ethanporcaro/eric-fulltext-meta huggingface dataset:
How Undergraduate Students Make Sense out of Graphs: The Case of Periodic Motions
Author: Triantafillou, Chrissavgi
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Graphs,Motion,Mathematics Education,Engineering Education,Interpretive Skills,Misconceptions,Mathematical Concepts,Intervals,Physics,Repetition,Foreign Countries

This study aims to explore how undergraduate students in mathematics and engineering professions make sense out of graphs representing periodic and repeated but non-periodic motions. In this study, making sense out of graphs means interpreting graphical features and describing a situation that could be represented by them. The data was collected by means of a questionnaire administered to 132 participants. Our findings indicated both students' misconceptions, as every repeated motion is periodical, and their strong willingness to assign practical meaning to mathematical entities. [For the complete proceedings, see ED597799.]
Improving Reflective Analysis of a Secondary School Mathematics Teachers Program
Author: Vanegas, Yuly Marsela
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education Programs,Secondary School Teachers,Mathematics Teachers,Reflection,Preservice Teachers,Didacticism,Teacher Competencies,Instructional Design,Sequential Learning,Foreign Countries

In this paper we present how the redesign of professional tasks in the teachers' formation of Secondary Mathematics Teachers influences changes in didactical analysis competency of future secondary school teachers. We draw on data collected from 3 groups of prospective teachers, using qualitative methods. We discuss how the training on the use of didactical tools to redesign tasks led prospective teachers to further develop their own professional competence to analyse mathematical tasks from a rigorous didactical point of view. [For the complete proceedings, see ED597799.]
Is Eliminating the Sign Confusion of Integral Possible? The Case of CAS Supported Teaching
Author: Sevimli, Eyup
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Instruction,Computer Assisted Instruction,Mathematical Concepts,Calculus,Undergraduate Students,College Mathematics,Graphs,Data Interpretation,Misconceptions,Instructional Effectiveness

This study explored how the challenges encountered during integral sign determination process change after various learning processes. In this comparative investigation which is based on qualitative data, the students in the CAS group were subjected to technology enhanced teaching whereas the students in the traditional group were subjected to the traditional centered teaching approaches. Sign determination challenges of the students according to the groups were determined by means of pre- and post-application tests, and semi-structured interviews were employed as supportive data. The findings show that the students in CAS group, in comparison to the students in traditional group, had less &quot;negative area&quot; misconception in definite integral after teaching processes. In this investigation, it has also been discussed how teaching technology influences eliminating misconception. [For the complete proceedings, see ED597799.]
Learning Mathematics with Picture Books
Author: van den Heuvel-Panhuizen, Marja
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Picture Books,Kindergarten,Arithmetic,Measurement,Geometry,Foreign Countries,Pretests Posttests,Comparative Analysis,Mathematics Tests,Student Projects,Mathematics Achievement

This paper describes a field experiment with a pretest-posttest-control group design in which the potential of reading picture books to children for supporting their mathematical understanding was investigated. The study involved 384 children from eighteen kindergarten classes in eighteen schools in the Netherlands. Data analyses revealed that the experimental group showed a significantly larger increase than the control group in their mathematics performance in a project test containing items on a variety of mathematical topics including arithmetic, measurement, and geometry. [For the complete proceedings, see ED597799.]
Mapping Concept Interconnectivity in Mathematics Using Network Analysis
Author: Woolcott, Geoff
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Mathematics Education,Concept Mapping,Mathematical Concepts,Network Analysis,Mathematics Curriculum,Mathematics Tests,Multiple Choice Tests,Item Response Theory,Foreign Countries,Elementary School Students

This paper reports from a broad investigation of mathematics knowledge as dependent on interconnected concepts. The paper focuses specifically on illustrating how network analysis may be used in examining spatiotemporal relationships between learned mathematics concepts, or curriculum outcomes, and concepts inherent in assessment items. Connections both within and between year levels are shown, based on primary years' multiple-choice assessment items related to measurement. Network analysis provides a potentially powerful tool that may offer educators greater specificity in approaches to the design of revision and intervention through a view of complex rather than linear conceptual connectivity in mathematics learning. [For the complete proceedings, see ED597799.]
Mental Mathematics and Operations on Functions
Author: Proulx, Jérôme
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mental Computation,Mathematics Skills,Mathematical Concepts,High School Students,Grade 11,Secondary School Mathematics,Problem Solving,Learning Strategies,Algebra,Geometry,Cues,Graphs,Affordances

This study is part of a larger research program aimed at studying mental mathematics with objects other than numbers. It concerns operations on functions in a graphical environment with Grade-11 students. Grounded in the enactivist theory of cognition, particularly in problem-posing, the study aims to characterize students' mathematical activity in this mental mathematics environment. The data analysis offers understandings of strategies that students brought forth: algebraic/parametric, graphical/geometric, numerical/graphical. These are discussed in relation to implications for research on solving processes and potential for studying functions. [For the complete proceedings, see ED597799.]
Motivating Prospective Elementary Teachers to Learn Mathematics via Authentic Tasks
Author: Thanheiser, Eva
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Authentic Learning,Elementary School Teachers,Mathematics Activities,Student Motivation,Learner Engagement,Student Attitudes,Attitude Change,Pedagogical Content Knowledge,Teacher Education

Motivating prospective elementary school teachers (PTs) to learn mathematics in university mathematics content courses remains a constant challenge. While authentic tasks are readily available for students taking methods courses, which generally appear later in students' educational experience, authentic experiences for students enrolled in mathematics content courses are more challenging. We examined the use of a particular kind of authentic task for PTs enrolled in mathematics content course, creating and enacting a mathematics activity with children, and found that PTs were excited about this activity and, knowing they would need to apply the knowledge learned in the course, felt additional motivation to learn the content and engage in the university classroom activities. [For the complete proceedings, see ED597799.]
The Inclusive Services Assessment and Guide for Wisconsin Public Libraries
Author: Wisconsin Department of Public Instruction
Date: 2019-06-00
Type: Guides - Non-Classroom
Subjects: Inclusion,Public Libraries,Library Services,Check Lists,Program Evaluation,Library Administration,Planning,Program Implementation,Governance,Personnel Selection,Library Materials,Library Facilities,Marketing,Community Involvement,Financial Support,Scoring Rubrics,Worksheets

This resource was designed to be used by individuals and groups as an ongoing reflection tool. Inclusion is not a one-size-fits-all concept, nor a complete-and-move-on challenge. The checklist and supporting resources are meant to help individual libraries evaluate current services as well as plan for the future. Ultimately, changes and improvements depend on the leadership of library administration. The checklist is organized by areas of library service identified in the Wisconsin Public Library Standards. Each section provides a straightforward checklist that can be answered with Yes, No, In Progress, or Not Applicable. Each statement is subjective to the institution and the perspectives of those completing the checklist. The &quot;Inclusive Services Assessment and Guide&quot; was designed by Wisconsin public library and public library system staff for Wisconsin public library directors, staff, and boards with the intent to foster inclusive library environments where everyone is safe, welcomed, and respected. This resource was developed to support libraries in implementing the Inclusive Services Statement and intentionally complements the 2018 Wisconsin Public Library Standards. [This report was produced by the Wisconsin Department of Public Instruction Public Library Development Team and the participants in the 2018 Inclusive Services Institute.]
Mathematical Activity in Early Childhood: Is It so Simple?
Author: Tzekaki, Marianna
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Activities,Early Childhood Education,Mathematics Education,Authentic Learning,Relevance (Education),Geometric Concepts,Preschool Children,Cognitive Processes

The aim of this paper is to build up an argument about the importance of a mathematical analysis of young children's activity in relevant for the age educational tasks. Most of current approaches (psychological, social, and pedagogical) are limited to the study of the development of children's thinking, paying less attention to the involved mathematical concepts. In the paper these approaches are briefly presented and an attempt is then made to analyse the mathematical activity within and beyond them. Finally, implications and some examples from a program of early mathematics aimed at developing authentic mathematical activity are provided. [For the complete proceedings, see ED597799.]
Two Stages of Mathematics Concept Learning: Additional Applications in Analysis of Student Learning
Author: Simon, Martin A.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Concept Formation,Learning Activities,Teaching Methods,Task Analysis,Learning Processes,Program Descriptions,Fractions,Problem Solving,Teacher Student Relationship

Tzur and Simon (2004) postulated two stages of concept development, participatory and anticipatory. The distinction between the two stages was exemplified by what they termed &quot;the next-day phenomenon&quot; in which learners who could solve a task one day in the context of the activity through which they made the abstraction, could not solve what seemed to be the same task in a subsequent lesson when the students were not engaged in or thinking about the activity. Here we expand the application of this theoretical distinction by providing two examples of use of the distinction in analyses of data segments that are different from the next-day phenomenon. [For the complete proceedings, see ED597799.]
When Does Abstraction Occur in Semantic Memory: Insights from Distributional Models
Author: Jones, Michael N.
Date: 2018-00-00
Type: Reports - Research
Subjects: Abstract Reasoning,Semantics,Memory,Learning Processes,Vocabulary Development,Classification,Information Retrieval,Schemata (Cognition),Models,Natural Language Processing

Abstraction is a core principle of Distributional Semantic Models (DSMs) that learn semantic representations for words by applying dimensional reduction to statistical redundancies in language. Although the posited learning mechanisms vary widely, virtually all DSMs are prototype models in that they create a single abstract representation of a word's meaning. This stands in stark contrast to accounts of categorisation that have very much converged on the superiority of exemplar models. However, there is a small but growing group of accounts in psychology, linguistics, and information retrieval that are exemplar-based semantic models. These models borrow many of the ideas that have led to the prominence of exemplar models in fields such as categorisation. Exemplar-based DSMs posit only an episodic store, not a semantic one. Rather than applying abstraction mechanisms at learning, these DSMs posit that semantic abstraction is an emergent artifact of retrieval from episodic memory. [This is the in press version of an article published in &quot;Language, Cognition, and Neuroscience.&quot;]
Number&apos;s Subtle Touch: Expanding Finger Gnosis in the Era of Multi-Touch Technologies
Author: Sinclair, Nathalie
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Young Children,Handheld Devices,Telecommunications,Human Body,Numeracy,Mathematics Skills,Child Care Centers

In this paper, we explore a richer sense of finger gnosis with respect to three- and four year-olds' interactions with a novel iPad application (&quot;TouchCounts&quot;), focusing on their responses to an &quot;inverse subitising&quot; task. The direct and tactile nature of their engagement with &quot;TouchCounts&quot; leads to a striking shift from index finger incrementation to deployment of several fingers all-at-once (in a cardinal touch gesture) to achieve a given target number that is then spoken by the iPad. This form of finger gnosis differs from the more ordinally based differentiation of fingers that is discussed in the psychology literature. [For the complete proceedings, see ED597799.]
Pre-Service Elementary Teachers&apos; Misconceptions of Proof and Counterexamples and Their Possible Influences on Their Instructional Decisions
Author: Zeybek, Zulfiye
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Misconceptions,Teaching Methods,Mathematics Instruction,Mathematical Logic,Validity,Decision Making,Vignettes,Task Analysis,Logical Thinking,Pedagogical Content Knowledge

How might pre-service elementary teachers' misconceptions of proof and counterexamples influence their teaching of proof? To investigate this question, two types of interviews--task-based and scenario-based--were designed to elicit pre-service elementary teachers' (PSTs) conceptions of proof and counterexamples and how those conceptions might impact their instructional decisions. A qualitative analysis of the data revealed that these PSTs had difficulties following or constructing formally presented deductive arguments and understanding how deductive arguments differ from inductive arguments. The data also revealed that the misconceptions that pre-service teachers held played an important role in their instructional decisions. [For the complete proceedings, see ED597799.]
Argumentation in Undergraduate Math Courses: A Study on Problem Solving
Author: Ubuz, Behiye
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Undergraduate Students,Problem Solving,Mathematics Instruction,Classroom Communication,Teacher Student Relationship,Mathematical Logic,Validity,Calculus,Advanced Courses,Teacher Guidance

The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students' and teacher' utterances in the classroom using field-independent Toulmin's theory of argumentation. Analyzing students' and teacher' utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.]
Assessing Teachers&apos; Profound Understanding of Emergent Mathematics in a Masters Course
Author: Preciado-Babb, Armando Paulino
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Masters Programs,Foreign Countries,Mathematics Education,Teacher Collaboration,Lesson Plans,Inservice Teacher Education,Learning Disabilities,Students with Disabilities,Elementary School Students,Secondary School Students,Mathematical Concepts,Pedagogical Content Knowledge,Mathematics Teachers,Concept Formation

Profound Understanding of Emergent Mathematics has been recently proposed as a means of conceptualizing the mathematics knowing of teachers as an open disposition that extends well-defined and fixed categories of knowledge proposed in the literature. The purpose of this paper is to explore how this disposition may be assessed through the assignments submitted by the eleven teachers enrolled in a master's-level course. The assignments included concept study and collaborative lesson design. An analysis of the assignments of one team of teachers is presented suggesting that while previous categories for mathematics knowledge were reflected, evidence of an open disposition was limited. [For the complete proceedings, see ED597799.]
Connections and Simultaneity: Analysing South African G3 Part-Part-Whole Teaching
Author: Venkat, Hamsa
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 3,Elementary School Students,Correlation,Outcomes of Education,Intervention,Teaching Methods,Mathematics Instruction,Pretests Posttests,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Lesson Plans,Worksheets,Instructional Effectiveness

In this paper analysis of Grade 3 mathematics teaching in South Africa shows evidence of associations between teaching and learning outcomes in an adapted learning study. The intervention dealt with partitioning and part-part-whole relations, taking a structural approach within tasks and representations. Our analysis of this teaching emphasizes simultaneity of examples, and connections within and across examples and representations. This analysis indicated differences in enactment of a jointly planned lesson that related to different patterns of learning outcomes between the three classes. Episodes of teaching containing work with representations marked by connections and simultaneity closed gaps in learning outcomes seen in the pre-test. [For the complete proceedings, see ED597799.]
Conceptual and Brain Processing of Unit Fraction Comparisons: A Cogneuro-Mathed Study
Author: Tzur, Ron
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Adult Learning,Constructivism (Learning),Mathematics Instruction,Numbers,Brain,Reaction Time,Adult Students,Instructional Effectiveness,Neurological Organization

This mixed-method, qualitative/quantitative study examined (a) how a constructivist-based intervention (CBI) effected adults' learning of unit fractions and performance on whole-number (WN) or unit fraction (FR) comparisons and (b) brain circuitry implicated (fMRI) when processing these comparisons. The CBI used unit-iteration based activities to foster a shift in participants' understanding of FR, from the prevalent, limiting &quot;one-out-of-so-many-equal-parts&quot; idea to a multiplicative relation conception and thus inverse magnitude relation among FR (1/n&gt;1/m though m&gt;n). Pre- and two post-intervention tests indicated CBI impact on decreased reaction time in comparing not just FR but also WN and differentiated brain regions implicated for each. Implications for theory testing and CBI impact on WN-FR links are discussed. [For the complete proceedings, see ED597799.]
Predictors of Future Mathematics Teachers&apos; Readiness to Teach: A Comparison of Taiwan, Germany, and the United States
Author: Wang, Ting-Ying
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Predictor Variables,Preservice Teachers,Mathematics Teachers,Secondary School Teachers,Readiness,Foreign Countries,Motivation,Educational Attainment,Prior Learning,Pedagogical Content Knowledge

This study uses data from TEDS-M to explore and compare possible individual-based and institutional-based predictors of future secondary mathematics teachers' readiness to teach in Taiwan, Germany, and the United States. Across the three countries, future teachers' intrinsic motivation to become teachers and the consistency of courses arrangement in the institutions where they studied were significant predictors of teaching readiness. Future teachers' highest grade level of mathematics studied at secondary school was a predictor of teaching readiness only in Taiwan, whereas the motivation derived from the empathy of prior learning experience was a predictor of teaching readiness in Germany and the United States, but not in Taiwan. [For the complete proceedings, see ED597799.]
The Impact of a Teacher Development Program on 7th Graders&apos; Learning of Algebra
Author: Sharpe, Sheree
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Grade 7,Faculty Development,Mathematics Instruction,Equations (Mathematics),Mathematics Achievement,Program Effectiveness,Teacher Influence,Middle School Students,Word Problems (Mathematics),Mathematics Skills

We examine the impact of a teacher development program based on a functions approach to algebra on 7th grade students' understanding of equations. We focus on how students' score gains relate to their teachers' initial level of mathematics performance. Students from participating teachers' and their control peers completed a mathematics assessment at the start and at the end of the school year the teachers were taking the second and third of three courses. Students of participating teachers made greater gains than controls regardless of their teachers' initial level of mathematical understanding.[For the complete proceedings, see ED597799.]
Democratizing Mathematical Creativity through Koestler&apos;s Bisociation Theory
Author: Prabhu, Vrunda
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Creativity,Creative Thinking,Definitions,Academically Gifted,Associative Learning,Learning Theories

The presentation challenges a frequently-expressed assertion: &quot;There is no single, authoritative perspective or definition of creativity [in mathematics]&quot; Kattou et al. (2011). It points to difficulties resulting from using accepted definitions in educational research (Wallas, 1926; Thorance, 1975). In this paper, the authors express concern about joining research on creativity with the research into giftedness and suggest the need for democratizing that approach. To that end, they introduce an alternative definition of creativity - bisociation, that is &quot;a creative leap of insight&quot; or an Aha moment (Koestler, 1964). Prabhu and Czarnocha argue for adopting Koestler's bisociation as &quot;the authoritative perspective or definition of creativity.&quot; [For the complete proceedings, see ED597799.]
The Role of Teaching Decisions in Curriculum Alignment
Author: Thomas, Mike
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Alignment (Education),Decision Making,Mathematics Instruction,Mathematics Activities,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Foreign Countries

The classroom implementation of open-ended mathematics tasks, such as Model-Eliciting Activities (MEAs), can be challenging for teachers. This case study research considers a teacher, Adam, implementing a lesson intended to be an MEA on graphical antiderivative. We describe the lack of alignment of the written, intended and enacted curricula that occurred. An analysis of Adam's conflicting resources, orientations and goals, and how these influenced his pedagogical decision making, enables a description of the reasons for this misalignment. One possible implication for teacher professional development arising from the case study is presented. [For the complete proceedings, see ED597799.]