ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovative Strategies for Learning and Teaching of Large Differential Equations Classes
Author: Vajravelu, Kuppalapalle
Date: 2018-00-00
Type: Journal Articles
Subjects: Calculus,Teaching Methods,College Students,College Mathematics,Instructional Innovation,Technology Uses in Education,Problem Solving,Large Group Instruction,STEM Education,Educational Technology

Ordinary Differential Equations I, is one of the core courses for science and engineering majors. Practical problem solving in science and engineering programs require proficiency in mathematics. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the Department of Mathematics developed an innovative teaching method that incorporated computers, Canvas (Webcourses@UCF), WileyPlus software, and application sessions in large Ordinary Differential Equations I classes. Introduction of new technology, in-class problem solving and application (or discussion) sessions are important factors in the enhancement of students' deep understanding of mathematics. We will detail various components of the course (online homework sets, application sessions and projects, in-class tests, and comprehensive final exam) and discuss how we obtained optimal results enhancing the traditional teaching techniques. Also, how to obtain optimal results without sacrificing the traditional teaching techniques will be brought out. We hope that the details of our experiences and the lessons we learned along the way will be helpful to others who are struggling with the same issues. Also, we provide solutions for quality education and the student-growth. Furthermore, this technique can be used to teach large classes in Science, Technology, Engineering and Mathematics (STEM).
Problematization and Research as a Method of Teaching Mathematics
Author: Mendes, Iran Abreu
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics Teachers,Learning Processes,Correlation,Reflection,Problem Solving,Mathematical Logic

In this article we present our arguments in favor of a teaching of mathematics by means of problematization and investigation, one that includes in the classroom multiple ways and meanings for the students to read the world around them. In this respect, we propose a teaching-learning process of mathematics grounded on the relationships between society, cognition, and culture, in the way of practices that exercise multiple readings of reality and give meaning to mathematical construction as learning of culture, through culture. Argumentative reflections have lead us to conclude that mathematics characterizes the social and imaginary interactions manifested in culture, under multiple explanatory ways, for the sociocultural experiences, evidenced in the ways of reading, comprehending and explaining the human cultures emphasized by multiple methods and codes of mathematical reading of sociocultural realities. The article is organized in the following way: initial problematization of the study, foundations and assumptions, followed by the epistemological basis of argumentation, on to the appointment of epistemological and didactic implications about problematization, research for a learning beyond disciplinarity, as a way of including these methodological procedures in the classroom. We end with our reflections and referrals for the practice of the mathematics teacher.
Parental Involvement in Developing Students&apos; Perseverance in Solving Mathematical Problem through the Use of Social Media
Author: Panaoura, Areti
Date: 2017-00-00
Type: Journal Articles
Subjects: Parent Participation,Mathematics Instruction,Social Media,Problem Solving,Parent Attitudes,Grade 5,Homework,Persistence,Parent Student Relationship,Elementary School Students,Elementary School Mathematics,Correlation,Intervention,Student Behavior,Self Management

The present study aims to contribute on the understanding of the relationships between parental involvement during the school homework in mathematics with students' perseverance in problem solving ability in mathematics and their self regulatory performance in problem solving. The whole framework of the intervention program concentrated on affecting parents' beliefs about their role on children's homework in mathematics, by using the contribution of social media in order to affect indirectly their children's behaviour. The pre and post intervention tests on students' behaviour were followed by a 3rd measurement in order to examine the further impact of the possible initial changes. Data were selected by 183 students at the 5th grade (10 years old) and one of their parents. Dynamic modelling indicated that the three factors (parents' beliefs, students' self-regulation and their problem solving persistence) were interrelated at each one of the measurement waves and that the growth in each of the ability was affected by the state of the others. The role of the use of social media, as means of communication with parents is discussed.
Web-Based Education and Accessibility
Author: Dinc, Emre
Date: 2017-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Web Sites,Access to Computers,Accessibility (for Disabled),Multimedia Materials

Technology has been affecting education for a long time. Websites occupy a significant place and web-based learning is an important example. The Internet today plays several critical roles in education such as: providing information, fostering communication, providing an environment for creativity, and delivering instruction. Currently, websites are gaining importance in education. This paper presents information about web-based learning, using websites in education, and reports information about what researchers have discovered in this regard. In addition, a critical topic, which is web accessibility, is discussed related to multimedia elements. Consequently, a website can be used as a source of information, as a tool for assessment, and as a platform to produce and share a product.
A Three-Pronged Approach to Helping Students Internalize APA Style Based in Self-Determination Theory
Author: Daniels, Lia M.
Date: 2019-08-00
Type: Journal Articles
Subjects: Graduate Students,Writing Skills,Writing (Composition),Writing for Publication,Writing Evaluation,Error Patterns,Self Determination,Psychological Needs,Writing Instruction,Teaching Methods,Standards

The Publication Manual of the American Psychological Association (APA) is an invaluable resource for students and faculty members in the social sciences. However, many students and researchers fail to recognize the value of APA style in supporting writing excellence. In this research note we describe an innovative pedagogical approach to APA style that is rooted in self-determination theory. We provide preliminary retrospective evidence of internalization through students' responses to questionnaire items and a student's personal reflection.
Professional Learning as Policy Enactment: The Primacy of Professionalism
Author: Hardy, Ian J.
Date: 2019-08-12
Type: Journal Articles
Subjects: Professionalism,Educational Policy,Faculty Development,School Districts,Correlation,Decision Making,Work Environment,Accountability,Educational Administration,Evaluation Methods,Foreign Countries,Boards of Education,Teacher Attitudes,Communities of Practice,Institutional Autonomy,Administrative Organization

In this article, we draw upon notions of occupational professionalism and organizational professionalism to interrogate the complex, and sometimes contradictory, teacher learning practices that characterize educational policy enactment. We apply these understandings to the Growing Success assessment and evaluation policy in Ontario, Canada, and in relation to how five educators in varied positions in a regional school district made sense of this policy through professional learning. Our research considers how the interactions between professionalism and teacher learning can be deployed to better understand policy enactment as part of educators' work and learning. The research reveals that organizational professionalism, characterized by hierarchical modes of decision-making, standardized work practices, external regulation and accountability processes, limited teachers' learning. However, at the same time more occupational professionalism cultivated forms of professional learning necessary for productive enactment of educational policy. In relation to teacher learning for policy enactment, more occupational professionalism was characterized by, inter alia, commitment to student learning, the generation of dialogue about teachers' assessment practices, coherence in relation to the whole reform agenda, a focus upon the immediacy of practice, and accountability to one another. The research indicates that even as more organizational professionalism is clearly evident in policy reform, the occupational cultures fostered by districts and schools can have significant beneficial effects for how teacher learning is expressed as a form of policy enactment.
Science at Home: Parents&apos; Need for Support to Implement Video-Based Online Science Club with Young Children
Author: Vartiainen, Jenni
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Video Technology,Family Environment,Parent Attitudes,Science Experiments,Parents as Teachers,Learning Activities,Case Studies,Knowledge Level,Science Activities,Parent Child Relationship,Early Childhood Education,Clubs,Informal Education,Web Based Instruction,Teaching Skills

Homes have remarkable possibilities to act as science learning environments for young children (3 - 6 years old). This qualitative case study investigated what kind of support parents need to do online science activities with their children at home. Data consisted of parent's theme interviews (n=7). As a main result, a model of parents' need for support was produced. The model contains three dimensions: 1) the affective dimension, 2) the knowledge and skills dimension and 3) the organizational dimension. Parents' own affective experiences, organization of the experiments and finding time to do experiments are important factors to consider, when looking at parents' willingness to engage in science activities with their children. The parents might not necessarily be content with only the child's interest in experimenting as a reason to carry out science activities at home, instead they need to be interested and engaged in activities themselves.
The Construction of Knowledge on &quot;Quality&quot; in Higher Education: A Study of Universities&apos; Websites in India
Author: Srivastava, Anamika
Date: 2019-08-26
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Educational Quality,Higher Education,Marketing,Public Colleges,Private Colleges,Realism

In the context of India, the current paper studies the ways in which select public and private universities are representing themselves on their own website. In the process, the objective is to reveal what claims on &quot;quality&quot; in higher education (HE), are made by these universities; and how and why marketing power/knowledge influences these claims. Adhering to a critical realist discourse analysis approach, the paper not only describes the discourse on &quot;quality&quot; in HE on the selected universities' websites but also makes an attempt to explain why marketing power/knowledge has come to have causal influence over the ways of knowing about &quot;quality&quot; in HE. Invoking, a moderate constructionist theory which is compatible with critical realism, it is accepted that knowledge on &quot;quality&quot; in HE is constructed discursively. However, these constructions are also shaped by non-discursive factors such as materiality, structural, institutional and physical embodied elements. The paper finds marketing power/knowledge is invested in the statements--both visual and textual, particularly on private universities' websites. As mainstream marketing literature and practice recognize HE as a service and conceptualizes student/parent as a consumer, these universities' websites have emerged as a site of playing out internet marketing strategies. There is an emphasis on tangibilization of the so-called HE service so that a prospective &quot;student/parent-consumer&quot; can see and find it cognitively easy to &quot;understand&quot; &quot;quality&quot; in HE. Consequently, one finds an emphasis on the discourses of &quot;rankings&quot;, &quot;recognitions&quot;, and &quot;infrastructure&quot; on these websites. In addition to this, one also finds influence of post-modern marketing and post-modern attitude towards truth on these statements. Marketers believe more in the appeal of these statements than in their authenticity. However, instead of invoking a relativist approach where only cultural factors are invoked to explain these influences, this paper hints towards materiality such as the ephemerality of the web, among others, as causal factors shaping these discourses.
International Graduate Student Challenges and Support
Author: Rodríguez, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Barriers,Social Support Groups,Student Personnel Services,Sense of Community,Student College Relationship

With a growing number of international graduate students pursuing degrees in the United States, universities must understand what unique challenges this population faces when transitioning to the United States and how to properly support students through this transition. This study looks at the experiences of seven international graduate students and how they have found support during a challenging transition to a large, public, research university in the United States. Results revealed that students had difficulties with language barriers, academic differences, and finding resources, but were able to find support within their academic departments and smaller communities. Recommendations are presented for practitioners and future researchers to continue to develop support for international graduate students.
Work Satisfaction: Critical Factors for Foreign-Born Faculty
Author: Paris, Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Satisfaction,College Faculty,Foreign Nationals,Job Security,Work Environment,Teacher Salaries,Salary Wage Differentials,Diversity (Faculty),Teacher Attitudes,Intellectual Disciplines

Many higher education institutions seek to attract and retain diverse faculty in an effort to intentionally diversify college campuses and make them more inclusive. The development of a diverse faculty body that matches the diversity of the student body is crucial, but the representation of foreign-born people with doctoral degrees who are working as faculty members has been relatively low, compared to the numbers of foreign-born students, and actual numbers are difficult to estimate. Foreign-born faculty can have very different experiences than do American-born faculty and report lower levels of work satisfaction. The key factors that contribute to workplace satisfaction for foreign-born faculty are not known. Some factors that may influence work satisfaction for foreign-born faculty members include their varying degrees of independence, their salary and accompanying levels of responsibility, and their job security. Differences related to academic discipline may be an influence, as are salary differences associated with the individual disciplines. Without additional insights as to why foreign-born faculty are less satisfied in the workplace than their American counterparts, colleges and universities are in danger of continuing to invest in the recruitment and hiring of foreign-born faculty who have a higher likelihood of leaving the institution.
Internal Coordination as an Internationalization Strategy of International Student Offices: A Case Study of Ontario Universities
Author: Hiratsuka, Hiroyoshi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Personnel Services,Universities,Coordination,Global Approach,Higher Education,Student Diversity,Networks

Managing cultural differences between international students and host university members is a significant challenge for international student office (ISO) staff at Ontario universities. The current influx of incoming international students to the province of Ontario continues to stretch ISOs' limited resources and support functions. This study focused on understanding these Ontario universities' international student offices and their strategic initiatives to remedy the existing challenge of assisting international students more effectively. This qualitative study applied the case study approach for its collection and analysis of data from several data sources: staff member interviews, public documents, and notes taken during field visits. The study found that the international student offices functioned as coordinating units to work with other appropriate offices to provide services to their international students while they shared their expertise with other units. The study also found the international student offices extended their coordination functions to external entities.
Characteristics of Students&apos; Mathematical Understanding in Solving Multiple Representation Task Based on Solo Taxonomy
Author: Afriyani, Dona
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Skills,Problem Solving,Taxonomy,Comprehension,Knowledge Level,Educational Indicators,Outcomes of Education,Mathematical Concepts

This articles discusses the characteristics of students' mathematical understanding in solving multiple representation tasks. Qualitative explorative methods were used to clarify the characteristics of mathematical understanding. Data were obtained by assigning multiple representation tasks to and interviewing 25 students. It is concluded that there are two characteristics of mathematical understanding in solving multiple representation tasks: flexibility and compartmentalization. Flexible understanding consists of complete and incomplete flexibility. SOLO taxonomy level for students who have flexible understanding is relational. Multi-structural level refers to students whose comprehension is incomplete flexible, while uni-structural level refers to students whose understanding is compartmentalized. The findings of this study can be used as a guide to assess the depth of students' mathematical understanding and a foothold in developing learning mathematics based multiple representations.
Scaffolding Based on Cognitive Conflict in Correcting the Students&apos; Algebra Errors
Author: Maharani, Indah Puspitasari
Date: 2018-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Error Correction,Mathematics Instruction,Algebra,Foreign Countries,Conflict,Concept Formation,Cognitive Development,Piagetian Theory,Thinking Skills,Junior High Schools,Junior High School Students

The purpose of the research is to describe and analyze the implementation of Scaffolding based on Cognitive Conflict in correcting the students' errors in Algebra material. The research uses Mix Method, that is a combination of quantitative and qualitative methods. There are 25 students that are involved and tested on Algebra material. They are collected from the Second Grade Students of Junior High Schools in Malang. The quantitative data are collected through essay test, while the qualitative data are collected through interview and observation. The findings of the research are: (1) Cognitive Conflict can increase the students' reasoning ability, (2) Scaffolding is required to overcome the students' errors based on their Cognitive Conflict, (3) Cognitive Conflict needs to be improved in the classroom learning.
Seeing and the Ability to See: A Framework for Viewing Geometric Cube Problems
Author: Kenan, Kok Xiao-Feng
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Perception,Visualization,Geometric Concepts,Mathematics Instruction,Visual Aids,Plane Geometry,Elementary School Mathematics,Elementary School Students

Perceiving a 3-dimensional (3D) diagram on a 2-dimensional (2D) surface or plane can be a challenging endeavor for students at the elementary or primary grade levels. Adding to this challenge are the intricacies present in understanding the processes involved in geometric problems of such a nature. To ease the comprehension of these processes, this paper proposes a framework that traces the processes in viewing 3D diagrams represented on a 2D plane. This framework, abbreviated as SMS, espouses three main processes; (1) Seeing the 2D plane, (2) Making sense of the 3D diagram on the 2D plane, and (3) Seeing the 3D diagram. Implications for teaching and learning are also offered.
Enhancing Students&apos; Mathematical Problem-Solving Skills through Bar Model Visualisation Technique
Author: Osman, Sharifah
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Problem Solving,Teaching Methods,Visualization,Learning Strategies,Mathematics Achievement,Mathematical Models

Previous studies revealed that many students cannot perform well when it comes to word problem-solving questions. There are various problem-solving strategies that can be applied to help students to overcome the problem. Visualisation techniques in learning have been used to help students enhance their conceptual understanding of the mathematical problem-solving and the use of bar model visualisation technique is one of the strategies. This study aims to investigate students' achievement in mathematical problem-solving after applying the Bar Model and to explore students' experiences while applying the technique. This study employed a preexperimental design of the quantitative research. There were 32 participants of year three students. The instrument used in this research consists of questions of pre-test and post-test and a semi-structured interview. Data were analysed using SPSS 20.0 software and thematic analysis. The test results showed that there is a significant difference in participants' mathematical problem-solving achievement. The analysis of semi-structured interview transcripts revealed that level of understanding and motivation influence students' performance. Findings of this study showed that students perform better after the implementation of the Bar Model in mathematical problem-solving. This study can provide an alternative or guidance for teachers to improve students' mathematical problem-solving skills.
Impact of Heuristic Strategy on Students&apos; Mathematics Ability in High Order Thinking
Author: Tambunan, Hardi
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Heuristics,High School Students,Foreign Countries,Mathematical Concepts,Concept Formation,Creativity,Problem Solving,Mathematical Logic,Communication Skills,Learning Strategies,Public Schools,Private Schools

The purpose of this study is to determine the impact of heuristic strategy on students' mathematical abilities in high order thinking. This descriptive research uses a correlation design. The population of this study were all second-grade public and private high school students representing schools from eight districts in North Sumatra province, and samples (N = 257) were taken randomly. Based on linear regression analysis through analysis of variance (ANOVA) results obtained that heuristic strategy has a very strong influence on students 'mathematical abilities in high order thinking, and partially heuristic strategies affect students' ability in (1) understanding of concepts, (2) creativity, (3) mathematical communication, (4) problem solving, and (5) reasoning ability.