ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Was in Year 5 and I Failed Maths&quot;: Identifying the Range and Causes of Maths Anxiety in First Year Pre-Service Teachers
Author: Wilson, Sue
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Anxiety,Mathematics Instruction,Teacher Education,Mathematics Teachers,Mathematics,Data Collection,Elementary School Teachers,Elementary School Mathematics,Foreign Countries,Surveys,Test Anxiety,College Mathematics,Qualitative Research

Mathematics anxiety affects primary pre-service teachers' engagement with and future teaching of mathematics. The study aimed to assess the level and range of mathematics anxiety in first year pre-service teachers entering their teacher education course, and to investigate the sources of this anxiety as perceived and identified by them. Data collection methods included the RMARS survey, and Critical Incident Technique. The results indicate that the most common negative impacts on pre-service teacher mathematical self-concept involved experiences with teachers. However, their current mathematics anxiety is most commonly aroused under testing or evaluation situations.
Affording and Constraining Local Moral Orders in Teacher-Led Ability-Based Mathematics Groups
Author: Tait-McCutcheon, Sandi
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Ability Grouping,Group Dynamics,Morale,Elementary School Mathematics,Elementary School Students,Elementary School Teachers,Observation,Video Technology,Interaction Process Analysis,Transcripts (Written Records),Educational Practices,Teaching Methods,Foreign Countries,Qualitative Research,Case Studies

How teachers position themselves and their students can influence the development of afforded or constrained local moral orders in ability-based teacher-led mathematics lessons. Local moral orders are the negotiated discursive practices and interactions of participants in the group. In this article, the developing local moral orders of 12 teachers and their highest and lowest mathematics groups are examined with particular attention paid to teacher positioning and the patterns of differentiated positioning between the groups.
Exploring Relationship between Scientific Reasoning Skills and Mathematics Problem Solving
Author: Tajudin, Nor'ain Mohd
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Science Process Skills,Mathematics Skills,Thinking Skills,Problem Solving,Abstract Reasoning,National Curriculum,Mathematics Curriculum,Correlation,Cohort Analysis,Secondary School Students,Comparative Analysis,High Achievement,Low Achievement,Science Tests,Mathematics Tests,Scores,Scoring Rubrics

Reasoning is considered to be an important proficiency in national mathematics curricula both in Australia (ACARA, 2014) and Malaysia (MOE, 2013). However, the nature of reasoning that supports learning and problem solving in mathematics is an area that requires further study (Schoenfeld, 2013). In this study we explored the link between &quot;Scientific Reasoning Skills&quot; (SRS) and mathematics problem solving performance among a cohort of Malaysian students. As expected, there was a positive relationship but the level of correlation between these two variables was moderate. Although the High-Achievement group performed significantly better than their peers in the Low-Achievement group in their solution outcomes, overall, all students exhibited low-levels of SRS. These findings suggest that while SRS could play a role in problem solving, components of SRS need further analysis in order to better explain how reasoning in science could facilitate problem solving processes.
The Individual Basic Facts Assessment Tool
Author: Tait-McCutcheon, Sandi
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Diagnostic Tests,Measurement Techniques,Evaluation Methods,Nonfiction,Psychometrics,Test Construction,Mixed Methods Research,Interviews,Observation,Student Records,Formative Evaluation,Elementary Secondary Education,Scientific and Technical Information,Science Achievement,Foreign Countries

There is an identified and growing need for a levelled diagnostic basic facts assessment tool that provides teachers with formative information about students' mastery of a broad range of basic fact sets. The Individual Basic Facts Assessment tool has been iteratively and cumulatively developed, trialled, and refined with input from teachers and students to meet that need. The development of the tool, results from test trials, and our next steps are described in this article. IBFA Fact Sets are appended.
A Cross-Cultural Comparison of Parental Expectations for the Mathematics Achievement of Their Secondary School Students
Author: Weerasinghe, Daya
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Cross Cultural Studies,Comparative Analysis,Secondary School Students,Mathematics Achievement,Secondary School Mathematics,Expectation,Surveys,Mathematics Education,Foreign Countries,Parenting Styles,Parents,Children,Parent Child Relationship,Parent Participation,Parent Attitudes

This paper presents results from a survey of 80 parents and 120 secondary school students in Australia. Many parents report that their children put in all their effort into mathematics education but they believe that their children can do better if they try harder. This paradox is more evident among parents from Asian-Australian backgrounds compared to parents from other backgrounds who also report having high expectations in mathematics education, which is not the common perception in Australian media and society.
Enhancing Mathematics (STEM) Teacher Education in Regional Australia: Pedagogical Interactions and Affect
Author: Woolcott, Geoff
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,STEM Education,Teacher Education,Mathematical Logic,Thinking Skills,Mathematics Instruction,Preservice Teachers,Feedback (Response),Mathematics Achievement,Interaction,Higher Education,College Mathematics,Mathematics Teachers,Science Teachers,Science Instruction,School Community Relationship,College Science

This article reports on initial findings, including the mathematics components, of a multi-institutional Science, Technology, Engineering, and Mathematics (STEM) project, &quot;It's part of my life: Engaging university and community to enhance science and mathematics education.&quot; This project is focussed on improving the scientific and mathematical thinking of pre-service teachers (PSTs) by aligning their pedagogy with the scientific and mathematical thinking that occurs in authentic, real-world contexts. This article discusses emotional literacy and emotional regulation as aspects of self-reflective professional development and how these measures are conceptually related to improving competence and confidence for pre-service STEM teachers. This report details how emotional feedback was used in trials of a pilot program to enable PSTs to analyse, understand, and make use of emotional information to improve their teaching confidence, particularly in mathematics. [This paper reports on research associated with the project: &quot;It's part of my life: Engaging university and community to enhance science and mathematics education,&quot; a project supported by a three-year $1 million grant awarded to the Regional Universities Network (RUN) by the Australian Government Office for Learning and Teaching (OLT).]
Describing the Nature and Effect of Teacher Interactions with Students during Seat Work on Challenging Tasks
Author: Roche, Anne
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Classroom Techniques,Teacher Student Relationship,Interaction,Student Behavior,Academic Persistence,Mathematics Teachers,Learner Engagement,Grade 2,Grade 3,Elementary School Mathematics,Elementary School Students,Foreign Countries,Elementary School Teachers,Pretests Posttests

As part of a project that is examining how to support teachers in the use of challenging tasks and those teacher actions that encourage students to persist, we focused on the activities of students and teachers during seatwork. We describe the nature of teacher interactions with students, student behaviours when working on challenging tasks, and the relationships between the two. Interactions that seemed most beneficial were brief, and usually preceded by the teacher watching and listening to the students at work.
Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge
Author: Scheiner, Thorsten
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Mathematics Teachers,Mathematical Concepts,Pedagogical Content Knowledge,Mathematics Instruction,Knowledge Base for Teaching,Teaching Experience,Teacher Characteristics

The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing new perspectives, in particular, on how the knowledge is structured and organised (form), on what teachers' draw on their knowledge (source), and whether the knowledge is stable and coherent or contextually-sensitive and fluid (nature).
Teaching Statistics in Middle School Mathematics Classrooms: Making Links with Mathematics but Avoiding Statistical Reasoning
Author: Savard, Annie
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Statistics,Middle Schools,Secondary School Mathematics,Mathematical Logic,Interdisciplinary Approach,Case Studies,Teaching Methods,Graphs,Foreign Countries,Video Technology,Technology Uses in Education,Educational Technology,Comparative Analysis,Mathematical Concepts,Concept Formation

Statistics is a domain that is taught in Mathematics in all school levels. We suggest a potential in using an interdisciplinary approach with this concept. Thus the development of the understanding of a situation might mean to use both mathematical and statistical reasoning. In this paper, we present two case studies where two middle school Mathematics teacher taught a lesson in Statistics where the students had the task create a pie graph representing the data. Results show us that their procedural vision of Statistics lead them to focus more on a graphical representation and thus led to avoid all statistical reasoning development (Garfield, 2002).
The Practice of Teacher Aides in Tasmanian Primary Mathematics Classrooms
Author: Reaburn, Robyn
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Aides,Elementary School Mathematics,Mathematics Instruction,Elementary School Teachers,Role,Staff Development,Knowledge Base for Teaching,Learning Problems,Case Studies,Semi Structured Interviews,Observation,Self Esteem,Employment Qualifications,Interpersonal Relationship

This paper describes a pilot study investigating Teacher Aides (TAs) in primary mathematics classrooms. Three teacher/TA teams were investigated. The teachers were asked about the role of TAs in their classrooms, and the TAs were asked about their confidence in mathematics and in the desirability of professional learning. The TAs indicated a need to update their knowledge of mathematics content and terminology. It is also suggested that more research to investigate methods of assisting students with learning difficulties is required.
Mathematical Language Development and Talk Types in Computer Supported Collaborative Learning Environments
Author: Symons, Duncan
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Grade 4,Foreign Countries,Educational Environment,Mathematics,Mathematics Instruction,Problem Solving,Learner Engagement,Mathematics Skills,Elementary School Mathematics,Vocabulary Development,Computer Assisted Instruction,Mathematical Logic,Numbers

In this study we examine the use of cumulative and exploratory talk types in a year 5 computer supported collaborative learning environment. The focus for students in this environment was to participate in mathematical problem solving, with the intention of developing the proficiencies of problem solving and reasoning. Findings suggest that students engaged in exploratory talk may more regularly attempt the use of technical (tier 3) mathematical vocabulary.
The Challenge of Supporting a Beginning Teacher to Plan in Primary Mathematics
Author: Bailey, Judy
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Beginning Teachers,Elementary School Mathematics,Case Studies,Mathematics Instruction,Foreign Countries,Teaching Methods,Mathematics Teachers,Elementary School Teachers,Teacher Education,Mathematics Achievement,Teacher Effectiveness

Effective lesson planning is a real challenge for many beginning teachers. This paper presents a case study of one such teacher, and the author's efforts to support her in the planning process. Results show supporting the beginning teacher's planning by (a) providing access to resources such as web-sites and teaching handbooks, (b) modelling, and (c) providing an explication of planning were insufficient to create substantive and necessary changes in the teacher's planning during the period of research. Implications for supporting beginning teachers are considered.
Context Counts: The Potential of Realistic Problems to Expose and Extend Social and Mathematical Understandings
Author: Sawatzki, Carly
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 4,Grade 5,Elementary School Students,Elementary School Mathematics,Mathematics Teachers,Mathematics Instruction,Money Management,Knowledge Level,Consumer Education,Problem Solving,Surveys,Observation,Likert Scales

This article reports the findings of research involving more than 30 teachers and their Year 5 and 6 students in 16 Victorian primary schools. The participants experienced an educational intervention where the &quot;Money and Financial Mathematics&quot; substrand of the &quot;Number and Algebra&quot; content strand was taught and learned through challenging worded mathematical problems involving realistic financial contexts. Data related to one such example, a task involving three friends sharing the cost of movie tickets and food, are discussed. Insights into the nature of student social and mathematical understandings are presented.
Teachers' Talk about Robotics: Where Is the Mathematics?
Author: Savard, Annie
Date: 2015-00-00
Type: Reports - Research
Subjects: Robotics,Mathematics,Programming,Mathematics Teachers,Mathematics Education,Elementary School Teachers,Focus Groups,Mathematical Concepts,Foreign Countries,Elementary School Mathematics,Semi Structured Interviews

Programming and the use of robotics present affordances for mathematics learning with application across a broad range of ages. However, realising these affordances in the classroom requires educators to recognise and build apron these potential opportunities for learning. This paper reports one component of a larger study, examining teacher discourse in semi-structured focus group as they review engagement with robotics. Data highlights limited engagement in mathematisation and the key role of mathematical pedagogic content knowledge (PCK).
Developing Adaptive Expertise with Pasifika Learners in an Inquiry Classroom
Author: Thompson, Zain
Date: 2015-00-00
Type: Reports - Research
Subjects: Expertise,Inquiry,Problem Solving,Cooperative Education,Teacher Response,Classroom Techniques,Culturally Relevant Education,Social Behavior,Student Behavior,Classroom Environment,Semi Structured Interviews,Video Technology,Focus Groups,Group Activities,Classroom Communication,Inclusion,Educational Practices,Educational Strategies,Foreign Countries,Case Studies

In the current reform of mathematics classrooms teachers are charged with the role of facilitating collaborative groups during problem-solving activity. The challenge is for teachers to engage students in making mathematical meaning during collaborative group discussions. In this paper we draw on the concept of adaptive expertise to report on teachers' actions to engage students in co-constructing collective knowledge. We address how teachers attended to students' cultural values and socio-mathematical norms to promote and cultivate adaptive expertise.
Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking
Author: Pearn, Catherine
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematical Logic,Fractions,Algebra,Mathematics Tests,Problem Solving,Foreign Countries,Mathematics Skills,Grade 5

Many researchers argue that a deep understanding of fractions is important for a successful transition to algebra. Teaching, especially in the middle years, needs to focus specifically on those areas of fraction knowledge and operations that support subsequent solution processes for algebraic equations. This paper focuses on the results of Year 6 students from three tasks from a Fraction Screening Test that demonstrate clear links between algebraic thinking and students' solutions to fractional tasks involving reverse processes.
Facebook as a Learning Space: An Analysis from a Community of Practice Perspective
Author: Patahuddin, Sitti Maesuri
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Social Media,Communities of Practice,Mathematics Teachers,Mathematics Education,Pedagogical Content Knowledge,Computer Mediated Communication,Fractions,Informal Education,Ethnography,Content Analysis,Coding,Affordances

This study investigates the potential of Facebook as a medium and process for teachers' learning about mathematical and pedagogical knowledge. Participants' (N = 117) responses towards four inter-related posts regarding division-of-fractions were captured and systematically analysed to gain insight about the participants' engagement. The results suggested the potential of Facebook to support informal teachers' learning. This was evidenced by the existence of the three main elements of community of practice (CoP): mutual engagement; negotiated joint enterprise; and development of a shared repertoire.
Qualitative Facets of Prospective Elementary Teachers' Diagnostic Proceeding: Collecting and Interpreting in One-on-One Interviews
Author: Reinhold, Simone
Date: 2015-00-00
Type: Reports - Research
Subjects: Qualitative Research,Preschool Teachers,Elementary School Teachers,Interviews,Elementary School Mathematics,Mathematics Teachers,Mathematics Instruction,Mathematical Concepts,Teacher Education,Competence,Grounded Theory,Grade 1

The research presented in this paper focuses on the cognitive diagnostic strategies that prospective elementary mathematics teachers (PTs) use in their reflections of one-on-one diagnostic interviews with children in grade one. Thereby, it responds to the detected lack of knowledge regarding qualitative facets of diagnostic proceeding in interview assessments. Results include facets of collecting data and facets of interpreting within a diagnostic micro-process. The discussion takes up the relevance of these findings for teacher education.
Improving Student Motivation and Engagement in Mathematics through One-to-One Interactions
Author: Way, Jennifer
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Student Motivation,Learner Engagement,Mathematics Education,Mathematics Instruction,Mathematics Achievement,Primary Education,Elementary School Mathematics,Elementary School Students,Motivation Techniques,Teacher Attitudes,Teaching Methods,Individual Instruction,Teacher Student Relationship,Semi Structured Interviews,Observation,Video Technology,Mixed Methods Research,Longitudinal Studies,Questionnaires,Case Studies,Catholic Schools,Data Analysis,Educational Practices,Mastery Learning,Self Management,Student Evaluation,Progress Monitoring,Prompting,Classroom Techniques,Classroom Environment,Nonverbal Communication

The phenomenon of the &quot;middle-years dip&quot; in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with known key elements of motivation and engagement. Drawing on evidence from teacher interviews, observation notes and lesson video with recorded dialogue, we argue that particular types of one-to-one interactions between teacher and student can have a powerful influence on student engagement.
Mentoring to Alleviate Anxiety in Pre-Service Primary Mathematics Teachers: An Orientation towards Improvement Rather than Evaluation
Author: Perkins, Timothy
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Stress Management,Mathematics Anxiety,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Level,Self Efficacy,Mentors,Undergraduate Students,Anxiety,Rating Scales,Catholic Schools,Instructional Effectiveness,Case Studies,Semi Structured Interviews,Surveys

Increasing numbers of primary pre-service teachers (PSTs) enrolled in Education degrees in Australia enter university with insufficient mathematical content knowledge (Livy &amp; Vale, 2011) and low confidence levels about their ability to teach and do the mathematics required for their intended role as classroom teachers (Wilson, 2009). Mentoring of PSTs by highly capable and experienced classroom teachers, within the framework of a structured and well-planned mentoring programme (Hudson &amp; Peard, 2006), has the potential for developing the confidence, and thus alleviating the mathematics anxiety exhibited by PSTs.
Challenging the Mindset of Sammy: A Case Study of a Grade 3 Mathematically Highly Capable Student
Author: Parish, Linda
Date: 2015-00-00
Type: Reports - Research
Subjects: Case Studies,Mathematics Instruction,Grade 3,Elementary School Mathematics,Mathematics Achievement,Mathematical Concepts,Mathematics Teachers,Mathematics Skills,Academically Gifted

This case study narrative reports on the journey of *Sammy as her mindset as a learner of mathematics is challenged. Often students who are mathematically highly capable are viewed as being privileged, they are rarely placed with the cohort of struggling students. Children like Sammy who are mathematically highly capable or gifted, however, are simply students who learn differently and therefore require a different type of teacher support. [*Sammy is a pseudonym].
Teacher Actions to Facilitate Early Algebraic Reasoning
Author: Hunter, Jodie
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Teachers,Primary Education,Elementary School Mathematics,Mathematics Instruction,Algebra,Arithmetic,Educational Practices,Faculty Development,Teaching Methods,Integrated Curriculum,Lesson Plans,Planning,Observation,Interviews

In recent years there has been an increased emphasis on integrating the teaching of arithmetic and algebra in primary school classrooms. This requires teachers to develop links between arithmetic and algebra and use pedagogical actions that facilitate algebraic reasoning. Drawing on findings from a classroom-based study, this paper provides an exemplar of one teacher's journey in shifting her practice to integrate early algebra into her everyday mathematics lessons. The findings highlight the importance of addressing different areas including algebraic content, task development and enactment, and the classroom and mathematical practices to facilitate algebraic reasoning.