ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Reasoning Ability of Elementary School Student through the Indonesian Realistic Mathematics Education
Author: Saleh, Muhamad
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Grade 4,Abstract Reasoning,Learning Processes,Fractions,Mathematics Skills,Mathematics Achievement,Student Improvement,Mathematics Education,Mathematics Instruction,Teaching Methods,Experimental Groups,Control Groups,Conventional Instruction,Statistical Analysis,Observation,Interviews

By taking the role as a mentor and a facilitator, a teacher in the 4th grade of elementary school needs to look at the condition of the students in the concrete thinking stage. Learning process needs to be adjusted such that the abstract objects in mathematics can be represented through concrete objects as a bridge to enter the knowledge that the students already had, especially for the material of fraction. This research aims to analyze the achievement and the improvement of students' mathematics reasoning ability through the implementation of Indonesian realistic mathematics education (PMRI) approach. The research subject consisted of 51 students in the experiment group and 45 students in the control group which categorized into three levels (low, intermediate, and high). The result suggests that the achievement and the improvement of students' reasoning ability in the mathematics learning using PMRI approach are better than the conventional learning.
Approaching Quality of Global Education Practices through Action Research: A Non-Governmental Development Organization-University Collaborative Experience
Author: Boni, Alejandra
Date: 2013-00-00
Type: Journal Articles
Subjects: Nongovernmental Organizations,Universities,Institutional Cooperation,Action Research,Experience,Foreign Countries,Citizenship Education,Global Approach,Educational Practices,Systems Approach,Educational Quality,Criteria

This article intends to describe a collaborative experience between a non-government development organization (NGDO) and a university in the area of development education. The experience has included the design, following an action research methodology, of a system of quality criteria for experiences promoted by the Network of Educators for Global Citizenship. The network comprises a wide range of people from Spain and is supported by the NGDO Intermón Oxfam. The experience has enabled stakeholders to acquire valuable knowledge, primarily in understanding educational practices and about how to tackle their analysis.
Developing Open-Ended Questions for Surface Area and Volume of Beam
Author: Kurniawan, Henry
Date: 2018-01-00
Type: Journal Articles
Subjects: Scientific Concepts,Questioning Techniques,Geometry,Mathematics Instruction,Junior High School Students,Secondary School Mathematics,Foreign Countries,Instructional Effectiveness,Mathematics Skills,Formative Evaluation

The purpose of this research was to show open-ended questions about surface area and beam volume which valid and practice, have potential effect. This research is research development which consists of two main phases: preliminary phase (preparation phase and problem design) and formative evaluation phase (evaluation and revision phases). The objective of the study is the students of VIII.2 class of Junior High School 55 Palembang. The result of the study got 9 questions open-ended of surface area and beam volume materials which valid and practical. In addition, there was the potential effect of students' mathematical ability on the open-ended questions that have been given. The result of open-ended problem in the concept potential effect was 77,53%, reasoning ability was 59,79%, the communication ability was 57,02%, and problem solving ability was 67,01%.
Measuring Attitudes towards Global Learning among Future Educators in England
Author: Bamber, Phil
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Undergraduate Students,Attitude Change,Student Surveys,Interest Inventories,Elementary School Curriculum,Correlation,Attitude Measures

This paper reports upon a multi-agency approach to measuring attitudes towards global learning among future educators at a university in the north-west of England. This study provides a response to concerns that global learning research and evaluation of global education interventions tend to focus upon short-term, observable outcomes rather than longer-term changes in behaviour, attitude, and practice. It is based upon the assumption that global learning in teacher education must focus upon the development of who the educator is as a person, including his or her values, attitudes, and associated dispositions. This paper will outline the process of constructing an attitude inventory, based upon Thurstone scaling, by a range of professionals working in local government, teacher education, and non-government organizations that promote global education. It reports upon the use of this survey at the beginning, middle, and end of a compulsory course completed by a cohort of 154 undergraduate students of primary teacher education. The findings show positive changes in attitudes towards global learning among females and eradication of the most negative attitudes towards global learning during the course of study. Causal factors relating to cultural practice are suggested. The limitations of this particular tool for researching global learning are discussed alongside the insight gained from this collaborative process of evaluation.
Investigation of Contingency Patterns of Teachers&apos; Scaffolding in Teaching and Learning Mathematics
Author: Anwar
Date: 2017-01-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Mathematics Instruction,Teacher Student Relationship,Experienced Teachers,Beginning Teachers,Secondary School Teachers,Secondary School Students,Foreign Countries,Teaching Methods,Interaction,Contingency Management,Semi Structured Interviews

The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, noncontingent dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced teachers tends to be contingent dominant compared to novice teachers.
Mathematics Skill of Fifteen Years Old Students in Yogyakarta in Solving Problems Like PISA
Author: Wulandari, Nidya Ferry
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Skills,Problem Solving,Achievement Tests,International Assessment,Secondary School Students,Statistical Analysis,Mathematics Tests

The aims of this research were to describe mathematics skill of 8th fifteen-year old students in Yogyakarta in solving problem of PISA. The sampling was combination of stratified and cluster random sampling. The sample consisting of 400 students was selected from fifteen schools. The data collection was by tests. The research finding revealed that mathematics skill of fifteen-year old students in Yogyakarta in solving problem of PISA was low in category but it was better than Indonesian students in PISA 2012. Mathematics skill of fifteen-year old students in Yogyakarta in solving problem of PISA was below the OECD average of PISA 2012.
Errors of Students Learning with React Strategy in Solving the Problems of Mathematical Representation Ability
Author: Sari, Delsika Pramata
Date: 2018-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Grade 8,Junior High School Students,Foreign Countries,Quasiexperimental Design,Comparative Analysis,Control Groups,Experimental Groups,Mathematics Skills,Instructional Effectiveness,Constructivism (Learning),Experiential Learning,Concept Formation,Mathematical Concepts,Pretests Posttests

The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation). In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation).
Rowing Sport in Learning Fractions of the Fourth Grade Students
Author: Nasution, Marhamah Fajriyah
Date: 2018-01-00
Type: Journal Articles
Subjects: Fractions,Elementary School Mathematics,Grade 4,Learning Processes,Intervention,Classroom Techniques,Mathematics Tests,Interviews,Addition,Subtraction,Teaching Methods,Educational Experiments,Foreign Countries,Observation

This study aimed to produce learning trajectory with rowing context that can help students understand addition and subtraction of fractions. Subject of the research were students IV MIN 2 Palembang. The method used was research design with three stages, those are preparing for the experiment, the design experiments, and the retrospective analysis. Learning trajectory was designed from in-formal stage to the formal stage. At the informal stage, Rowing was used as a starting point to explore the students' knowledge of fractions. Data collection conducted through video recordings and photos to see the learning process in the classroom, written tests, observation and interviews during the learning process with the students which is the subject of research. Research produced learning trajectory consisting of a series of learning addition and subtraction of fractions dealing with the rowing. The results showed that the use of the rowing can be a bridge of students' thinking and help students in understanding the operation of addition and subtraction of fractions.
The Analysis of Proportional Reasoning Problem in the Indonesian Mathematics Textbook for the Junior High School
Author: Johar, Rahmah
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Textbooks,Mathematical Logic,Mathematical Concepts,Junior High School Students,Grade 7,Grade 8,Textbook Content,Qualitative Research,Difficulty Level,Cognitive Processes

The lack of Indonesian students achievement in the international assessment is due to several factors. Students are not familiar with the problems requiring reasoning, in particular the proportional reasoning. This research aims to identify the distribution and the Level of Cognitive Demands (LCD) of the proportional reasoning problems found in the Year 7 and Year 8 mathematics textbooks based on the 2013 curriculum (revised edition 2014). The data collection was conducted by identifying the proportional reasoning problems found in the whole chapters of the textbooks which are then analysed and classified using the Smiths and Stein's criteria of LCD (1998). The results reveal that the proportional reasoning problems were only found in the three of 17 chapters namely ratio and proportion, rectangle and triangle, and Pythagorean Theorem, which represent different LCD including Lower-LCD (Low-M and Low-P) and Higher-LCD (High-P). Out of 69 proportional reasoning problem found in the textbooks, the percentage of higher-LCD problems (n = 29; 42.03%) is less than lower-LCD (n = 40; 57.97%). In addition, the higher-LCD problems found were only the high-P type. None was found to meet the requirement of High-DM demanding students to conduct 'doing mathematics', complex approach and self-monitoring or self regulation of students' cognitive process. It is recommended that the proportional reasoning problems, including some High-DM problems, should be provided in each topic in Indonesian mathematics textbooks.
ViNEL: A Virtual Networking Lab for Cyber Defense Education
Author: Reinicke, Bryan
Date: 2018-02-00
Type: Journal Articles
Subjects: Computer Security,Information Security,Computer Simulation,Workshops,Learning Activities,Computer Networks,Virtual Classrooms,Database Management Systems,Database Design,Program Implementation,Educational Technology,Information Science Education,Teaching Methods,Lesson Plans,Higher Education

Professors teaching cyber security classes often face challenges when developing workshops for their students: How does one quickly and efficiently configure and deploy an operating system for a temporary learning/testing environment? Faculty teaching these classes spend countless hours installing, configuring and deploying multiple system configurations only to decommission the operating system after needed usage is complete. This paper presents a system that was developed to significantly reduce testing environment setup times by establishing a virtual networking lab (ViNeL) that allowed a cyber defense club at a public regional university to spin up an entire network of virtual machines to simulate business environments and prepare for competitions. The application also allowed club members to launch a single operating system for lab style experimentation. The application uses the remote desktop protocol (RDP) to make it platform independent. Built using Oracle VirtualBox on a LAMP stack (Linux, Apache, MySQL, and PHP), the virtual networking lab is completely open source and can be implemented on a variety of server hardware configurations. Details on the development and implementation are presented to aid in the development of similar systems in different environments.
Expert-Based Attribute Identification and Validation on Fraction Subtraction: A Cognitively Diagnostic Assessment Application
Author: Akbay, Lokman
Date: 2017-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Fractions,Subtraction,Grade 6,Cognitive Processes,Mathematics Skills,Test Construction,Protocol Analysis,Multiple Choice Tests,Foreign Countries

In this study, we describe the methodology used to identify and validate a set of expert-defined fraction subtraction related attributes. These attributes are expected to be mastered by 6th grade students toward proficiency in fraction subtraction. This research argues and demonstrates that state standards guiding subject instruction plays an important role in the identification of the domain related fundamental attributes. This study also illustrates complete implementation of cognitive diagnosis model framework, which is used to extract diagnostic information about students' specific strengths and weaknesses.
Incentivizing with Bonus in a College Statistics Course
Author: Ingalls, Victoria
Date: 2018-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Statistics,Incentives,College Students,Homework,Educational Technology,Technology Uses in Education,Grades (Scholastic),Mathematics Tests,Scores,Comparative Analysis,Statistical Analysis

Many studies have argued the negative effects of external rewards on internal motivation while others assert that external motivation does not necessarily undermine intrinsic motivation. At a private university, students were given the option to earn bonus points for achieving mastery in the online homework systems associated with Statistics and Pre-Calculus courses. The results showed a significant difference in online homework grades and final exam scores, dependent upon when the incentive was given. The findings of this research suggest that college students thrive when incentivized. When compared to the students who were not incentivized, the incentivized group had a statistically significantly higher mean for both online homework scores and final exam scores. Many of the incentivized students chose to take the opportunity to earn the bonus points to increase the final semester grade, which apparently also helped to increase the content knowledge necessary for the final exam.
Teachers&apos; Perception of Social Justice in Mathematics Classrooms
Author: Panthi, Ram Krishna
Date: 2018-02-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Social Justice,Semi Structured Interviews,Secondary School Teachers,Equal Education,Caring,Social Development,Foreign Countries,Public Schools,High Schools,Classroom Environment,Teaching Methods,Qualitative Research,Hermeneutics,Interviews,Observation

The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.
&quot;Documentation&quot; in Pistoia Preschools: A Window and A Mirror
Author: Barrs, Myra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Nursery Schools,Kindergarten,Documentation,Preschool Teachers,Parents,Interviews,Family School Relationship,Humanistic Education,Educational Environment,Reflective Teaching,Focus Groups,Observation

This article discusses the practice of documentation in the early years education services of Pistoia, Italy. The findings, arising from a research study visit in May 2014, provide insights into the values and principles implicit in early childhood practice in the Pistoian &quot;nidi d'infanzia&quot; [nurseries] (for children from 3 months to 3 years of age) and &quot;scuole d'infanzia&quot; [kindergartens] (for children from 3 to 6 years of age). Documentation plays an important role in Pistoia: it provides a window (for multiple audiences) into children's learning journeys, and also a mirror that reflects children's and teachers' experiences and constitutes an important element in a reflective pedagogy. The analysis of group interviews with both teachers and parents during the research visit identified four main themes. Firstly, documentation in Pistoia provides a graphic representation of the guiding threads that run through long-term projects and also identifies key moments in children's learning. Secondly, documentation makes visible an educational approach in which emotion and affect are seen as central to young children's learning. Thirdly, the regular inclusion of families in documentation illustrates the collaborative partnerships between schools and homes that are the bedrock of early education in Pistoia. Fourthly, documentation expresses the highly developed aesthetic of Pistoian early years practice; the beautiful and cared-for environments in these preschools constitute an invitation to children to explore and create.
Understanding the Psychology of a Trickster Tale: 5-Year-Old Japanese Kindergarten Children Collaboratively Retelling a &quot;Kitsune&quot; Story
Author: Oshiro, Aiko
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Kindergarten,Verbs,Form Classes (Languages),Story Telling,Intention,Expectation,Social Influences,Cultural Influences,Language Usage

How children understand the psychology of a story (i.e., the intentions and experiences of its characters) is pivotal to comprehending its point. In this study we investigate empirically how 5-year-old children in a Japanese kindergarten manage mental state verbs and adjectives when collaboratively retelling a tale heard. The tale, an example of a &quot;kitsune&quot; trickster story about anthropomorphized foxes interacting with humans, contains a number of critical events concerning expected and actual discrepancy between intentions/expectations and outcomes of actions. The empirical data consist of collaboratively retold stories. These have been recorded and transcribed. Theoretically, the study is informed by a sociocultural perspective, emphasizing the appropriation of the intramental function of cultural tools (importantly, in this case, of mental state discourse) through intermental communication, such as joint storytelling. The findings show how the children make use of mental state verbs and adjectives denoting psychological (intellectual and emotional) processes when retelling the story as well as afterwards for rendering their impressions of the story.
Teachers&apos; Perceptions of Professional Development in Chilean State-Funded Early Childhood Education
Author: Gómez, Mariel
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Faculty Development,Early Childhood Education,Foreign Countries,Case Studies,Qualitative Research,Preservice Teacher Education,Preschool Teachers,Work Environment,Semi Structured Interviews

This article presents the results of a study on professional development in Chilean state-funded early childhood education. Based on a multiple-case study design and drawing on qualitative methods we explored teachers' perspectives on professional development at two early childhood educational centers. Two centers' directors and four early childhood teachers employed at the two major institutions offering initial education in Chile described and discussed their experiences in a variety of professional development activities. Findings reveal that, although participants value professional development and have access to a wide range of activities, their experience of professional development could be improved in several ways. Conditions identified as critical to maximize the benefits derived from professional development include (a) access to ongoing training activities for a greater number of teachers, (b) greater duration and depth in professional development sessions, (c) more opportunities to receive training guided by experts, (d) more training focused in topics related to language and socioemotional development, (e) improvement of teacher's preservice education, and (f) improvement of working conditions. The article concludes with suggestions for teacher education programs, professional development designers, and policymakers, offered in the light of the results.