ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Mathematical Modelling and Classroom Discourse
Author: Redmond, Trevor
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Mathematics,Classroom Environment,High School Students,Classroom Communication,Context Effect,Mathematical Concepts,Mathematical Models

This paper explores the notion that the discourse of the mathematics classroom impacts on the practices that students engage when modelling mathematics. Using excerpts of a Year 12 student's report on modelling Newton's law of cooling, this paper argues that when students engage with the discourse of their mathematics classroom in a manner that promotes the communication of ideas, they employ mathematical modelling practices that reflect the cyclical approaches to modelling employed by mathematicians. (Contains 7 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Assessing the Number Knowledge of Children in the First and Second Grade of an Indonesian School
Author: Rumiati, Rumi
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Foreign Countries,Grade 2,Grade 1,Knowledge Level,Numeracy,Mathematics Skills,Elementary School Mathematics,Teaching Methods,Learning Strategies

An assessment approach from Mathematics Recovery was used to document the number knowledge of 20 first-graders and 20 second-graders in an Indonesian school. Sixteen first-graders were at the advanced-counting-by-ones stage and fourteen second-graders were facile. As well, fifteen first-graders and eleven second-graders were at the level of an intermediate concept of 10. Other findings were nine of the second-graders used the erroneous &quot;subtract smaller from larger bug&quot; and five first-graders used Jarimatika (Chisanbop). Results are discussed in light of the literature. (Contains 4 tables and 4 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Enactivism and Figural Apprehension in the Context of Pattern Generalisation
Author: Samson, Duncan
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Instruction,Visual Aids,Cues,Epistemology,Interdisciplinary Approach,Secondary School Mathematics,Grade 9,Pattern Recognition,Qualitative Research,Cognitive Structures

This paper seeks to establish a research framework for an investigation into the extent to which pupils are able to visualise figural cues in multiple ways within the context of pattern generalisation. Enactivism, along with the constructs of knowledge objectification and figural apprehension, are identified as forming an ideal theoretical framework for such a study. Although largely theoretically driven, this paper also presents results from an initial pilot study in order to contextualise the theoretical milieu. (Contains 3 figures.) [Funding for this paper was provided by the National Research Foundation. For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Using Concept Cartoons to Access Student Beliefs about Preferred Approaches to Mathematics Learning and Teaching
Author: Sexton, Matthew
Date: 2010-07-00
Type: Reports - Research
Subjects: Cartoons,Foreign Countries,Mathematics Teachers,Mathematics Instruction,Mathematics Curriculum,Mathematical Concepts,Teaching Methods,Student Attitudes,Questionnaires,Elementary School Mathematics,Constructivism (Learning),Behaviorism

Curriculum reforms in the teaching of mathematics have encouraged a move away from sole memorisation of facts to the construction of deeper levels of understanding. With this reform, teachers of mathematics are called to act as facilitators of the construction of mathematical knowledge. However, some research suggests that students believe that their teacher's role is one that would be more aligned with the transmission of knowledge. This paper reports an aspect of a small-scale pilot study that sought to illuminate the beliefs that students hold about their preferred mathematics learning environments. It also highlights the role that &quot;concept cartoons&quot; played in making known these beliefs. (Contains 2 figures and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
How to Build Powerful Learning Trajectories for Relational Thinking in the Primary School Years
Author: Stephens, Max
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary School Mathematics,Mathematical Concepts,Comparative Education,Textbooks,Numbers,Sentences,Arithmetic,Algebra,Educational Strategies,Content Analysis

There are now strong arguments for building closer links between children's understanding of numbers and number operations and the beginning of algebraic (relational) thinking in the primary school years. Rarely, however, do Australian mathematics textbooks give enough guidance for teachers to use good activities in the classroom to promote algebraic thinking. By contrast, Japanese mathematics textbooks introduce students to relational thinking about number sentences, starting from the first grade. The idea of a learning trajectory--or trajectories--seems a fruitful way of looking at how this is achieved and what it might mean for the teaching of Number and algebra in the primary years. (Contains 6 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Students' Opinions about Characteristics of Their Desired Mathematics Lessons
Author: Sullivan, Peter
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teacher Effectiveness,Student Attitudes,Foreign Countries,Teaching Methods,Instructional Effectiveness,Instructional Materials,Grouping (Instructional Purposes)

As part of a larger project, we examined how students describe their ideal mathematics lesson. We found that the students' comments were similar to the characteristics that are often used by researchers to delineate the features of effective teaching. In particular the students liked clear explanations, they recalled lessons that used materials that allowed connections to their lives, felt the mode of grouping to be important, and many liked to be challenged. There was diversity in the types of lessons that they described indicating that variety is also important. Teachers are encouraged to pay attention to opinions of students on the pedagogies they value. (Contains 4 tables and 1 footnote.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Multifaceted Variable Approach: Selection of Method in Solving Simple Linear Equations
Author: Tahir, Salma
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Middle School Students,Equations (Mathematics),Algebra,Experimental Groups,Problem Solving,Control Groups,Secondary Schools,Females,Urban Schools,Secondary School Students

This paper presents a comparison of the solution strategies used by two groups of Year 8 students as they solved linear equations. The experimental group studied algebra following a multifaceted variable approach, while the comparison group used a traditional approach. Students in the experimental group employed different solution strategies, namely balancing method, working backwards and guess and check for solving different linear equations, whereas students in the comparison group tended to use a single, procedural approach. It is concluded that the multifaceted approach developed students' concepts not only of variables but also of equations. (Contains 4 tables and 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Interactive Whiteboards and All That Jazz: Analysing Classroom Activity with Interactive Technologies
Author: Tanner, Howard
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Creativity,Teaching Methods,Music,Foreign Countries,Educational Technology,Class Activities,Musicians,Computer Uses in Education

The term &quot;orchestration&quot;, has been used to describe the teacher's role in activity settings incorporating interactive technologies. This musical analogy suggests pre-planned manipulation of events to generate &quot;performance&quot; leading to learning. However, in two recent projects we have observed how effective teaching and learning is often based on serendipity and improvisation--characteristics more often associated with jazz. This paper explores how a jazz analogy can be useful when analysing classrooms in which serendipitous events were exploited and performances were improvised. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
One on One Numeracy Intervention: A Pilot Project in Low SES Communities
Author: Thornton, Steve
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Mathematics Education,Intervention,Pilot Projects,Numeracy,Foreign Countries,Low Income Groups,Program Effectiveness,Brain,Cognitive Development,Affective Behavior,Mathematics Skills

This paper reports on the structure and impact of a one on one numeracy intervention project conducted during 2009 with students in years 1, 4 and 8. The project was built on a Reading Recovery model, using research into how the brain learns mathematics and ideas of threshold concepts. Teachers were provided time to work individually with students at their point of need. The results suggested that the model was effective in both cognitive and affective terms, and that the learning gained through the project is beginning to result in whole school improvements in mathematics pedagogy. (Contains 1 table and 3 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Now I'm Teaching the Children: Changing from Assessment &quot;of&quot; Learning to Assessment &quot;for&quot; Learning in Fiji
Author: Treacy, Kaye
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Numeracy,Educational Strategies,Educationally Disadvantaged,Pilot Projects,Needs Assessment,Educational Assessment,Workshops,Decision Making,Educational Improvement,Mathematics Achievement,Learner Engagement,Elementary School Mathematics

A Numeracy Strategy was trialled in 30 at-risk schools in Fiji. A Training Needs Analysis and a review of the Fiji Islands Literacy and Numeracy Assessment helped decide on the focus of the trial. Teachers were introduced to Classroom Based Assessment and child centred pedagogy, which they used over a four-week period. Students showed considerable improvement in their mathematics knowledge and attitudes. Teachers' knowledge and confidence in using classroom based assessment to improve students' numeracy also improved. (Contains 3 tables and 4 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Student Centred Approaches: Teachers' Learning and Practice
Author: Vale, Colleen
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Teaching Methods,Constructivism (Learning),Economic Status,Disadvantaged,Learning Strategies,Models,Socioeconomic Status,Principals,Numeracy,Instructional Leadership

Student centred approaches to teaching and learning in mathematics is one of the reforms currently being advocated and implemented to improve mathematics outcomes for students from low socio-economic status (SES) backgrounds. The models, meanings and practices of student centred approaches explored in this paper reveal that a constructivist model of student centred teaching and learning is being promoted and implemented with some success. The ways in which teachers and leaders are being supported through network and school based professional learning are described. [Funding for this paper was provided by the Australian and Victorian Governments. For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Indigenous Children's Ability to Pattern as They Enter Kindergarten/Pre-Prep Settings: An Exploratory Study
Author: Warren, Elizabeth
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Kindergarten,Indigenous Populations,Mathematics Skills,Numeracy,Knowledge Level,Prior Learning,Pattern Recognition,Mathematical Concepts,Interviews

The gap between young Indigenous and non-Indigenous children's capability within mathematics is widely acknowledged. This gap is conjectured to exist at all levels of schooling, including pre-school, and widens as children mature. Most of these findings are based on research relating to children's understanding of number and space. Little is known about what knowledge Indigenous students bring to early years settings with regard to patterning, an area that is widely acknowledged as fundamental to the development of concepts, process and knowledge of mathematics. One on one interviews were conducted with 35 Indigenous children (average age 4 years and 4 months) as they entered kindergarten. The results indicate that these children do enter these settings with some intuitive understanding of repeating pattern, and that this knowledge is at odds with the hypothesised learning trajectory (Samara &amp; Clements, 2009) for repeating patterns. (Contains 5 tables and 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Student Change Associated with Professional Learning in Mathematics
Author: Watson, Jane
Date: 2010-07-00
Type: Reports - Research
Subjects: Rural Schools,Mathematics Education,Student Improvement,Foreign Countries,Middle School Teachers,Educational Environment,Numeracy,Rural Areas,Educational Change,Evaluation,Critical Thinking,Academic Achievement

This paper reports partial outcomes from a three-year project that provided professional learning opportunities in mathematics for middle school teachers in rural schools in Tasmania. The educational environment for the study was one of significant system transition. Student change is reported here and was measured with survey instruments reflecting the basic elements of numeracy considered essential to students' development of critical quantitative thinking and preparation for study of further mathematics. Student improvement was significant across grades in the project. (Contains 3 tables and 3 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Documenting the Learning of Teacher Communities across Changes in Their Membership
Author: Visnovska, Jana
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Education,School Community Relationship,Faculty Mobility,Learning,Evaluation Methods,Longitudinal Studies,Case Studies,Teacher Education,Universities,Mathematics Instruction,Middle Schools

Teacher mobility is often viewed as a limitation of longitudinal analyses of teacher learning in communities, in which membership changes. I introduce an analytical tool developed to address the continuation of the learning of such communities across changes in membership. In the case analysis, I examine whether changes in membership should be framed as induction of new members into a single community that evolves across the years, or instead as the emergence of a new community each time the membership changes. (Contains 4 footnotes.) [Funding for this paper was provided by The University of Queensland. For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
The Researcher's Self in Research: Confronting Issues about Knowing and Understanding Others
Author: Walshaw, Margaret
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Mathematics Education,Foreign Countries,Researchers,Data Analysis,Emotional Response,Research,Secondary School Mathematics,Reflective Teaching

This paper engages general debates about the production of knowledge and, within that, more specific debates about the place of the researcher in the research process. There are two main objectives: one is a theoretical interest that involves examining the issue of subjectivity and how intersubjective negotiations take shape in research encounters. A second objective is to speculate from my own data what these understandings of the researcher's subjectivity tell us about the production of knowledge. It is also to understand the part that emotions and unconscious interference play in research. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Biased Sampling and PCK: The Case of the Marijuana Problem
Author: Watson, Jane M.
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Student Surveys,Foreign Countries,Pedagogical Content Knowledge,Interviews,Surveys,Statistics,Secondary Schools,Responses,Research Methodology,Sampling

As part of an interview protocol investigating teachers' pedagogical content knowledge (PCK) in statistics, 40 teachers were presented with a newspaper article reporting a phone-in survey about the legalisation of marijuana. The article and a question about the reliability of the sample had earlier been used in student surveys, and three student answers to the question were also presented to the teachers. Teachers' PCK was assessed based on responses to questions about the big ideas in the task, potential student appropriate and inappropriate answers, and how teachers would intervene in relation to the three student answers. The wide range of responses provided evidence for the potential of the task in a cross-curricular secondary classroom. (Contains 2 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485
Author: National Center for Education Statistics (ED)
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Hispanic American Students,White Students,Academic Achievement,Time Perspective,Data Analysis,National Competency Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Public Schools,Educational Trends,Statistical Analysis,Gender Differences,English (Second Language),Eligibility,Lunch Programs,State Government,Federal Government,Comparative Analysis

This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade students. All results are for public school students. Comparisons in the report are made between the most recent assessment year (2009) and all previous assessment years beginning from 1990. In addition, the report also examines national achievement gap data by gender, students' English Language Learner status and eligibility for the National School Lunch Program. From 1990 to 2009, according to NAEP data, the Hispanic student population increased at grade 4 from 6 percent to 22 percent and at grade 8 from 7 percent to 21 percent. This report is the first to present comprehensive national and state data on the performance of these students in comparison to their White peers. [For the full report, &quot;Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Statistical Analysis Report. NCES 2011-459,&quot; see ED520960.]
Gateway to Healthcare Careers for Vulnerable Students: A New Approach to the Teaching of Anatomy and Physiology
Author: DeCiccio, Albert
Date: 2011-05-25
Type: Reports - Evaluative
Subjects: Allied Health Occupations,College Freshmen,Physiology,Anatomy,Academic Achievement,Allied Health Occupations Education,Pilot Projects,At Risk Students,Instructional Effectiveness,Instructional Design,College Instruction,Science Instruction,Program Effectiveness,Program Implementation

Many first-year students interested in healthcare careers do not succeed in Anatomy and Physiology I (A&amp;PI), which they take in their first semester. These first-year students withdraw from the course or the institution, or their final grade may be below the identified threshold for progressing in their programs. A&amp;PI has become a gatekeeper course, preventing students from entering careers where they are sorely needed. Southern Vermont College (SVC) launched a pilot A&amp;PI course designed for vulnerable first-year students. SVC identified first-year students deemed academically at risk, and they were offered an opportunity to enroll in a re-envisioned A&amp;PI course that was stretched over two semesters.  There have been positive trend indicators on all the major items being measured and, importantly, some positive, unintended benefits. (Contains 6 notes.)