ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Incoherent Calculations in Proportional Tasks
Author: Joshua, Surani
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Computation,Mathematical Concepts,Mathematical Logic,Elementary School Teachers,Problem Solving,Numbers,Error Patterns,Mathematics Instruction,Elementary School Mathematics

We investigated how pre-service teachers (PSTs) interpret their calculations in proportional tasks. A written questionnaire was administrated to 199 PSTs and an inductive content analysis approach used for data analysis. We found that one item that asked PSTs to interpret the meaning of their results had unusually low success; open coding on the responses revealed several common themes. We argue these common errors cannot be dismissed as simple unit or rounding mistakes; they are a reflection on how respondents think about quantities, story problems, and the nature of mathematics itself. We end with suggestions on how to address this problem. [For the complete proceedings, see ED606531.]
Preservice Secondary Mathematics Teachers&apos; Perceptions of Proof in the Secondary Mathematics Classroom
Author: Lesseig, Kristin
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Education Programs,Student Attitudes,Validity,Mathematical Logic,Foreign Countries,Cross Cultural Studies,Teaching Methods,Mathematics Instruction,High School Teachers

Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia and the United States perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including: purposes, characteristics, reasons for teaching, and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent to which proposed arguments constituted proofs or to decide which arguments they might present to students. [For the complete proceedings, see ED606531.]
Transforming Teachers&apos; Knowledge for Teaching Mathematics with Technologies through Online Knowledge-Building Communities
Author: Niess, Margaret L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Educators,Knowledge Base for Teaching,Pedagogical Content Knowledge,Technology Integration,Faculty Development,Instructional Design,Technological Literacy,Teaching Methods,Online Courses,Communities of Practice,Barriers,Blended Learning,Educational Change,Graduate Study,Technology Education

Mathematics teacher educators are faced with designing teacher in-service professional development experiences for developing and transforming Technological Pedagogical Content Knowledge (TPACK) towards integrating digital technologies as mathematics learning tools. Online environments provide opportunities to a broad range of teachers, yet, the asynchronous nature presents communication and collaboration challenges. A researcher-conjectured, empirically-supported learning trajectory guides this online TPACK program for engaging teachers in knowledge-building communities. Three online technology education courses provide teachers with experiences as students, learning about the technologies while confronting challenges to their thinking about teaching with the technologies. The fourth course provides the teachers with key experiences through blended instruction. Through online explorations and discourses in their communities, they examine reform-based instructional strategies for teaching with technologies. Concurrently, they design, implement, analyze and reflect on their teaching experiences through their designed five-day unit in their mathematics classrooms. Four TPACK components reveal how this experience in knowledge-building communities transforms their TPACK. [For the complete proceedings, see ED606531.]
Perspectives on the Nature of Mathematics and Research
Author: Sarama, Julie
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Learning Processes,Constructivism (Learning),Early Childhood Education,Developmental Stages,Mathematics Skills,Skill Development

When people address early mathematics education, commonly they write or reference policies, standards, &quot;scope and sequences&quot; and curriculum, or documents on instructional strategies. These are important; however, we believe that the core consideration should be the nature of mathematics and the development of mathematics &quot;in children.&quot; An 80-year-old incident illustrates what we mean. A mother attending parents' night asked Fawcett (1938), &quot;How is Willie doing in mathematics?&quot; Fawcett replied: &quot;Madam, you ask the wrong question. You should ask, 'How is mathematics doing in Willie?'&quot; This is what we mean by the &quot;nature of mathematics and the development of mathematics in children&quot;: The mathematics that &quot;does well in Willie&quot; and all other children. We develop this position by describing &quot;learning trajectories&quot; and our theoretical framework for them, &quot;Hierarchic Interactionalism.&quot; [For the complete proceedings, see ED606531.]
Achieving, Laboring, and Surviving: Positioning through Material and Ideational Identity Resources in Student Autobiography
Author: Gargroetzi, Emma Carene
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Self Concept,Autobiographies,Mathematics Instruction,High School Students,Student Attitudes,Classification,Track System (Education),Mathematics Achievement,High Achievement,Race,Immigration,Student Diversity,Public Schools,Educational Experience,Algebra,Trigonometry,Geometry,Grades (Scholastic),Minority Group Students,English Language Learners

This study examined the identity resources used and the subject positions taken by secondary students in autobiographical narratives of their experiences with mathematics (mathographies). Data consisted of mathographies from 54 students in two differently tracked math courses at a large, diverse public high school in Brooklyn, NY. The study asked 1) What material resources do students use to position themselves as different kinds of mathematics students? What typology of mathematics identities is revealed? And, 2) What ideational resources do students use to position themselves as different kinds of mathematics students? Findings revealed three predominant mathematics subject positions: celebrated high achiever, earnest laborer, and trauma survivor. Ideational identity resources included discourses of mathematics, of America and American schooling, and of race, language, and immigration. [For the complete proceedings, see ED606531.]
Examining Teacher Candidates&apos; Responses to Errors during Whole-Class Discussions through Written Performance Tasks
Author: Baldinger, Erin E.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Instruction,Error Patterns,Error Correction,Classroom Communication,Teaching Methods,Teaching Skills,Teacher Education Programs,Teacher Student Relationship,Task Analysis,Writing (Composition),Secondary School Teachers,Student Attitudes,Mathematics Teachers,Dialogs (Language),Secondary School Students

Effectively leading whole-class mathematics discussions is made more difficult when students' contributions are incomplete, imprecise, or not yet correct, and not easily correctable--what we call &quot;errors.&quot; Through purposefully designed opportunities to investigate, enact, and reflect on teaching, teacher candidates (TCs) can develop skill to productively respond to errors in whole-class discussions. We investigate how TCs respond to errors when engaging in a written performance task that calls for TCs to play out discussions in response to a classroom scenario. We consider what the performance task reveals about TCs' practice and perspectives, with implications regarding theory and practice. [For the complete proceedings, see ED606531.]
An Analysis on the Effect of Violence Reduction Psychoeducation Program on Communication, Conflict Resolution and Empathy Skill Levels of Adolescent Students
Author: Akan, Yunus
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Psychoeducational Methods,Conflict Resolution,Program Effectiveness,Empathy,Secondary School Students,Pretests Posttests,Comparative Analysis,Measures (Individuals),Foreign Countries,Communication Skills,Aggression,Program Descriptions

The purpose of this study is to examine the effect of the &quot;Violence Reduction Psychoeducation Program (VRPP) for Students Aged 11-18&quot; on the levels of communication, conflict resolution and empathy skills of secondary school students. This research was designed as a semi-experimental design defined as &quot;Pretest-Post-test Control Group Model&quot;. The study group of the research consisted of 120 students studying in the Selçuklar secondary school affiliated to the Mersin Provincial Directorate of National Education in the 2018-2019 academic year. &quot;Communication Skills Evaluation Scale&quot;, &quot;Empathy Scale for Children and Adolescents&quot; and &quot;Determination of Conflict Resolution Behavior Scale&quot; were used as data collection tools. The program was applied to the experimental group for 8 consecutive weeks with 1 60-70-minute session per week at 11 o'clock on Mondays in the conference hall of the school. Independent sample t-test and ANCOVA were used to analyze the data of this research. As a result of the research, it was found that program increased the students' level of communication, empathy and conflict resolution skills in the experimental group. In line with the results obtained, suggestions such as systematic and planned implementation of the developed program at certain hours as part of the curriculum within the scope of the psychological counseling and guidance services were made.
Professional Noticing in Complex Mathematical Contexts: Examining Preservice Teachers&apos; Changes in Performance
Author: Fisher, Molly H.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Performance Factors,Preservice Teacher Education,Algebra,Mathematical Logic,Elementary School Mathematics,Discussion (Teaching Technique),Video Technology,Methods Courses,Observation,Vignettes,Children

This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic elementary mathematics classrooms. It was found that two of the three components of professional noticing (attending and interpreting) showed statistically significant increases in a treatment group that did not occur in a comparison group. The deciding component remains a challenge that warrants further research. [For the complete proceedings, see ED606531.]
Taking the Long View: State Efforts to Solve Teacher Shortages by Strengthening the Profession
Author: Espinoza, Daniel
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: State Action,Teacher Shortage,Teaching (Occupation),Scholarships,Paying for College,Loan Repayment,Teacher Education,Preservice Teachers,Beginning Teacher Induction,Beginning Teachers,Principals,Teacher Salaries,Teacher Recruitment,Teacher Retirement,Teacher Certification,Elementary Secondary Education,Educational Legislation,Federal Legislation,Teacher Persistence,Mentors,Teacher Administrator Relationship,State Legislation

Across the country, districts and schools are struggling to meet the growing demand for qualified teachers. Indeed, there are some subjects--such as mathematics, science, and special education--in which nearly every state is experiencing a teacher shortage. As a result, states often turn to underqualified teachers to fill the vacuum, a problematic and often temporary solution because these teachers are less effective on average and more likely to leave the field, especially in highneed schools in which they are disproportionately placed. Such attrition is costly to states and further undermines student achievement and school improvement efforts. Fortunately, research offers insights on how to attract, develop, and retain a strong and stable teacher workforce. This report builds on that research by focusing on six evidence-based policies that states are pursuing to address their teacher shortages while also strengthening their educator workforce. This report examines all submitted and approved Every Student Succeeds Act (ESSA) state plans, as well as targeted reviews of recent, relevant state legislation; publicly available program documents; and administrative data. In addition, this report includes a detailed exploration of the comprehensive approach taken by Washington state that leverages a number of evidence-based policies in tandem to address teacher shortages while also improving its educator workforce.
Associations of 3-Year-Olds&apos; Block-Building Complexity with Later Spatial and Mathematical Skills
Author: Bower, Corinne
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Difficulty Level,Spatial Ability,Mathematics Skills,Child Behavior,Individual Differences,Accuracy,Play,Toys,Prediction

Block-building skills at age 3 are related to spatial skills at age 5 and spatial skills in grade school are linked to later success in science, technology, engineering, and mathematics (STEM) fields. Though studies have focused on block-building behaviors and design complexity, few have examined these variables in relation to future spatial and mathematical skills or have considered how children go about copying the model in detail. This study coded 3-year-olds' (N = 102) block-building behaviors and structural complexity on 3-D trials of the &quot;Test of Spatial Assembly&quot; (TOSA). It explored whether individual differences in children's building behaviors and the complexity of their designs related to accuracy in copying the model block structures or their spatial and mathematical skills at ages 4 and 5. Our findings reveal that block-building behaviors were associated with concurrent and later spatial skills while structural complexity was associated with concurrent and later spatial skills as well as concurrent mathematics skills. Future work might teach children to engage in the apparently successful block-building strategies examined in this research to evaluate a potential causal mechanism. [This is the online version of an article published in &quot;Journal of Cognition and Development&quot; (ISSN 1524-8372). For the final published version of this article, see EJ1259849.]
Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers&apos; Depth of Word Knowledge
Author: Hadley, Elizabeth B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Semantics,Networks,Vocabulary Development,Taxonomy,Comparative Analysis,Preschool Children,Intervention,Play,Books,Teaching Methods,Concept Formation

In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic groups. Using a within-subjects design, analyses indicated that the intervention had significant positive effects on children's depth of vocabulary knowledge. Children showed significantly greater growth in vocabulary depth for words taught in taxonomies as compared with words taught in themes. Three types of semantic information were learned more deeply for taxonomy words as compared with theme words: information about category membership, perceptual features, and object function. Results suggest that fostering deep vocabulary knowledge involves not only teaching single word entities but also introducing systems of conceptually related words to build semantic networks. [This article was published in &quot;Reading Research Quarterly&quot; (EJ1200818).]
Examining the Problems Faced by Teachers: The Case of Sanliurfa
Author: Bozkus, Kivanc
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Rights,Teaching Load,Problems,Gender Differences,Age Differences,Teaching Experience,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Stress Variables,Vocational Education,Correlation,Teacher Characteristics,Organizational Climate,Teaching Conditions,Educational Policy,Reputation

The purpose of this research is to identify the problems experienced by teachers. The research was carried out with a survey pattern. Data were collected online from 4657 teachers working in Sanliurfa province. According to the results of the research, teachers often experience problems related to their personal rights, workload and education system. While there are sometimes problems regarding vocational education and respect, there are no problems based on school climate. It was determined that men had more problems in their personal rights than women and less problems in the school climate. As age increases, there are more problems in personal rights, workload, respect and school climate, and less problems in the education system and vocational education. As seniority increases, there are more problems in personal rights, workload, respect and school climate. Teachers working in kindergarten have less problems in all dimensions compared to other teachers. High school teachers are more respected than primary and secondary school teachers. It has been determined that graduates of postgraduate education perceive more workload. As a result of the research, it was suggested that reducing the workloads of teachers, eliminating the negativities that cause teachers to experience stress at school, the pre-service and in-service training of teachers towards need and practice, increasing the prestige of the teaching profession.
Clarifying Mixed Messages: International Scholarship Programmes in the Sustainable Development Agenda
Author: Campbell, Anne C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainable Development,Study Abroad,Developing Nations,Human Capital,Civil Rights,Ability,Scholarships,Higher Education,Freedom,Self Determination

The United Nations Sustainable Development Goals include an explicit commitment to ''substantially expand'' the study abroad scholarships available to developing countries (Target 4b). Although this Target indicates a level of consensus about the benefits of scholarship programmes, it is made ambiguous by assuming coherence among many types of scholarship programme with different aims, approaches, and undergirding theories. In this paper, we examine the potential consequences of underpinning Target 4b through three theories: human capital, human rights, and human capabilities. Through the lenses of these three theories, we find significantly different outcomes projected for the ways that scholarship programs are linked to sustainable development. Additionally, failing to comprehend the theoretical frames that undergird scholarship programs creates an opportunity for diverse (and sometimes perverse) outcomes that may not serve the world's compact for a sustainable future. We propose a way forward through a human capabilities approach.
Supporting Secondary Students&apos; Perseverance for Solving Challenging Mathematics Tasks
Author: DiNapoli, Joseph
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Scaffolding (Teaching Technique),Instructional Effectiveness,Concept Formation,Grade 9,High School Students,Suburban Schools,Algebra,Task Analysis,Barriers,Student Attitudes,Persistence

Perseverance, or initiating and sustaining productive struggle in the face of obstacles, promotes making sense of mathematics. Yet, engaging in struggle can be grueling and is avoided for some students. I investigate the effect of scaffolding mathematics tasks on student perseverance. The results show how prompting secondary students to conceptualize a mathematical situation prior to problem-solving can encourage re-initiating and re-sustaining mathematically productive effort upon reaching an impasse. For learning mathematics with understanding, these findings suggest specific methods by which student perseverance in problem-solving can be supported. [For the complete proceedings, see ED606531.]
Trauma-Informed Approaches in the Art Room to Promote Empowerment in Students with Emotional and Behavioral Disorders
Author: Rooney, Maeve
Date: 2020-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Trauma,Art Education,Urban Schools,Elementary School Students,Teaching Methods,Self Esteem,Emotional Disturbances,Behavior Disorders,Resilience (Psychology),Student Empowerment,Kindergarten,Grade 1,Grade 2,Goal Orientation,Metacognition,Outcomes of Education,Posttraumatic Stress Disorder,Coping,Art Therapy,Case Studies,Stress Variables,Student Attitudes

The purpose of this study was to determine how trauma-informed approaches in an urban elementary school art room can foster empowerment in students who have been exposed to trauma and have developed Emotional and/or Behavioral Disorders. I implemented a pedagogy focused on promoting empowerment through art making, then collected data on the development of students' inner-strengths and resilience. The study focused on students in Kindergarten through second grade, who were chosen based on their behaviors, lack of research on that age group, and the mainstreaming that occurs in classrooms during those years. Data was collected through observations, interviews, self- esteem surveys, and artwork. Lessons were created to enhance students' sense of empowerment and focus on future goals. Mindfulness strategies were implemented to provide coping skills and a person-centered approach to management was utilized to enhance empowerment through responsibility. These interventions were combined into a trauma-informed approach, which I examined to determine the effectiveness of decreasing re-traumatization, reducing behavior episodes, and increasing students' sense of empowerment.