ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
Author: Rojas, Raúl
Date: 2019-00-00
Type: Reports - Research
Subjects: Spanish Speaking,Educational Indicators,Bilingualism,Oral Language,English Language Learners,Language of Instruction,English (Second Language),Second Language Learning,Kindergarten,Grade 1,Grade 2,Elementary School Students,Reading Tests,Standardized Tests,Language Skills,Skill Development,Longitudinal Studies,Correlation,Reading Achievement,Reading Difficulties

This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish from kindergarten to Grade 2 from 1,243 ELs primarily instructed in English or Spanish. Conditional growth curve models yielded four primary findings of reading and oral language development. First, ELs with low reading achievement at end of Grade 2 demonstrated early reading difficulties during kindergarten. Second, although ELs demonstrated overall higher reading achievement in their instructed language, this difference decreased over time. Third, ELs with low reading achievement at end of Grade 2 demonstrated lower oral language skills in each language over time. Fourth, ELs demonstrated overall higher oral language skills in their instructed language, yet these differences varied over time. The study provided a detailed description of the longitudinal relations among the bilingual reading and oral language skills of Spanish-speaking ELs during the early school years. These findings help to inform the processes of early identification and intervention for Spanish-speaking ELs who are likely to demonstrate reading achievement difficulties. [This paper was published in &quot;New Directions for Child and Adolescent Development&quot; n166 p43-77 2019 (EJ1221828).]
Mathematics Teachers&apos; Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions
Author: Herbst, Patricio
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Test Construction,Test Theory,Test Items,Item Response Theory,Test Reliability,High School Teachers,Secondary School Mathematics,Teaching Methods,Questionnaires,Test Validity,Teacher Responsibility,Teacher Attitudes,Mathematics Instruction

We describe the conceptualization, development, and piloting of two instruments--a survey and a scenario-based assessment--designed to assess, teachers' recognition of an obligation to the discipline of mathematics and the extent to which teachers justify actions that deviate from what is normative on account of this obligation. We show how we have used classical test theory and item response theory to select items for the instruments and we provide information on their reliability, using a sample of 88 high school mathematics teachers. [For the complete proceedings, see ED597799.]
What and How Mathematics Should Be Taught: Views of Secondary Mathematics Teacher Candidates with STEM Backgrounds
Author: Hallman-Thrasher, Allyson
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Secondary School Teachers,Preservice Teachers,STEM Education,Student Attitudes,Pedagogical Content Knowledge,Teaching Methods,Mathematics Instruction,Course Content,Problem Solving,Validity,Mathematical Logic,Prior Learning,Experience

This qualitative study examines what mathematics teacher candidates with STEM backgrounds think about their future work as mathematics teachers. The content preparation for a STEM career is not identical with that taken by traditional teacher candidates and may not develop the pedagogical content knowledge necessary for candidates to connect their experience with the grade 7-12 classroom. Candidates were found to emphasize applied mathematics in both what, and how, with little attention given to mathematical proof. Given their interest applications of mathematics, they, surprisingly, struggled to articulate how to meaningfully integrate science and mathematics. [For the complete proceedings, see ED597799.]
Teaching Linear Algebra in the Embodied, Symbolic and Formal Worlds of Mathematical Thinking: Is There a Preferred Order?
Author: Hannah, John
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,College Mathematics,Undergraduate Students,Mathematical Concepts,Fundamental Concepts,Student Attitudes,Teaching Methods

This research project involved teaching linear algebra to second year undergraduates. Using Tall's three worlds of mathematical thinking as a theoretical framework, students were taught fundamental linear algebra concepts using each of the embodied, symbolic and formal dimensions. By varying the order in which these approaches were used in each topic we investigated students' perceptions of the combinations and their potential for understanding and learning. The results show that students seem to react positively to symbolic examples and embodied ideas but there is little effect overall of order on understanding. [For the complete proceedings, see ED597799.]
Relating Student Outcomes to Teacher Development of Student-Adaptive Pedagogy
Author: Hodkowski, Nicola
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 4,Elementary School Teachers,Constructivism (Learning),Teaching Methods,Mathematical Logic,Multiplication,Mathematics Skills,Learning Activities,Mathematical Concepts,Concept Formation,Faculty Development,Elementary School Students,Accountability,Teacher Influence,Teacher Attitudes,Mathematics Achievement

We examine a 4th grade teacher's development of a constructivist-based, adaptive pedagogy (AP) approach--and its contribution to student multiplicative reasoning and outcomes, mixing qualitative analysis of segments from her interviews with quantitative analysis of her student outcomes on the state-mandated test. Her reflections indicate a shift to this pedagogical approach, which tailors the intended mathematics and classroom activities to students' available conceptions. The data reflect how, via professional development, her new understanding of students' learning to reason multiplicatively promoted learning opportunities for them and thus--their outcomes. We discuss how linking teacher development to student conceptions--adaptive pedagogy--can contribute to improving their outcomes. [For the complete proceedings, see ED597799.]
A Longitudinal Analysis of the Relationship between Mathematics-Related Affect and Achievement in Finland
Author: Hannula, Markku S.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Longitudinal Studies,Mathematics Achievement,Psychological Patterns,Self Efficacy,Elementary School Students,Secondary School Students,Correlation

In this paper, a nationally representative longitudinal data of mathematics learning outcomes in Finland is analyzed in order to determine the direction of causality between mathematics-related affect and achievement. First, the results indicated that students' mathematical achievement, emotion, and self-efficacy were significantly stable over time. Different models were estimated to test the reciprocal relationship between students affect and achievement. The results indicated that mathematics achievement and self-efficacy have a reciprocal relation, where the dominant effect is from achievement to self-efficacy. The results indicate also a weaker unidirectional effect from achievement to emotion. [For the complete proceedings, see ED597799.]
How Should Students Reflect upon Their Own Errors with Respect to Fraction Problems?
Author: Heemsoth, Tim
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Reflection,Error Patterns,Error Correction,Grade 7,Grade 8,Mathematics Instruction,Instructional Effectiveness,Secondary School Students,Secondary School Mathematics,Foreign Countries,Knowledge Level

Educational research assumes that error reflections are efficient if they include the rationale behind the own error instead of just correcting the error. However, thus far there is a lack of empirical evidence regarding this aspect. Thus, we conducted a field experiment with pre-post-follow-up design and with 7th and 8th grade students (N = 174). The study was conducted during standard mathematics lessons. We compared two different error-handling strategies. Our findings indicate that students who reflected the rationales behind their errors enhanced their procedural knowledge more than students who reflected on the corresponding correct solution only. Regarding conceptual knowledge we found this effect only at the follow-up-test. The implications for theory and school instructions are discussed. [For the complete proceedings, see ED597799.]
The Importance of Achieving Proficiency with Simple Addition
Author: Hopkins, Sarah
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Addition,Mathematics Skills,Grade 7,Problem Solving,Mathematics Achievement,Foreign Countries,Elementary School Students,Gender Differences

In this study we investigated how 200 students in seventh grade (mean age = 12.38 years) solved simple addition problems and if the way they performed simple addition was related to their achievement in mathematics. Four performance groups were identified: proficient, almost proficient, inaccurate min counting and accurate min counting. More than half the participants did not display proficient or close to proficient performance despite expectations that proficiency is achieved around third grade. Findings unique to this study were that accurate min counting was associated with lower math achievement and that girls were more likely to display this pattern of performance than boys. The findings corroborate a growing awareness that many students are not achieving proficiency and that this is a concern requiring attention. [For the complete proceedings, see ED597799.]
What Aspects of Mathematical Literacy Should Teachers Focus on from the Student&apos;s Point of View?
Author: Hsieh, Feng-Jui
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Mathematics Skills,Competence,High School Students,High School Teachers,Mathematics Teachers,Secondary School Mathematics,Foreign Countries,Teaching Methods,Course Content

This study employed latent class cluster analysis to explore students' perceptions of what aspects of mathematical literacy, composed of mathematics competencies and attitudes, teachers should focus on. The sample included 1,219 Taiwanese senior high school students and 59 mathematics teachers. Three profiles were identified for mathematics competence, which were characterized as comprehensive, test-oriented, and limited thought-oriented. Regarding mathematics attitudes and mathematics learning attitudes, three profiles were identified and characterized as: broad, math-interior oriented, and mind-focused. Students and teachers differed in their perceptions on the importance of some aspects of mathematical literacy. [For the complete proceedings, see ED597799.]
Investigating Children&apos;s Ability to Solve Measurement Estimation Problems
Author: Huang, Hsin-Mei E.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Elementary School Students,Measurement,Computation,Foreign Countries,Grade 4,Grade 5,Grade 6,Age Differences,Nonverbal Ability

In this study, how fourth- to sixth-grade children perform measurement estimation was investigated. The data were collected by a measurement estimation task that contained linear and area estimations and interviews from 72 children, each in one fourth- (n = 21), fifth- (n = 32), or sixth-grade (n = 19) class at local public elementary schools in cities in north Taiwan. The results indicated significant differences in the performance of the children in the estimation task among the three grade levels. The sixth-graders were observed to outperform the fourth-graders but they performed similarly to the fifth-graders. Grade level also influenced children's ability to estimate area rather than linear estimation. The children's strategies used for estimating an object with a long length included Benchmark, Guessing, Looking, and Other strategies. [For the complete proceedings, see ED597799.]
The Quality of Argumentations of First-Year Pre-Service Teachers
Author: Kempen, Leander
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Preservice Teachers,Mathematics Instruction,Validity,Mathematical Logic,Foreign Countries,College Freshmen

In this paper we report our findings from a study, in which 177 undergraduate pre-service teachers had to verify a statement of elementary number theory at the onset of a lecture serving as a bridging course. The answers were categorized to investigate the qualities of the given argumentations. We also separated the results of three different subsets: (1) the of students in their first semester, to get to know their level of arguing after having past their A-Levels, (2) the students, that take part in this course the first time and are in a higher semester and (3) the subset of repeaters to investigate their problems in detail. [For the complete proceedings, see ED597799.]
Video-Based Measurement of Primary Mathematics Teachers&apos; Action-Related Competences
Author: Knievel, Imke
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Elementary School Teachers,Mathematics Instruction,Teacher Competencies,Video Technology,Teacher Evaluation,Evaluation Methods,Knowledge Base for Teaching,Computer Assisted Testing,Test Construction,Pedagogical Content Knowledge,Foreign Countries,Test Validity,Test Reliability

Teacher cognition is seen as an important factor for the quality of instruction and, accordingly, student learning of a subject. However, in-depth research on these relations can only be done if a sound theoretical model for subject-specific teacher cognition (knowledge and competence/practical skills) and corresponding measures are available. This work aims at the development of reliable and valid measures for primary school teachers in mathematics. The subject-specific cognition is modeled as basic professional knowledge (BK) and further two components of reflective competence (RC) and action-related competence (AC). Using video-based items, we developed a computer-based standardized test and collected data of N = 85 primary mathematics teachers. We present results on the quality of the measures and have a closer look on the structure of teacher cognition. [For the complete proceedings, see ED597799.]
Young Children&apos;s Thinking about Various Types of Triangles in a Dynamic Geometry Environment
Author: Kaur, Harpreet
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Cognitive Processes,Elementary School Students,Young Children,Longitudinal Studies,Technology Uses in Education,Grade 2,Grade 3,Logical Thinking,Mathematics Instruction,Elementary School Mathematics

This paper presents preliminary results of longitudinal study on the development of children's geometric thinking in dynamic geometry environments. Here we investigate young children's (age 7-8, grade 2/3) interactions, in a whole classroom setting with an Interactive Whiteboard, with Sketchpad-based tasks involving the use of different types of constructed triangles (scalene, isosceles, equilateral). We use Sfard's discursive approach to show how the children developed a reified discourse on these different types of triangles and how they described the behaviour of these triangles in terms of their invariances (side lengths and angles). [For the complete proceedings, see ED597799.]
Improving Student Learning in Math through Web-Based Homework
Author: Kelly, Kim
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Homework,Mathematics Instruction,Educational Technology,Technology Uses in Education,Feedback (Response),Intelligent Tutoring Systems,Error Correction,Grade 7,Middle School Students,Program Effectiveness

Much debate surrounds the effectiveness of the common educational practice of homework (Cooper et al., 2006). A randomized-controlled trial has shown that using a web-based homework system that provides immediate feedback to students, while they are doing their mathematics homework, and detailed item reports to teachers significantly improves student learning. The use of that data also changed the homework review process, leading to a more comprehensive and meaningful review of student errors and misconceptions. [For the complete proceedings, see ED597799.]
Thematic Inspection of Readiness for Empowerment
Author: Education Scotland
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Educational Change,Inspection,Parent Participation,Educational Principles,Empowerment,School Effectiveness,Instructional Leadership,Curriculum Development,Student Participation,Educational Improvement,Educational Finance,Financial Support,School Districts,Foreign Countries,Resource Allocation,Elementary Secondary Education,Professional Autonomy,Educational Planning,Poverty,Achievement Gap,Academic Achievement,Teacher Empowerment,School Community Relationship

The Education Reform -- Joint Agreement published in June 2018 sets out agreed principles and enablers and measures that will support and encourage the empowerment of schools in Scotland. These include the commitment that Education Scotland would carry out three inspections in the 2018-19 academic year looking at the following themes: Readiness for Empowerment; Curriculum Leadership; and Parent and Pupil Participation. Evidence was gathered in the areas of improvement, curriculum, staffing, and funding. The report explains what was found, including some positive information about steps local authorities had already taken to start to deliver the empowerment agenda, and makes a series of recommendations designed to advance that agenda. Key strengths, and aspects for improvement are also discussed.
A Case Study of Conflicting Realizations of Continuity
Author: Jayakody, Gaya N.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Mathematical Concepts,College Freshmen,Psychological Patterns,Calculus,Reliability,Definitions

In this paper I present a case study to illustrate conflicts between different 'realizations' of the concept of 'continuous function' held by a university first year student. Sfard's commognitve framework is used in the analysis of a student's work on continuity. I point out how these conflicting realizations have arisen from the inconsistent definitions presented in text books and other mathematical resources. The study also points to the need of extending the notion of &quot;commognitive conflict&quot; in the framework. [For the complete proceedings, see ED597799.]
The Frequencies of Various Interpretations of the Definite Integral in a General Student Population
Author: Jones, Steven R.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Calculus,College Mathematics,College Students,Concept Formation,Introductory Courses

Student understanding of integration has become a topic of recent interest in calculus research. Studies have shown that certain interpretations of the definite integral, such as the area under a curve or the values of an anti-derivative, are less productive in making sense of contextualized integrals, while on the other hand understanding the integral as a Riemann sum or as &quot;adding up pieces&quot; is highly productive for contextualized integrals. This report investigates the frequency of these three conceptualizations in a general calculus student population. Data from student responses show a high prevalence of area and anti-derivative ideas and a very low occurrence of summation ideas. This distribution held even for students whose calculus instructors focused on Riemann sums while introducing the definite integral. [For the complete proceedings, see ED597799.]
An Analysis of Mathematical Problem-Posing Tasks in Chinese and US Reform Textbooks
Author: Jiang, Chunlian
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Elementary School Students,Textbooks,Content Analysis,Cross Cultural Studies,Educational Change,Curriculum Development,Comparative Education,Foreign Countries

This study analyzed the problem-posing tasks in Chinese and U.S. elementary mathematics textbooks. Significant differences were found between the Chinese and U.S. textbooks in the presentation of problem posing activities. By analyzing problem posing in textbooks, we gain insight into how reform ideas are reflected in the mathematics curriculum. With respect to problem posing itself, it would appear that the curriculum reform has moved problem-posing tasks into greater prominence, but great effort is needed to make problem posing a reality in both curriculum and instruction. In fact, our analysis shows that even in these reform textbooks, the proportion of problem posing tasks is very small. [For the complete proceedings, see ED597799.]
A Theoretical Framework for the Function of Generalization in Learning Mathematics
Author: Hayata, Toru
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Generalization,Learning Processes,Mathematics Education,Socialization,Correlation,Guidelines,Educational Philosophy,Teaching Methods,Instructional Design,Elementary Secondary Education

The purpose of this study is to clarify for what students do generalize something in learning mathematics. In this study, we make a distinction between generalization and extension, and focus on the function of generalization in terms of its meaning, purpose, and usefulness. Through reviewing literature on generalization and philosophical considerations, six functions with their examples are identified; variablization, purification, unification, discovery, association, and socialization. We propose a new theoretical framework for the function of generalization in learning mathematics, suggesting that the framework has possibility of a principle of didactics for teachers and a guideline in forming mental habit for students. [For the complete proceedings, see ED597799.]
From Knowledge Agents to Knowledge Agency
Author: Hershkowitz, Rina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 8,Middle School Mathematics,Knowledge Level,Student Role,Teacher Role,Student Behavior,Middle School Students,Middle School Teachers,Mathematics Instruction

In this report we further develop the notion of knowledge agent and analyse knowledge agency in an 8th grade mathematics classroom learning probability. By knowledge agency we mean the many ways and variations in which knowledge agents act. We also observe the teacher as an orchestrator of the learning process who as such invests efforts to create a learning environment that enables students to be active and become knowledge agents. In our previous work we have identified mainly a single student who acted as knowledge agent. Here we show how four students acted as a group of knowledge agents and that knowledge agency may appear in different forms: as one student and his followers, as two students, and as group of students. [For the complete proceedings, see ED597799.]