ethanporcaro/eric-fulltext-meta huggingface dataset:
Visual Thinking and Reading Comprehension: Foreign Language Setting as an Example
Author: Al-Shdeifat, Zainab
Date: 2023-00-00
Type: Journal Articles
Subjects: Visualization,Reading Comprehension,Foreign Countries,Grade 9,High School Students,English (Second Language),Second Language Learning,Teaching Methods,Reading Skills

This study examines how visual thinking may affect Jordanian female ninth-graders reading abilities. The design had an experimental feel about it. The study included 66 ninth-grade female students who were studying English as a foreign language (EFL). An instructional program was created and put into place, and a pre-post reading exam was created to help the study reach its objective. The results were examined using SPSS. The findings show that there are statistically significant changes in the steps of the visual thinking strategy (VTS) modality between the two groups, with the experimental group benefiting more. VTS has been proven to be a successful strategy for greatly enhancing student attainment of good marks and having an impact on student achievement of course learning outcomes. This study triggered the following reading sub-skills: vocabulary acquisition, imaging, building and activating schema, identifying the main idea and details, questioning, inferring, communicating through oral language, and comprehension. VTS has a real impact on teaching reading sub-skills, which is important for both teachers and curriculum designers. Longitudinal research data is required to further analyze and refine this teaching strategy.
Building on Students&apos; Prior Mathematical Thinking: Exploring Students&apos; Reasoning Interpretation of Preconceptions in Learning Mathematics
Author: Wakhata, Robert
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,High School Students,Grade 11,Knowledge Level,Student Attitudes,Misconceptions,Thinking Skills,Error Patterns,Mathematics Skills,Problem Solving,Learning Processes,Algebra,Mathematical Concepts,Prior Learning,Programming,Equations (Mathematics),Graphs,Word Problems (Mathematics)

The present study explored 285 11th-grade students' preconceptions, misconceptions, and errors in solving mathematics tasks by graphical method. A descriptive-explorative study design was adopted. Cluster sampling was used to select students from sampled secondary schools in eastern and central Uganda. Students' paper and pen solution sketches together with the task-based interviews were used to identify students' preconceptions, misconceptions, and errors in linear programming (LP). Students' responses were analyzed thematically and interpreted as students' learning gaps. The results indicated that students lacked proficiency in relating basic algebraic concepts and procedures to the mathematical language with which LP is conveyed. Generally, most students could not adequately use their previous knowledge and connect it to the learning and solving of LP tasks. Besides applying wrong mathematical algebraic concepts, students had difficulties interpreting and writing correct models (inequalities) from LP word problems. Misconceptions and errors were common and peculiar to and in individual student's solution sketches especially in applying the concepts of equations and inequalities to graphically solve and optimize LP tasks. Students held extremely weak concept images of graphing equations, and inequalities and their linkage to optimizing feasible regions. This research provides insight into the learning of mathematics word problems(LP) and recommends that mathematics educators should effectively apply students' preconceptions, misconceptions, and errors as opportunities for enhancing students' LP conceptual changes. For mathematical proficiency, suitable learning approaches, methods, and strategies should be adapted to address specific individual student's flawed conceptual and procedural knowledge and understanding. These approaches may guide educators in helping students to construct the connections between the old and the new knowledge.
Secondary School Students&apos; Construction Processes of Square Root Concept with Realistic Problems: An APOS Perspective
Author: Akgul, Elif Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Mathematics,Mathematics Skills,Knowledge Level,Geometric Concepts,Problem Solving,Mathematics Instruction,Teaching Methods,Measurement

This study aims to examine the construction process of the square root concept of secondary school students in Realistic Mathematics Education (RME) based environment. The study was carried out in an 8th-grade classroom with 16 students from a secondary school in a city in the Black Sea Region. The research was designed qualitatively as a case study. To measure the preliminary knowledge of students about the square root concept, a test was prepared. The students were grouped heterogeneously according to the results obtained from the test and observations. The students were asked to solve two contextual problems in their groups. The teaching process was supported by in-group and inter-group discussions. Interviews were conducted two times with each of the three participants who were selected from the groups by purposeful sampling and whose readiness levels were advanced, intermediate, and lower-intermediate. The data from the transcripts of the teaching process, in-group discussions, interviews, and also individual and group worksheets and observations, were evaluated with content analysis within the framework of APOS theory. As a result of the study, the concept of the square root of square numbers was constructed as an object by all of the participants. Also, the participants could determine the location of the square roots of non-square positive integers between two natural numbers. It has been determined that having strong coordination is very important, and exponential numbers, area and perimeter measurement, unit, and rational-decimal numbers are used in this coordination.
A Community Engaged Framing: Building Successful Community Engagement for Schools and Families of Bilingual Students through Inquiry
Author: McCauley, Carlas
Date: 2023-00-00
Type: Journal Articles
Subjects: School Community Relationship,Bilingual Students,Family School Relationship,Family Involvement,Attitudes,Bilingualism,Bilingual Education,Biculturalism,Advocacy,Educational Legislation,Academic Support Services,Ancillary School Services,Elementary School Students,Elementary Schools,Partnerships in Education,Teacher Attitudes,Program Effectiveness,School Districts

This article explores an action-oriented research study designed to provide better understanding of ways to leverage school and community partnership through family engagement, focusing on the development and enactment of an approach to nurture family-school partnerships. Specifically, in partnership with seven school districts, a team of educators employed an inquiry cycle to plan and investigate family engagement efforts focused on emergent bilingual students and their families. This project tested the assumptions regarding engagement and supported school districts in the development of a strategy designed to fit the unique educational and community contexts of each participating school. A qualitative descriptive analysis was employed over a two-year period, during which researchers conducted surveys, interviews, and focus groups and used an observation protocol and an artifact review protocol. The inquiry process used helped to guide educators to test their assumptions about engaging bilingual families and to personalize their projects to fit into their unique educational and community contexts. Study participants expressed beliefs that successful family engagement requires a sense of urgency and commitment and, overall, reported high levels of motivation and interest in sustaining and expanding family engagement efforts. This study has implications for how educators plan and implement family engagement strategies and initiatives within emergent bilingual school communities.
Creative Conjecture: Abductive Reasoning to Generate Some Ideas in Algebra
Author: Hidayah, Indriati Nurul
Date: 2023-00-00
Type: Journal Articles
Subjects: Logical Thinking,Thinking Skills,Mathematics Skills,Concept Formation,Algebra,Problem Solving,College Mathematics,Undergraduate Students,Creativity,Creative Thinking,Foreign Countries,Mathematical Concepts

Most students practice abductive reasoning in solving mathematical problems that encourage creativity. This study analyses the process of making conjectures based on abductive reasoning. This study used a qualitative design and involved 106 undergraduate mathematics students enrolled in the mathematics course Introduction to Ring. We analyzed the students' conjectures on two mathematics problems. The study was completed by grouping the types of conjectures made by students and then investigating each student's explanation of each conjecture. The results suggested two types of conjectures practised by students, namely creativity in investigating the converse of the proposition and creativity in dividing into cases.
Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
Author: Vizcaíno, Diego
Date: 2023-00-00
Type: Journal Articles
Subjects: Topology,Mathematical Concepts,Mathematics Instruction,Teaching Methods,Geometry,Bibliometrics,Meta Analysis,Citations (References),Periodicals,Journal Articles,Foreign Countries,Mathematical Applications

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.
&quot;Blood, Barf, or Beyoncé&quot;--Building Community and Establishing Procedures in the First Six Weeks of School
Author: White, Kelley Mayer
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Classroom Techniques,Student Adjustment,Kindergarten,Elementary School Students,Teaching Methods,Elementary School Teachers,Teacher Effectiveness,Classroom Environment,Peer Relationship

Previous research has established long-term benefits for children's successful transition to kindergarten. Yet a majority of the research focuses on teacher and school practices that occur before the first day of school, and less is known about instructional practices teachers use to build community and establish procedures at the beginning of the school year. The current study involves in-depth observations of one highly effective kindergarten teacher during the first six weeks of school. Results indicate the teacher intentionally spent time building relationships with individual students from the moment they arrived. She modeled respect and kindness throughout the day and gradually introduced procedures in an interactive and engaging manner. The study has important implications for practitioners and for future research.
Building an Understanding of Family Literacy: Changing Practices Regarding Homework and Other Forms of School-Home Engagement
Author: Fox, Kathy R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teachers,Family Literacy,Family School Relationship,Homework,Family Involvement,Parent Teacher Cooperation,Pandemics,COVID-19,Parent Participation,Child Caregivers,Educational Practices,Electronic Learning,Distance Education

School to home communication has often been seen as a one-way path, with homework and other materials serving children and families while teachers were the facilitators. When schools were forced to rapidly switch instruction from face-to-face classrooms to entering kitchens, living rooms, and other spaces to deliver virtual instruction, teachers were suddenly &quot;in&quot; the homes of their students. Findings from this qualitative study of 11 practicing teachers showed a new appreciation for family literacy efforts. Virtual doors were opened so that teachers had increased opportunities to develop a deeper understanding of cultural and academic practices in the home. Teachers now had access to families' funds of knowledge to enhance classroom curriculum and practices in the virtual space. As schools reopened and teacher, parent, and caregiver relationships returned to a more distant space, these participants described small but significant changes in the way they planned to engage parents and caregivers in the future.
High School Students&apos; Beliefs about Mathematical Problem Solving: A Cluster Analysis
Author: Sintema, Edgar J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,High School Students,Student Attitudes,Beliefs,Mathematics Skills,Problem Solving,Concept Formation,Relevance (Education),Self Efficacy,Mathematics Curriculum,Curriculum Implementation,Foreign Countries

This paper investigates profiles of high school students' mathematical problem-solving beliefs following the introduction of a new mathematics curriculum. In this quantitative study, 490 high school students responded to a mathematical problem-solving beliefs questionnaire to provide data about their beliefs related to mathematical problem solving. A cluster random sampling technique was used to select participants for the study. To accomplish the major goals of the study, a K-means clustering technique was conducted to analyze patterns that were discernible from their beliefs. In addition, a one-way ANOVA conducted to examine mean differences of their beliefs between clusters. Results revealed that, in general, students strongly believe that conceptual understanding is important in mathematics. In one of the clusters students hold strong beliefs about the usefulness of mathematics in their day-to-day lives while in another cluster it was strongly believed that effort was key for one to increase their mathematical ability. Results are important for students' confidence to solve mathematical problems and for implementation of a problem-solving approach in the new mathematics curriculum.
Educators Learning Lessons from Multilingual Family Engagement through the COVID-19 Pandemic
Author: Buxton, Cory
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Diversity,Language Usage,COVID-19,Pandemics,Teacher Attitudes,Teacher Role,Administrator Attitudes,Administrator Role,Parent Participation,Parent Role,Multilingualism,English (Second Language),Elementary Secondary Education,School Districts,Student Characteristics,Parent Teacher Cooperation,Family School Relationship,Distance Education,School Closing,Equal Education,Cooperation,Student Needs,Bilingual Students,Change Strategies,Racism,Social Justice

We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing research to answer the question: How did teachers' and supporting administrators' conceptions of and actions to promote multilingual family engagement shift in response to the COVID-19 pandemic? Further influenced by the concurrent national protests for racial justice, we consider how teachers and administrators engaged in liberatory work as they questioned structures that had previously seemed inevitable or unproblematic. Framed using Harro's cycle of liberation, we discuss lessons learned based on systematic data collected from both teachers and administrators from multiple districts and multiple time points before and during pandemic-impacted schooling.
Students&apos; Mathematical Thinking Process in Algebraic Verification Based on Crystalline Concept
Author: Sa'adah, Nihayatus
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Algebra,Mathematical Concepts,Problem Solving,Symbols (Mathematics),Mathematics Instruction,Instructional Design,College Mathematics,College Students,Foreign Countries

Crystalline concept is the main concept used as the reference by students in algebraic verification. This concept divided the way of solving algebraic verification into two types: symbolic and embodied compression. This research aimed to explore the students' mathematical thinking process in solving algebraic verification based on the Crystalline concept types. The subjects of research were 15 students who took abstract algebra course. Those subjects were asked to solve algebraic verification and were divided based on their types. To get a deeper data, one student was randomly chosen from each type to be interviewed. The verification and interview data were analyzed by using the steps of mathematical thinking process. Those steps are abstracting, representation, and verification. Abstracting is the step to find the ideas: definition of group and abelian group. Representation is the way to communicate the suitable ideas with the conditions. The last step is verification in which students performed the process based on the results of two previous steps. The symbolic student tends to solve the verification symbolically while the embodied one solved the verification arithmetically. Based on the findings, it is essential to design a learning that can accustom students to solve algebraic verification symbolically as the verification should be done deductively.
Metacognitive Intervention: Can It Solve Suspension of Sense-Making in Integration Problem-Solving?
Author: Alifiani
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Intervention,Concept Formation,Cognitive Processes,Problem Solving,Thinking Skills,Comprehension,College Mathematics,College Students,Foreign Countries

This study aims to describe metacognitive interventions for students who experience suspension of sense-making when solving integration problems based on the characteristics of students' thinking. This research applied a qualitative research approach and provided essay tests followed by task-based interviews to classify students who experience suspension of sense-making into two categories based on their thinking characteristics namely pure procedural and mixed conceptual-procedural. The metacognitive intervention in this study was carried out by giving metacognitive questions to the participants based on their thinking characteristics. The metacognitive questions given included comprehension, connection, strategy, and reflection questions. The results of this study indicated that mixed conceptual-procedural students were able to raise their sense-making earlier than pure procedural students. It can be concluded that pure procedural students need metacognitive intervention in the form of complete metacognitive intervention while mixed conceptual-procedural students only need partial metacognitive intervention.
The Emergence and Form of Metacognitive Regulation: Case Study of More and Less Successful Outcome Groups in Solving Geometry Problems Collaboratively
Author: Farida Jamil, Anis
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Problem Solving,Mathematics Skills,Geometry,Cooperative Learning,College Mathematics,Undergraduate Students,Group Discussion,Interaction,Foreign Countries

The current research trend of metacognitive regulation has shifted from an individual to a social context. One such social context is collaborative problem-solving. Interaction between group members is an essential factor in completing collaborative problems. Metacognitive regulation is divided into four forms based on the interaction in collaborative problem-solving. This study aims to analyze the emergence and form of metacognitive regulation in groups that are more and less successful at solving geometric problems collaboratively. Each group consists of two undergraduate students who have taken geometry courses. The group tries to solve geometry problems in the form of proof problems. This study examines how metacognitive regulation emerges in group discussion activities. The emergence of metacognitive regulations was identified through student utterances when discussing in groups. In addition, interview data support researchers in exploring metacognitive regulation carried out by groups. This study also identifies forms of metacognitive regulation that occur when groups interact. The study results showed differences in the metacognitive regulation activity in four aspects: orientation, planning, monitoring, and evaluation. The more successful group has a form of co-constructed social metacognitive regulation. In contrast, the less successful group has a form of ignored social metacognitive regulation.
Parental Involvement with Children&apos;s Schooling: Exploring the Experiences of Hmong Parents in Charter Schools
Author: Xiong, Zha Blong
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Participation,Hmong People,Parents,Charter Schools,Barriers,Elementary School Students,Family School Relationship,Parent Attitudes,Immigrants,Employed Parents,Family Relationship,Literacy

Parental involvement is well-documented in the literature. Although research suggests a strong positive association between parental involvement and children's educational outcomes, few studies have examined parental involvement at home with children who attend charter schools, especially with small immigrant groups such as the Hmong. Therefore, the purpose of this study was to examine how Hmong parents of students in charter schools were involved in their children's education at home and what barriers they faced. This study included 23 Hmong parents (9 fathers, 15 mothers) of elementary school-aged children enrolled in three Hmong-focused charter schools in Minnesota. The results showed several themes related to barriers for at-home school involvement, including work schedules, literacy barriers, lack of spousal support, and multiple children at home. Despite these barriers, Hmong parents also indicated that they sacrificed for their children's education by taking on multiple jobs, created and maintained regular family routines to monitor children's education, and connected children to appropriate resources for homework help, including older siblings. Implications for school administrators and teachers who work with Hmong parents, especially Hmong parents who have children enrolled in charter schools, are also discussed.