and the reality of their teaching practices. This paper draws on data from three separate studies to explore how ECTs use technology in their teaching. Although their use of Interactive Whiteboards did not pose challenges, use of iPads did, and the teachers' mathematical knowledge for teaching appeared to be directly related to how they used their technology.
Noticing Critical Incidents in a Mathematics Classroom
Author: Choy, Ban Heng
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Incidents Method,Classroom Techniques,Classroom Environment,Case Studies,Mathematics Instruction,Teaching Skills,Teaching Methods,Perception,Video Technology,Lesson Observation Criteria,Foreign Countries

What teachers attend to, how they make sense of, and respond to critical incidents in the classroom are important for improving teaching. However, seeing and understanding important features of critical incidents can be difficult. In this paper, I propose a notion of productive noticing, which I used to analyse a case study of what teachers noticed about a critical incident that happened during a research lesson. Findings suggest productive noticing can help teachers to focus on important mathematical aspects of critical incidents, and understand how these can lead them to refine their teaching practices.
&quot;Change My Thinking Patterns towards Maths&quot;: A Bibliotherapy Workshop for Pre-Service Teachers' Mathematics Anxiety
Author: Wilson, Sue
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Workshops,Small Group Instruction,Preservice Teachers,Mathematics Anxiety,Critical Incidents Method,Mathematics Instruction,Bibliotherapy,Intervention,Writing Assignments,Foreign Countries,Reflection,Teacher Role,Self Concept,Parent Influence,Qualitative Research

In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections (bibliotherapy). Their experiences illuminated factors in their maths anxiety and helped them identify alternative conceptions. The discussion highlights the need for teacher educators' awareness of perspectives of PSTs, verbalisation and sharing of emotions, and includes recommendations for further research.
What Australian Primary School Students Value in Mathematics Learning: A WIFI Preliminary Study
Author: Seah, Wee Tiong
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Elementary School Students,Relevance (Education),Humanism,Mathematics Achievement,Values,Student Attitudes,Preferences,Questionnaires,Factor Analysis

Grades 5/6 students in Melbourne reported the valuing of &quot;achievement,&quot; &quot;open-endedness,&quot; &quot;relevance,&quot; &quot;humanism,&quot; &quot;ICT,&quot; and &quot;openness&quot; most in mathematics learning. Although prior research suggested that students in East Asia valued &quot;achievement&quot; most as well, there was an observed difference in the nature of this valuing in Australia. Knowledge of what students value reveals the pedagogical potential of values, and also allows teachers to identify values related to effective mathematics learning. Values alignment facilitates further work with these values.
The Technological Enframing of Mathematics Education
Author: Thornton, Steve
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Technology,Early Childhood Education,Evidence Based Practice,Educational Improvement,State Policy,Numeracy,Educational Strategies,Foreign Countries

In this paper I seek to critique pervasive notions of what counts in mathematics education using Heidegger's notion of the technological enframing. I suggest that early childhood and schooling have become technologies in themselves, casting students and teachers as part of the standing reserve within the inexorable drive for economic advancement. I seek to problematise notions such as evidence-based practice and school improvement by analysing the text in a current state numeracy policy. I then outline an alternative that I term &quot;coming into the world of mathematics&quot; to provoke new insights into the purposes for mathematics in early childhood and school settings.
School Mathematics Leaders' Perceptions of Successes and Challenges of Their Leadership Role within a Mathematics Improvement Project
Author: Sexton, Matt
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Instructional Leadership,Success,Teacher Attitudes,Leadership Role,Science Course Improvement Projects,Mathematics Curriculum,Barriers,Questionnaires,Participant Satisfaction,College School Cooperation,Foreign Countries

The mathematics curriculum leader plays an important role in leading the mathematics curriculum in primary schools. They experience successes and face challenges associated with this leadership role. The perceptions that 25 mathematics leaders held about the successes and challenges they experienced whilst participating in a school mathematics project are reported. Main successes included improved mathematics planning practices using key ideas, transformed cultures concerning mathematics education, and greater use of quality tasks. The main challenge related to sustaining improvements and maintaining the profile of mathematics in school improvement agendas after involvement in the project.
Connecting Social and Mathematical Thinking: The Use of &quot;Real Life&quot; Contexts
Author: Sawatzki, Carly
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Educational Research,Problem Based Learning,Problem Solving,Elementary School Mathematics,Mathematics Activities,Task Analysis,Educational Strategies,Barriers,Performance Factors,Financial Problems,Teacher Surveys,Pretests Posttests,Lesson Plans,Feedback (Response),Money Management,Teaching Methods,Foreign Countries

This paper reports the findings of research into an educational intervention featuring open-ended mathematical problems situated in &quot;real life&quot; contexts and associated pedagogies. &quot;Money and financial mathematics&quot; is the topic in focus, with tasks termed &quot;financial dilemmas&quot; being trialled by 35 teachers in 16 Victorian primary schools. Drawing on the teachers' reactions to one task, &quot;Catching a taxi,&quot; the strengths, challenges, and complexities associated with creating and/or selecting meaningful &quot;real life&quot; contexts for mathematics teaching and learning are discussed.
Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics
Author: Skilling, Karen
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Student Participation,Teaching Methods,Teaching Styles,Educational Practices,Teacher Behavior,Performance Factors,Secondary School Mathematics,Student Interests,Interviews,Teacher Surveys,Teacher Attitudes,Qualitative Research,Instructional Effectiveness,Influences,Foreign Countries

With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of student engagement but differences in what teachers did to address engagement through their practices. This paper reports on teacher practices identified as promoting and hindering student engagement in mathematics.