ethanporcaro/eric-fulltext-meta huggingface dataset:
Variation and Mathematics Pedagogy
Author: Leung, Allen
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Activities,Mathematical Models,Plane Geometry,Geometric Concepts

This discussion paper put forwards variation as a theme to structure mathematical experience and mathematics pedagogy. Patterns of variation from Marton's Theory of Variation are understood and developed as types of variation interaction that enhance mathematical understanding. An idea of a discernment unit comprising mutually supporting variation interactions is proposed and used as a building block for a mathematics pedagogy that resembles a developmental sequence from coarse idea to precise definition. Classification of plane figures is used as a pedagogical example for illustration.
Teaching Algebra Conceptually: Student Achievement
Author: Linsell, Chris
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Algebra,Mathematical Concepts,Grade 9,Grade 10,Concept Formation,Qualitative Research,Video Technology,Diaries,Scores,Mathematics Tests,Foreign Countries,Secondary School Mathematics,Statistical Analysis

This paper reports findings from the second year of a two-year study designed to develop approaches to teaching algebra in years 9 and 10. The aim of the research was to explore and develop teaching approaches to assist students to acquire a conceptual understanding of algebra, and to document the impact of these approaches on student outcomes. Previous work (Linsell, 2009) has detailed the strategies that students use to solve equations but there has been no research to date on teaching approaches that make use of these findings. The two main components of this study were a qualitative description of teaching approaches based on videos, teachers' diaries and meeting notes, and a quantitative analysis of student outcomes based on results from a previously developed assessment tool (Linsell, Savell, Johnston, Bell, McAuslan, &amp; Bell, 2006). Approaches to teaching were not uniform between teachers, but all made extensive use of the diagnostic assessment information and recognised that algebraic thinking pervades the entire mathematics curriculum. Assessment of the students at the end of either one or two year's participation in the study showed significant improvements in algebraic strategies and knowledge compared to baseline, though there was little improvement during the second year. Furthermore, the measures of student outcomes displayed significantly higher values for students in this study compared to year 9 and year 10 students in Secondary Numeracy Project (SNP) schools, which are fairly representative of the population.
Projects, Puzzles and Other Pedagogies: Working with Kids to Solve Local Problems
Author: Marshman, Margaret
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Middle School Students,Foreign Countries,Mathematical Models,Problem Solving,Mathematics Instruction,Teaching Methods,Student Projects,Academically Gifted,Video Technology,Journal Writing,Collaborative Writing

Engaging and extending middle years students in mathematics is a continual challenge. One of the aims of the &quot;Australian Curriculum: Mathematics&quot; is to ensure that students are &quot;confident, creative users and communicators of mathematics&quot; (ACARA, 2011). Use of mathematical models and/or problems has been suggested as methods of achieving this aim, and mathematical investigations have been shown to improve student engagement. This paper looks to build on these ideas and combine them with the framework of Knowledge Producing Schools (KPS) (Bigum &amp; Rowan, 2009) to determine whether, when students are working on a community based project of their choice, students become &quot;confident, creative users and communicators of mathematics&quot; (ACARA, 2011). [This work is being funded by an Internal University Research Grant from the University of the Sunshine Coast.]
Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?
Author: Livy, Sharyn
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Preservice Teachers,Knowledge Level,Qualitative Research,Interviews,Observation,Foreign Countries,Audio Equipment,Coding

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, &amp; Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the content (Ball, Thames, &amp; Phelps, 2008). This study reports on a comparison of two second-year pre-service teachers who had varied mathematical content knowledge (MCK) at the beginning of their Bachelor of Education course. It investigated whether knowing more advanced mathematics or foundation knowledge (Rowland et al., 2009) facilitates working towards demonstrating SCK. The results draw on a qualitative analysis, categorising lesson observation and interview responses using foundation knowledge and connections constructs of the &quot;Knowledge Quartet&quot; framework (Rowland et al., 2009). Both pre-service teachers experienced course opportunities that consolidated foundation knowledge and demonstrated connections. During their lesson observation they relied on procedural explanations and neither especially demonstrated working towards SCK.
The Development of an Assessment Tool: Student Knowledge of the Concept of Place Value
Author: Major, Karen
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Concept Formation,Knowledge Level,Number Concepts,Teacher Made Tests,Mathematics Instruction,Factor Analysis,Mathematics Achievement,Mathematical Concepts,Elementary School Students,Middle School Students,High School Students,Elementary School Mathematics,Secondary School Mathematics,Foreign Countries

The importance of student understanding of the concept of place value cannot be underestimated. Place value is a &quot;gate keeper&quot; in developing mathematical understanding. The purpose of this study was to examine and develop a teacher-made test of place value knowledge. The questions were developed using the progressions from the Number Framework (Bobis, Clarke, Clarke, Thomas, Wright et al., 2005). An exploratory factor analysis was used to evaluate the assessment tool. The analysis of student responses to the test questions revealed a three-factor structure that supported the existing literature on the progression in learning of place value ideas, by identifying the critical key ideas that underlie the concept of place value. The results validated the tool as a test of place value knowledge that could be used to assess the performance of Yrs. 3-9 students.
The Impact of a Professional Learning Intervention Designed to Enhance Year Six Students' Computational Estimation Performance
Author: Mildenhall, Paula
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Faculty Development,Computation,Foreign Countries,Grade 5,Elementary School Students,Elementary School Mathematics,Case Studies,Pretests Posttests,Focus Groups,Mathematics Instruction,Content Analysis,Qualitative Research,Interviews,Observation,Statistical Analysis

This paper reports on the analysis of a study of a professional learning intervention focussing on computational estimation. Using a multiple case study design it was possible to describe the impact of the intervention of students' beliefs and computational estimation performance. The study revealed some noteworthy impacts on computational estimation performance and that beliefs were altered to a lesser extent.
Tuition Assistance Programs for Foster Youth Pursuing Postsecondary Education. 50-State Review
Author: Parker, Emily
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Foster Care,College Students,Student Financial Aid,State Programs,State Aid,Postsecondary Education,Eligibility,Tuition

Many students have concerns about the affordability of college, which may interfere with their potential success. However, foster care alumni have unique needs when making the transition into postsecondary enrollment. Compared to completion rates for the general population, postsecondary education outcomes for youth with foster care experience lag behind. Nearly 60 percent of the general population will obtain a bachelor's degree, compared with only 3 percent of foster care alumni. Similarly, foster care alumni have lower high school graduation rates than their non-foster peers--46 percent compared to 82.3 percent. As a result of these perpetual educational inequities, it is important to consider policies aimed at addressing disparate postsecondary access and attainment rates. A 2016 Education Commission of the States special report, &quot;Strengthening Policies for Foster Youth Postsecondary Attainment,&quot; reviews how state policies can increase higher education access for foster youth and highlights states' autonomy to develop initiatives to best support this population. In an effort to provide ongoing support for state policymakers and education leaders, this 50-State Review expands on the mentioned report to focus specifically on state-based tuition assistance programs for foster youth. This comparison of various state tuition assistance programs can serve as a tool to better understand the supports for this vulnerable student population and provide a guidepost for possible policy redesign. This 50-State Review serves as a tool to better understand the state-level support for this vulnerable student population and provides a guidepost for possible policy redesign. [For the previous report, &quot;Strengthening Policies for Foster Youth Postsecondary Attainment. Special Report,&quot; see ED570481.]
Digital Games for Learning Mathematics: Possibilities and Limitations
Author: Jorgensen, Robyn
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Mathematics Instruction,Elementary School Students,Student Attitudes,Adults,Games,Cognitive Processes,Video Technology,Recall (Psychology),Early Adolescents,Foreign Countries,Semi Structured Interviews

Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback was sought. This was compared with the descriptions provided by experienced adult gamers. Both players provided insights into the cognitive process used by gamers when engaging with games. Collectively, these sources allow us to propose that the learning principles may restrict deep learning processes for mathematical learning.
Size of Undergraduate Physics and Astronomy Programs: Data from the AIP Enrollments and Degrees and Academic Workforce Surveys. Focus On
Author: Mulvey, Patrick
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Physics,Astronomy,College Science,Science Departments,Institutional Characteristics,Bachelors Degrees,College Faculty,Full Time Equivalency,Masters Degrees,Doctoral Degrees

This report provides data on the size of degree-granting physics and astronomy departments by examining the number of bachelor's degrees awarded and the number of full-time equivalent (FTE) faculty members employed. The benchmarking data in this report is intended to allow physics and astronomy departments to see how they fit in the national landscape of physics and astronomy bachelor's degree production.
Making Assessments Work: Supporting Teaching and Learning in the Common Core Era
Author: Advance Illinois
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Public Schools,Common Core State Standards,Instructional Improvement,School Districts,Program Evaluation,Program Effectiveness,Achievement Rating,Feedback (Response)

Illinois advanced landmark reforms in recent years to improve instruction for its 2 million students. Built upon the bedrock of new, rigorous Common Core State Standards, Illinois education leaders stepped up student expectations, championed educator evaluations intended to provide feedback and improve instruction, redesigned school report cards to put key information in the hands of families, and intensified efforts to improve struggling schools and the students they serve. The next step is putting in place a new generation of assessments that will measure whether students have the knowledge, skills, and understanding to succeed in an ever-changing world. This report highlights an example of how two school districts created an aligned system of instruction and assessment during the past decade with teachers at the table and students at the heart of instructional decisions.
Standards, Assessments &amp; Accountability, Spring 2015
Author: Advance Illinois
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Accountability,Standards,Evaluation,College Readiness,Career Readiness,Academic Achievement,Public Schools

With the new Illinois Learning Standards and a new system of state assessments in place, Illinois is creating an accountability system that values academic achievement and improvement as the cornerstones of school performance. This moves beyond the strict test-based accountability that labeled most Illinois public schools as failing to a more holistic system that draws upon multiple measures of school performance--including student progress and proficiency--and focuses on the lowest-performing schools most in need of support. This is a significant step forward for Illinois public education as the new standards and assessments support deeper instruction while the new accountability system supports continuous improvement. Illinois is putting in place a system that values data to improve schools, not saddle them with sanctions.
Making Assessments Work, Spring 2015
Author: Advance Illinois
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Standards,College Readiness,Career Readiness,Elementary Secondary Education,Evaluation,Partnerships in Education,Standardized Tests

This brief is an update to &quot;Making Assessments Work&quot; and reports that the new Illinois Learning Standards make clear what students must know and be able to do at a time when college and career readiness matters more than ever. If we raise the bar for students, however, then we need better ways to answer the question that every parent asks: How is my child doing? Highlighted in this brief are: (1) how assessments support teaching and learning; (2) the need to continue assessing the assessments; and (3) the transition taking time and needing continued support. [For &quot;Making Assessments Work: Supporting Teaching and Learning in the Common Core Era,&quot; see ED573297.]
Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways
Author: de Velasco, Jorge Ruiz
Date: 2016-04-00
Type: Reports - Research
Subjects: Access to Education,Equal Education,Instructional Design,Integrated Services,Program Implementation,College Readiness,Career Readiness,High Schools,Common Core State Standards,Technical Education,Workplace Learning,Student Educational Objectives,Definitions,Outcomes of Education,Mastery Learning,Knowledge Level,Alignment (Education),Educational Strategies,Evidence Based Practice,Social Development,Emotional Development,Case Studies,School Culture,Physical Health,Mental Health,Student Needs

This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of stratification in the American high school and to prepare ALL students for college and career. Integrated student supports are consequently situated in the context of the broadened learning demands of the Common Core State Standards, the Next Generation Science Standards, and the technical and workplace learning requirements of Linked Learning pathways specifically. The authors first clarify the relevant learning goals pursued through Linked Learning strategies and then define and outline the importance to those goals of program and organizational integration of student supports in schools and school districts. Two kinds of integration appear, both in the relevant literature and from practitioner experience, to be associated with positive student learning outcomes. The first type of integration involves the extent to which student supports are conceived, designed, and implemented to promote effective student engagement with the other three Linked Learning pathway components: academic mastery, technical knowledge, and workplace learning. A second type of integration involves the alignment of student services offered within a curricular pathway with other school and district (or regional) strategies for achieving college and career readiness among all students. The authors conclude by examining emergent approaches to the implementation of integrated supports that may serve to guide further research on effective and scalable practices in Linked Learning settings. An overview of evidence-based student supports, including relevant background research and resources for practitioners, is provided as an appendix to this report.
We Can Do Better: Advancing Public Education in Illinois
Author: Advance Illinois
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Change Strategies,Educational Policy,Teacher Effectiveness,Benchmarking,Academic Standards,Accountability,Educational Innovation,Government Role,State Government,Academic Achievement,Achievement Gap,College Readiness,Career Readiness,Educational Attainment,Higher Education,Teacher Recruitment,Teacher Education Programs,Educational Quality,Resource Allocation,Educational Finance,Leadership Responsibility,Principals,Empowerment,Expectation,High Schools,Curriculum,Graduation Requirements,Alignment (Education),Parent Participation,Local Government,Data Collection

This generation of young people is on track to be less-educated than their parents--for the first time in American history. This, at the same time the world and workplace are changing dramatically and rapidly--when students, more than ever, need high levels of skill in order to compete. Advance Illinois has developed this report &quot;We Can Do Better&quot; that addresses policy priorities and recommendations as a starting point for the state's legislators and education leaders to put a world-class education within reach of every young person. If we want to dramatically improve education in Illinois, we must be bold. We must radically re-imagine the systems and policies that collectively shape the learning experience for Illinois' children. We cannot tinker around the edges or avoid uncomfortable conversations. The following recommendations are discussed: (1) Recruit, develop, and empower the most effective educators; (2) Set world-class expectations and provide essential supports; and (3) Empower local innovation in exchange for accountability and results.
Changes in K-12 Education: Implications for the BC Post-Secondary System
Author: McQuarrie, Fiona A. E.
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Change,Elementary Secondary Education,Postsecondary Education,Prior Learning,Outcomes of Education,Literature Reviews,Curriculum Development,Student Experience,Educational Planning,Program Implementation,College Readiness,High School Students,Graduation Requirements

It is generally assumed by educators that the K-12 curriculum--the curriculum used in primary, elementary, and secondary education--will affect students' post-secondary educational experiences and their ability to enter the workforce. This report takes a multi-faceted approach to addressing the impact of changes in the K-12 curriculum on students' post-secondary experiences. The report reviews the following: (1) the general findings of the literature examining influences on students' K-12 outcomes and subsequent post-secondary experiences; (2) several types of K-12 reforms to illustrate the potential scope and processes associated with such changes; and (3) specific examples of curriculum change and whether there is research on their effects on post-secondary education. The report also examines the practical and operational implications of K-12 curriculum and program change for post-secondary institutions. The literature reviewed for this report indicates that changes in K-12 education structures and process are only one of many factors affecting students' experiences in secondary education; thus, such changes cannot clearly be linked to students' subsequent experiences in post-secondary education. However, because changes in K-12 education can affect many aspects of post-secondary education, it is clear that such changes need to be designed to achieve specific outcomes, and need post-secondary participation in the planning and implementation process.
The Hammer-and-Nail Phenomenon in Mathematics Education
Author: Lim, Kien H.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Problem Solving,Mathematical Concepts,Mathematics,Thinking Skills,Figurative Language

This paper uses the hammer-and-nail metaphor to highlight the rigidity and impulsiveness that can be found in student mathematical behaviour. The hammer-and-nail phenomenon can be attributed to two plausible causes: (1) the way the human mind works; and (2) the way mathematics is traditionally taught in school. In this paper, the following aspects of the hammer-and-nail metaphor are discussed: (1) its origin and its usefulness; (2) its manifestations among learners of mathematics; (3) related literature; (4) pedagogical causes; and (5) suggestions for teaching.
Dual Credit: Secondary to Post-Secondary Transitions--Dual Credit Policy and Practice in BC and Elsewhere
Author: FitzGibbon, John
Date: 2015-03-00
Type: Reports - Research
Subjects: Foreign Countries,Dual Enrollment,High School Students,College Credits,Educational Policy,Educational Practices,Credentials,Literature Reviews,Interviews,Online Surveys,Definitions,Acceleration (Education),Educational Objectives,High Achievement,Career Readiness,College Readiness,At Risk Students,Program Implementation,Alignment (Education),School Schedules,Educational Finance,Educational Quality,Partnerships in Education,Advanced Placement

There has been considerable interest in British Columbia in improving secondary to post-secondary transitions, and the provincial government and secondary and post-secondary institutions have adopted a number of strategies intended to aid in successful student transition from one system to the other. This paper looks specifically at the policy and practice of dual credit, i.e., granting credit at both secondary school and post-secondary institutions for completion of a single course. This review has been occasioned by the ongoing interest of institutions and policy makers in designing usable and appropriate paths for successful student transition to post-secondary education and credential completion and in the prospective revisions to the British Columbia secondary Graduation Program. The report surveys the academic literature on dual credit, examines current practices in North America by type, benefit, and issues, and offers some directions to consider. The following are appended: (1) Electronic Survey Questions; (2) List of Agencies and Institutions Contacted and Surveyed; (3) Student Completion of ACE-IT Program: 2013-2014 Academic Year; and (4) Summary of 2013/14 ACE IT Completion Reports.