ethanporcaro/eric-fulltext-meta huggingface dataset:
A Quantitative Study on Student Financial Aid of a Local Undergraduate College in China
Author: Liu, Jingjing
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Universities,Undergraduate Students,Awards,High Achievement,Loan Repayment,Costs,Academic Achievement,Foreign Countries,Poverty

This study took the student aid data of a normal university in northern Jiangsu Province in 2018 as the object of study, and studied the characteristics of student aid work in local colleges. Through the analysis of the data, it is found that the characteristics of student aid in local undergraduate colleges and universities in China are as follows: the main source of investment is government, supplemented by colleges, and the amount of social aid is small and unstable; the function of the aid work is still mainly to help the poor, supplemented by awards for the students with excellent academic performance, and aid for poor students without extra requisites are large in amount. The projects rewarding outstanding students from the college funds are few in ordinary local colleges and universities, with low reward amount per capita; the willingness of college students to apply for student loans is low, as loans need to be repaid, the attraction of loans to poor students who can afford partly of the cost is weak, compared with many non-repayment and non-academic performance requirements aid projects.
Gender Differences of Theoretical Physics of Undergraduates Major in Physics
Author: Sun, Haibin
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Physics,Science Education,Majors (Students),Undergraduate Students,Mathematics Skills,Verbal Ability,Spatial Ability,Learning Motivation,Student Interests,Social Influences,Physiology,Psychological Patterns,Teaching Methods

Gender differences exist in the disciplines of science, technology, engineering and math. There are differences between male and female undergraduates in the learning of various subjects. This paper analyzed the gender differences caused by intellectual and non-intellectual factors, such as math ability, verbal ability, spatial capability, learning motivation, learning interest, and learning attitude. On the base of the scores of theoretical physics, we analyzed the gender differences of undergraduates major in physics, and put forward teaching strategies for the improvement of theoretical physics.
Use of iPads in the Education of Children with Autism-Spectrum Disorder
Author: Yavich, Roman
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Autism,Pervasive Developmental Disorders,Communication Skills,Interpersonal Competence,Special Education Teachers,Teacher Attitudes,Teaching Methods,Technology Integration,Instructional Effectiveness,Foreign Countries,Information Technology

The purpose of this study is to investigate the effect of iPads on children with autism-spectrum disorder (ASD) in three areas: quality of learning, communication skills and social skills, and to determine whether there are any negative effects. We found many studies on this topic. To answer this question, we sent an online questionnaire to past and present special-education staff. The questions were retrieved from two questionnaires-&quot;Ha'arakhat Proyekt Mi?shuv Ganim Liladim 'im Tsrakhim Meyu?adim&quot; (The Assessment of Creating Computer Environments in Special-Education Kindergartens) (1997) and &quot;'Emdot Morim Klapey Shiluv Tekhnologyot Meda IT Behora'a&quot; (Teachers' Attitudes Toward Integrating Information Technology [IT] into Instruction) (2016). The sample population included 100 subjects, 95 of which were women and 5 were men, of various occupations. The most significant occupations were: National Service (&quot;Sherut Leumi&quot;, an alternative voluntary service for young Israelis exempt from serving in the Israel Defense Forces), teacher, and teaching assistant. The hypotheses concerning communication and learning were proved-the iPad was found to aid and improve communication and learning in children with ASD. The hypothesis concerning social skills was disproved-iPads were found to improve social skills. The hypothesis concerning the negative effects of iPads was proved as well, and a positive correlation was found; that is, the more the iPad is used, the greater are its negative effects, specifically outbursts and iPad obsession. The conclusion is that the use of breakthrough technology in special education brings significant change into the lives of children with ASD, despite its clear disadvantages.
The Practice of Partnerships: A Case Study of the Disabled Children&apos;s Action Group, South Africa
Author: Philpot, Susan C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Early Childhood Education,Children,Disabilities,Parent Participation,National Organizations,Civil Rights,Social Justice,Power Structure,Models,Discourse Analysis

Background: Children with disabilities stand to gain from an array of services and interventions to support their development. However, relationships between parents of children with disabilities and professionals can be fraught, with the potential that professionals undermine the role of parents and overlook their agency. Aim: The aim of this study was to examine the nature of partnerships between parents of children with disabilities and professionals in the Early Childhood Development (ECD) sector, and the influences that shape partnerships within a particular context. Setting: This article documents the experiences of parents of children with disabilities from a national organisation, in respect of their partnerships with professionals. Methods: The research was a qualitative case study of a national organisation of parents of disabled children, the Disabled Children's Action Group (DICAG), that has engaged in many different partnerships within different provinces of South Africa. Data generation techniques were document analysis and focus group discussion with staff and provincial branch members of the national DICAG office in Cape Town. Results: The findings of the study provide a nuanced and contextually situated understanding of the complexity of parent-professional partnerships in the disability sector. A key issue that emerges is that to recognise and disrupt pervasive dominant discourses and their potential to weaken partnerships, professionals need to critically attune themselves to the situated experiences of those whom they seek to support. Conclusion: The findings suggest that there is a need for a rights-based social justice agenda to underpin parent-professional relationships, to address the power dynamics and pervasive discourses that oppress the parent actors.
Classroom Management Strategies and Teaching Motivation among Physical Education Teachers in Primary School
Author: Tulyakul, Singha
Date: 2019-11-00
Type: Journal Articles
Subjects: Physical Education Teachers,Elementary School Teachers,Classroom Techniques,Teacher Motivation,Foreign Countries,Educational Attainment,Teacher Characteristics,Differences,Teacher Education

The importance of Physical Education (PE) is acknowledged worldwide. However, various countries have found many problems with regards to PE teaching and learning such as the existence of unknowledgeable and incompetent teachers. The purpose of this study is to determine the significant differences between trained and untrained PE teachers in relation to classroom management strategies (CMS) and teaching motivation (TM) by using independent t-test. Additionally, this study sought to examine the relationship between CMS and TM among trained and untrained PE teachers through correlation analysis. The samples of this study were 72 PE teachers in Southern Thailand (40 trained and 32 untrained PE teachers respectively). Questionnaire was used as the instrument for data collection which comprises Classroom Management Strategies Questionnaire (CMSQ) and Autonomous Motivation for Teaching Questionnaire (AMTQ). The results evinced that trained PE teachers are better at CMS and TM compared to untrained PE teachers. It was also found that there is a positive relationship between CMS and TM for trained PE teachers. Meanwhile, there is no significant relationship between CMS and TM for untrained PE teachers. This study provides empirical evidence to confirm that teachers who teach physical education must be expert in the area. Moreover, proper CMS and teacher motivation should be enhanced concomitantly.
The Practice Learning Experiences of Student Teachers at a Rural Campus of a South African University
Author: Gravet, Sarah J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Rural Schools,Campuses,Student Teacher Attitudes,Cooperating Teachers,Mentors,Practicums,Teacher Education,Foreign Countries,Public Schools,Elementary Schools,Program Effectiveness

Background: There is considerable agreement that learning to teach is optimised when coursework learning is combined with quality practice learning experiences in schools. Aim: The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a 'teaching school' (TS) and in the other schools where they were placed for school experience. Setting: The study was conducted at a rural campus of a South African university. Methods: Quantitative (questionnaire) and qualitative (focus group) data were collected, involving all the student teachers in the programme (n= 100). The responses to the questionnaire were analysed descriptively, and the constant comparative method of data analysis was used to analyse the focus group interviews. Results: The overall pattern in the data shows that the practice learning experiences contributed to the student teachers' development as teachers -- not only at the TS but also at the schools where they were involved in work integrated learning, despite challenges, including teacher absenteeism and lack of guidance. Involvement in these schools potentially enables an understanding of the challenges that are typical in many South African schools. However, school experience in a well-functioning school remains crucial. Were it not for the TS, the majority of the student teachers would not have been exposed to mentoring and good teaching practices to be emulated. Conclusion: The study concludes that TSs indeed hold the potential to strengthen the teaching practice component of teacher education considerably. International experience with school partnerships and the experience at another South African university also attest to this.
Didactic Engineering in the Study of the Sense of Variation of Functions: Preliminary Analysis
Author: Cabañas-Ramírez, Noé Oswaldo
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Foreign Countries,Secondary School Mathematics,Calculus,Difficulty Level,Learning Processes,Textbook Content,Undergraduate Students,Definitions,Mathematics Instruction

This paper shows the results of the epistemological and didactical analysis of the sense of variation of functions. Specifically, on the conceptions of growth and decay in a function that underlie the demonstrations of the theorem that links the sign of &quot;f&quot; with the sense of variation of &quot;f&quot;. The epistemological approach covered the years 1795 to 1912. It was identified that the conceptions of Fourier, Lagrange and Cauchy about growth and decay differ from the conception in the formal current definition; however, the posed procedures and definitions provide elements that foster reconstruction processes of the definitions and properties of increasing and decreasing functions. It is important to highlight that the current definition of growth and decay has a solid foundation on the definition made by Osgood in 1912. The didactical analysis identified that the current text books inherit some of the limitations and inconsistencies of the definitions found on the epistemological approach. The conflicting issues enhance the starting point for the development of a didactic engineering for the treatment of the sense of variation of a function at a preuniversity level.
Increase Representation in Mathematics Classes: Effects of Computer Assisted Instruction Development with Hippo Animator
Author: Umbara, Uba
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Assisted Instruction,Educational Technology,Animation,Technology Uses in Education,Mathematics Skills,Program Effectiveness,Mastery Learning,Multimedia Instruction,Instructional Effectiveness

This study is about developing and testing the effectiveness of Computer Assisted Instruction (CAI) through multimedia in mathematical representations. Features that are developed using the hippo animator provides learning instructions with the tutorial model. The principle of self-regulated learning and mastery learning are both the strategy in learning to ensure students to be able to learn to be self-sufficient and complete. The principles of reliability, usability, maintainability, compatibility, reliability, reliability, interactive and communicative are carried out to assess multimedia well designed in terms of interfaces to maximize mathematical representation. For these purposes, R &amp; D was selected in this study with structured and systematic stages through strict quality control. The results of the study show that multimedia developed is feasible to be produced and used in mathematics learning. Finally, the use of CAI through multimedia plays an important role in facilitating mathematical learning, especially in improving mathematical representation. However, the significance of differences in improving students' mathematical skill in representation ability is not found.
Grade 11 Students&apos; Proof Construction Ability in Relation to Classroom Resources
Author: Shongwe, Benjamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 11,Secondary School Mathematics,Mathematical Logic,Validity,Secondary School Students,Educational Resources,Mathematics Instruction,Teaching Methods,Foreign Countries,Textbooks,Educational Technology,Gender Differences,Age Differences,Institutional Characteristics,Racial Differences,Socioeconomic Status

Despite proof being fundamental to the mathematics discipline and its role as a means to convey mathematical content, little is known about the effect of resources on influencing students' proof construction ability. The purpose of this study was to compare two didactic environments, one regarded as resourced (favored) and the other under-resourced (disadvantaged), in relation to the construction of a mathematical proof. Motivated by the discrepancies in the literature on the influence of school resources on students' performance and the unfortunately prevalent view that the sole function of proof in mathematics is verification by using confirmatory cases, this study sought to examine the differences (if any) between resourced and under-resourced classrooms in relation to students' proof construction ability. To this end, data were drawn from a proof-related task performed by 78 Grade 11 students in the Ethekwini Metropolitan area, South Africa. A modified version of the Proof Construction Assessment tool showed that students in resourced schools significantly performed better than those in under-resourced schools in relation to proof construction. In addition, there was an observable and noticeable effect of this. Specifically, at an alpha = 0.05, the t-test for independent means revealed a significant difference between the two groups, t(76) = 2.749, p &lt; 0.01, d = 0.624 SD. The practical significance of the results emphasizes the importance of taking into account the role of resources when investigating the learning and teaching of proofs. Further, preliminary results also suggested that most students struggled to even begin to prove the proposition. Recommendations and implications for the students' careers and future research are raised and discussed.
Social Science Students&apos; Concept Images and Concept Definitions of Anti-Derivatives
Author: Moru, Eunice K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Sciences,Concept Formation,Definitions,Mathematical Concepts,Problem Solving,Algebra,Symbols (Mathematics),Calculus,Undergraduate Students,Mathematics Instruction,Foreign Countries

The purpose of the reported study was to investigate the social science students' concept images and concept definitions of anti-derivatives. Data were collected through asking students to answer 10 questions related to anti-derivatives and also by interviewing them. The theory of concept image and concept definition was used for data analysis. The results of the study show that the students' definitions of anti-derivatives were personal reconstructions of the formal definition. Their concept images were coherent only to a certain extent as there were some conceptions of some ideas that were at variance with those of the mathematical community. These were more evident when students solved problems in the algebraic representation. Some students did not know which integration or differentiation methods they should apply in solving the problems. The significance of such findings is to enable the mathematics educators to pay attention not only to the use of signs and symbols representing mathematical concepts but also to their semantics.
Investigating Parental Influences on Sixth Graders&apos; Mathematical Identity in Greece: A Case Study
Author: Kafoussi, Sonia
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Influence,Grade 6,Elementary School Students,Foreign Countries,Self Efficacy,Mathematics Achievement,Parent Child Relationship,Family Environment,Parent Participation,Homework,Early Adolescents,Student Attitudes,Values

In this paper, we present a qualitative study about the parental influences on sixth graders' mathematical identity. The case study was conducted in a Greek primary school where fifteen children were interviewed through a series of questions for each of the following axes: attainment, attitudes, values, nature of mathematics, self-confidence and child-parent collaboration for homework, in line with the tri-focused model of Abreu and Cline (2003).The analyses drew upon two directions a) the students' positioning and, b) the types of students' resources. The results of the conducted analyses revealed qualitative differences with respect to the students' self-identification; between those who are self-identified as 'good' at mathematics and those who identified themselves as being 'average' at mathematics. According to our results the parental influences on the construction of the students' mathematical identity at home is interwoven with their interaction with their parents. The students expressed positive dispositions and beliefs about their ability to participate and perform effectively in mathematical tasks when they collaborated with their parents at home in an environment of confidence.
Developing Primary School Students&apos; Formal Geometric Definitions Knowledge by Connecting Origami and Technology
Author: Natalija, Budinski
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Elementary School Mathematics,Geometry,Geometric Concepts,Manipulative Materials,Educational Technology,Computer Software,Technology Uses in Education,Teaching Methods,Foreign Countries

In this paper, we present opportunities with the uses of origami and technology, in our case GeoGebra, in teaching formal geometric definitions for fifth-grade primary school students (11-12yrs). Applying origami in mathematical lessons is becoming to be recognized as a valuable tool for improving students' mathematical knowledge. In previous studies, we developed origami and technology activities for high-school mathematics, but we wanted to explore if such approach would work in primary school as well. For this reason, we chose a flat origami model ?f the crane and we used this model to introduce students to basic geometrical notions and definitions, such as points, lines, intersections of lines and angles. To complement mathematical ideas from paper folding we also employed mathematical software GeoGebra, to further ideas and extend students' mathematical toolkits. However, to be able to use software, students would already need basic conceptions of geometric definitions and then the use of the software clearly add to solidifying their knowledge. We believe that the combination hands-on activities and technology could contribute to discovery learning and enhancing students' understanding of geometric definitions and operations.
Development of PISA Mathematical Problem Model on the Content of Change and Relationship to Measure Students Mathematical Problem-Solving Ability
Author: Hasibuan, Siti Aisyah
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Tests,Test Construction,Student Evaluation,Mathematics Skills,Problem Solving,International Assessment,Secondary School Students,Achievement Tests,Foreign Countries,Test Validity,Test Reliability

This study aims to describe: (1) The validity and reliability of the PISA model mathematical problems on the change and relationship content developed; (2) The practicality of PISA mathematical problem models on the developed change and relationship content; (3) Students' mathematical problem-solving abilities on mathematical problems in the PISA model of content change and relations developed. This research is a Tessmer type development model. This study consists of 2 stages, namely the preliminary stage, and the formative evaluation (prototyping) stage which includes expert reviews, one-to-one, and small groups and the field test (high resistance in revision) stage. The subjects of this study were 32 students of Grade VIII-2 of SMP Negeri 6 Padangsidimpuan. Data collection techniques used were walkthrough, documents, tests, and questionnaires. Based on the results of the study, it was found that the mathematical problems of the PISA model on the content of change and relationship that has been developed produce valid questions that are reliable with high interpretation, as well as practical. PISA mathematical problem tests on the content of change and relationship with the students' mathematical problem-solving ability reached a score of 62.50% with enough categories.
Sources and Possible Causes of Errors and Misconceptions in Operations of Integers
Author: Khalid, Madihah
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Patterns,Misconceptions,Problem Solving,Addition,Subtraction,Teacher Attitudes,Mathematics Tests,Division,Numbers,Mathematical Concepts,Teaching Methods,Creativity,Cooperative Learning,Active Learning,Foreign Countries,Mathematics Instruction,Secondary School Students

This research investigated students' sources and causes of errors and misconception in solving routine problems involving addition, subtraction, multiplication, and division of integers. This qualitative study involved observation of eight Year 7 classes and interviews with the respective classroom teachers. Sixteen Year 7 students who exhibit errors when solving the problems given in the Error Identification Integer Test (EIIT) were also interviewed to probe their thinking. The different types of errors were categorized according to how they were construed. The sources of errors were found to stem from carelessness, poor basic knowledge such as the inability to multiply and divide even the whole numbers, inability to assimilate concepts of integers since they are used to the schema of whole numbers, and rule mix-up which is also the result of surface understanding. Teachers were questioned about common errors and possible reasons for these errors made by their students. The main cause of errors and misconceptions is superficial understanding, which was most probably due to teachers rushing to complete the extensive syllabus, and consequently, students resorted to memorizing rules because of surface understanding. Teaching episodes were found to lack multiple-representation, creativity, as well as cooperative learning and active learning.