ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary Pre-Service Teachers&apos; Beliefs about Challenging Mathematical Tasks
Author: Tran, Tammy
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Elementary School Teachers,Mathematics Instruction,Teacher Attitudes,Preservice Teachers,Student Attitudes,Difficulty Level,Course Content,Teacher Education Programs,Prior Learning,Teaching Methods,Outcomes of Education,Foreign Countries

We explored primary pre-service teachers' beliefs about challenging mathematical tasks and the role they perceived their initial teacher education played in influencing those aspects. Fifty-seven pre-service teachers completed an online questionnaire, and four participants were individually interviewed. Results showed that most participants recognised the importance of teaching with challenging mathematical tasks even prior to exposure to such content in their teacher education program. The teacher education program was perceived to have positively impacted final year pre-service teachers' perspectives about challenging tasks. Implications for teacher education regarding challenging tasks are discussed.
A Tri-Nation Comparative Study of Place Value in Early Years Curricula Documents
Author: Westaway, Lise
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Cross Cultural Studies,Mathematics Instruction,Number Concepts,Mathematics Curriculum,Elementary School Students,Comparative Education,Language Role,Instructional Materials,Teaching Methods,Foreign Countries

In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project.
Reflecting Together: Classroom Video as a Tool for Teacher Learning in Mathematics
Author: Eden, Raewyn
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Reflection,Observation,Faculty Development,Elementary School Teachers,Mathematics Instruction,Teacher Collaboration,Teacher Evaluation,Teacher Attitudes

With the aim of strengthening mathematics teaching | learning, classroom video is increasingly used as a tool for teachers to reflect on their practice. In the first phase of a two-phase design-based study, a group of primary teachers selected, viewed and discussed video excerpts from mathematics lessons. Engaging with and working to reconcile differences that emerged in the teachers' ideas about practice catalysed productive conversations for their learning. What was noticed and picked up for discussion mediated what conceptual resources were made available for teachers' reflections. Sharing classroom video provided teachers with both a window into the otherwise private practice of others, and a mirror in which to reflect on their own practice.
What Matters with Out-of-Field Teaching: A Preliminary Analysis of Middle Years Teachers of Mathematics in South Australia
Author: Albrecht, Amie
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Middle School Teachers,Mathematics Teachers,Professional Identity,Self Efficacy,Foreign Countries,Teacher Attitudes,Pedagogical Content Knowledge,Teacher Qualifications

There has been a lot of media attention about 'out-of-field' teaching, but much of it does not capture the complexities of the term or account for the range of knowledge, experience, and attitudes relevant for teaching mathematics in the middle years. In this paper we report on a survey conducted to better understand the diversity of the profession teaching middle school mathematics (Years 7-10) in South Australia. A preliminary analysis indicates that self-identification as a teacher of mathematics is a key contributing factor to confidence in teaching mathematics. We suggest that looking through an identity lens will better inform planning and support for out-of-field teaching in mathematics.
Hypothetical Data Analysis and Representation in Year 4
Author: Fitzallen, Noleine
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,STEM Education,Foreign Countries,Data Analysis,Grade 4,Data Collection,Surveys

This paper reports on students' experiences of describing and representing variation in hypothetical data. Fifty-six students (8-9 years-old) experienced collecting and working with quantitative data for two years as part of a STEM education project. The task described here was an end-of-year survey question, with three parts about a hypothetical context for surveying students in two different Australian cities: recording the data, describing the potential variation in the data, and creating a representation of what the data might look like when only a descriptive account of the context and variables were provided. The data analysis framework utilised provides a means of determining students' readiness for further development of statistical ideas.
Identifying and Assessing Students&apos; Transition Barriers between Additive and Multiplicative Thinking
Author: Bao, Lei
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Addition,Multiplication,Learning Processes,Mathematics Instruction,Barriers,Thinking Skills,Word Problems (Mathematics),Elementary School Students,Comparative Analysis,Diagnostic Tests,Foreign Countries

This paper reports on 73 Grades 3 to 6 students' written responses to equal groups, arrays, multiplicative comparison and Cartesian product word problems. It is part of a larger study relating to students' development of multiplicative thinking (MT). The potential of using multiplicative word problems as a diagnostic assessment to reveal students' transition barriers from additive thinking to MT was explored. The development of the assessment and some of the research findings are described here. Findings show that students experience different types of barriers during their transition from additive to MT. Some recommendations are given on how these barriers might be overcome during primary school years.
Identifying and Evaluating Upper Primary School Students&apos; Mental Computation Strategies
Author: Reader, Tracey
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Cognitive Processes,Computation,Mathematics Instruction,Concept Formation,Mathematical Concepts,Intervention,Grade 5,Problem Solving,Time,Guidelines

This conceptual paper discusses two frameworks, developed independently by the lead author, that will provide the conceptual foundation for the identification and evaluation of mental computation strategies students demonstrate during an upcoming research project entitled Mental Computation in Year 5. These frameworks will be used by the lead author during an intervention to investigate the application of mental computation strategies in problem solving tasks involving duration of time. It is an intended outcome of the project that the two frameworks will be useful for teachers and students in upper primary school to provide feedback regarding the teaching and learning of mental computation.
Introducing a Structured Problem-Solving Approach through Lesson Study: A Case Study of One Fijian Teacher&apos;s Professional Learning
Author: Wati, Indra
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teaching Methods,Mathematics Instruction,Problem Solving,Lesson Plans,Elementary School Students,Case Studies,Elementary School Teachers,Faculty Development,Cultural Context

Worldwide interest in Lesson Study (LS) and the opportunities offered for student learning through the use of a Structured Problem-Solving Approach (SPSA), as typically adopted in Japanese LS research lessons in mathematics, have left largely unanswered questions about the extent to which these can be replicated elsewhere. This paper presents a case study of one primary school teacher's learning experiences, and his views about LS and SPSA, as a result of participating in a project introducing SPSA through LS in three Fijian primary schools. The results reveal that engaging in the LS process was instrumental in supporting this teacher's implementation of SPSA in his mathematics classroom. The findings are important for teacher professional learning (PL) in Pacific cultural contexts.
Increasing Participation of Students from Disadvantaged Backgrounds in Challenging Mathematics Subjects
Author: Bennison, Anne
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Student Participation,Minority Group Students,Mathematics Education,Difficulty Level,Foreign Countries,Low Income Students,Enrollment,Secondary School Teachers

Calls for high levels of participation and success in Science, Technology, Engineering and Mathematics (STEM) by all Australians exacerbates the need for research into improving participation in mathematics by students from disadvantaged backgrounds. Rogoff's three planes of analysis is used to foreground the institutional plane in a low socioeconomic status school with sustained increased enrolments in Mathematics B (now replaced by Mathematics Methods). Processes in this plane are examined by drawing on semi-structured interviews with a Deputy Principal and Head of Mathematics. Contributing factors appear to be the way that the Mathematics Program and Pastoral Care Program are delivered at the school.
Instructional Clarity, Classroom Disorder, and Student Achievement in Mathematics: An Exploratory Analysis of TIMSS 2019
Author: Berger, Nathan
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: International Assessment,Achievement Tests,Mathematics Tests,Mathematics Achievement,Foreign Countries,Teaching Methods,Classroom Techniques,Learning Processes,Grade 8,Secondary School Students,Mathematics Instruction,Correlation

It is generally understood that both clear teacher instruction and orderly classroom climates support student achievement in mathematics. However, to what extent does instructional clarity &quot;compensate&quot; for classroom disorder? In this exploratory study, we analyse data from 8,864 Year 8 students sampled by TIMSS 2019 to investigate the relationship between instructional clarity, classroom disorder, and mathematics achievement. The findings demonstrate the deleterious effects of classroom disorder for mathematics achievement, even in the presence of high instructional clarity. The findings contribute to an emerging international body of work and reinforce the importance of teachers having an optimal combination of classroom skills to support student learning.
Investigating Pre-Service Teachers&apos; Skills in Designing Numeracy Activities across Curriculum Areas Involving Statistics
Author: Getenet, Seyum
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Instructional Design,Statistics Education,Mathematics Instruction,Numeracy,Teacher Education Programs,Pedagogical Content Knowledge,Elementary School Teachers,Mathematics Curriculum,Foreign Countries

Informed by teaching statistics across curriculum areas strategies, this study investigated the skills of 36 pre-service teachers (PSTs) who designed numeracy activities that focused on the statistics strand of the Australian curriculum. The data were analysed using descriptive statistics. The results showed that the PSTs designed numeracy activities focused on the science curriculum area. The results further showed that PSTs emphasised a few year levels and focused on collecting and recording data. The first stage of teaching statistics (designing effective questions) is often ignored in their activities. The approach adopted in this study can be used to identify PSTs' knowledge gaps and their professional learning requirements.
Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking
Author: Wadham, Bridget
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Multiplication,Learning Processes,Instructional Design,Teaching Methods,Equations (Mathematics),Difficulty Level,Material Development,Learning Strategies,Generalization,Grade 7,Grade 8,Middle School Students,Low Income Students,Foreign Countries

In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students.
Searching for, Sifting through, and Selecting Curriculum Materials for Mathematics Planning during Practicum
Author: Wilson, Susanna
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Teacher Education Programs,Case Studies,Preschool Teachers,Elementary School Teachers,Lesson Plans,Mathematics Curriculum,Instructional Materials,Web Sites,Media Selection,Multiplication,Foreign Countries,Practicums

This paper describes results from a case study about how a primary pre-service teacher (PST) used curriculum materials (CMs) when planning for a mathematics lesson during her final practicum. The data is drawn from a doctoral study (in progress) and results show how the PST initiated an active process of searching for and sifting through CMs on a familiar website to make selections for a lesson. Selections were based on several aspects, including the mathematics focus of her lesson, curriculum connections, her chosen teaching approach and mathematical representation for teaching multiplication. Implications for mathematics Initial Teacher Educators (ITEs) are discussed.
Tertiary Students&apos; Understanding of Sampling Distribution
Author: Ajao, Adeola
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Taxonomy,Statistics Education,Learning Activities,Simulation,Units of Study,Undergraduate Students,Concept Formation,Classification,Teaching Methods,Vignettes,Introductory Courses,Student Evaluation

In this paper, the SOLO taxonomy is used to identify different levels of student understanding of the statistical concepts associated with sampling distribution. This study was part of a research project investigating students' conceptual understanding of concepts of hypothesis testing taught with the support of simulation learning activities. The study involved eight students enrolled in a first-year tertiary introductory statistics unit and the examination of their written responses to three questions about sampling distribution concepts. The SOLO taxonomy categorisations revealed that some students had only pre- and unistructural understanding of sampling distribution, and none providing responses at the extended abstract level.
Managing the Ongoing Impact of Colonialism on Mathematics Education
Author: Owens, Kay
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Colonialism,Educational History,Archaeology,Oral History,Discourse Analysis,Biographies,Government Publications,Records (Forms),Postcolonialism,Doctoral Dissertations,Educational Change,Educational Policy,Indigenous Knowledge,Cultural Maintenance,Foreign Countries,English (Second Language),Language of Instruction,Second Language Learning,Malayo Polynesian Languages,Native Language,Money Management,Business Administration,Elementary Secondary Education,Higher Education

This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking.
Rethinking the Number Magnitude-Based Progression: An Analysis of Place Value Development in Years 3-6
Author: Rogers, Angela
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Number Concepts,Teaching Methods,Problem Solving,Computation,Elementary School Students,Mathematics Instruction,Mathematics Tests,Knowledge Level,Classification,Foreign Countries

Place value is one of the 'big ideas' in number and plays a critical role in helping students develop their number sense, problem solving and computation skills. Yet, the elegant simplicity of our place value system belies the abstract nature of the construct. This paper presents data from 606 Year 3-6 students (ages 8-12) from two metropolitan Melbourne primary schools who completed the Place Value Assessment Tool (PVAT). Each student's place value knowledge was categorised according to the Place Value Developmental Progression (PVDP). The results highlight the wide range of understanding in each year level and challenge the efficacy of a number magnitude-based progression in place value.
Remote Australian Primary School Parents&apos; Attitudes towards Their Children&apos;s Learning of Mathematics and the Role of Technology
Author: Jones, Garry
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Parent Attitudes,Rural Areas,Mathematics Education,Technology Uses in Education,Parent Child Relationship,Digital Literacy,Information Technology,Teaching Methods,Foreign Countries,Parents as Teachers

This qualitative study investigates remote Australian primary school parents' attitudes towards their children's learning of mathematics and the role of technology. Using semi-structured interviews and thematic analysis, results revealed that parents aimed to provide the best mathematics learning opportunities for their children, yet they felt obsolete and isolated from their children's learning. Additionally, they valued the role of technology, but did not think school was providing adequate digital literacy skills. Discussion about what changes to the educational community are suggested to support parents in their children's learning.
Mapping Teacher Moves When Facilitating Mathematical Modelling
Author: Brown, Jill P.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Models,Task Analysis,Teacher Attitudes,Video Technology,Audio Equipment,Longitudinal Studies,Teaching Methods,Visual Aids,Foreign Countries

This paper explores use of a set of diagrammatic tools for representation and analysis of the moves a teacher makes implementing a mathematical modelling task. The focus here is on identifying what the teacher did so we can subsequently interrogate this, as to the why. Data include pre and post lesson teacher interviews and transcripts of a video and audio-recorded task implementation. The analytical tools developed, with one teacher and one task early in a three-year project were particularly useful in ascertaining what the teacher moves were as we subsequently sought to determine reasons for these.
Peer Collaboration in Early Years Mathematics: A Linguistic Analysis
Author: Murphy, Carol
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Problem Solving,Mathematics Instruction,Elementary School Students,Discourse Analysis,Scaffolding (Teaching Technique),Language Role,Small Group Instruction,Learning Processes,Foreign Countries,Sociocultural Patterns,Learning Theories

In this study, we aim to investigate the role of language in small group peer collaboration. Based on the notion of symmetrical scaffolding, we draw on theories of dialogic space and functional linguistics to analyse a transcript of three six-year-old students as they explore a shared understanding of 'two more than'. Using Martin and White's (2005) engagement framework as an analytical tool, we identify how the three students used language resources in contractive and expansive ways to move each other's learning forward. These findings provide a perspective of symmetrical scaffolding closely focused on students' language choices that support engagement with each other's thinking. We suggest that a focus on use of language with young students is valuable in identifying the type of mathematical discourse that will support peer collaboration in problem solving and mathematical reasoning.
Evaluating the Impact of Homogeneous Classrooms on the Persistence of Heterogeneous Academic Achievers: Implications for Developing Effective Support Systems
Author: de Guzman, Florentino I.
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Persistence,Homogeneous Grouping,Peer Influence,Student Motivation,Grouping (Instructional Purposes),Secondary School Students,Peer Relationship,Student Attitudes,Social Influences,Alienation,Social Support Groups,Student School Relationship,Foreign Countries

This study aimed to determine the factors that affected the diminishing persistence of heterogeneous academic achievers when induced in homogeneous classes as a basis for developing a support system to address the situation. This study identified the common hindrances the heterogeneous academic achievers encountered as they were brought to a homogeneous class. It employed a qualitative approach to research in gathering the pertinent data. The participants of the study were subjected to a two-phase interview method. It was found that the participants experienced hindrances that diminished their academic persistence in class: intimidated feeling, low sense of belongingness, and peer influence and motivation. This study was limited to identifying the reasons behind the diminishing persistence of heterogeneous academic achievers when streamed in a homogenous class and crafting an action plan as the basis for the development support system to address the situation. The key informants were composed of 18 students who were chosen purposively from the classes of grades 8-10 for the school year 2018-2019.