ethanporcaro/eric-fulltext-meta huggingface dataset:
An APOS Analysis of Natural Science Students' Understanding of Integration
Author: Maharaj, Aneshkumar
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Mathematics,Mathematics Instruction,Mathematics Education,Calculus,Teaching Methods,Mathematical Concepts,Learning Theories,Thinking Skills,Interviews,Qualitative Research

This article reports on a study which used the APOS (action-process-object-schema) Theory framework and a classification of errors to investigate university students' understanding of the integration concept and its applications. Research was done at the Westville Campus of the University of KwaZulu-Natal in South Africa. The relevant rules for finding antiderivatives, the link between derivatives and antiderivatives, interpreting a definite integral as area under the relevant curve and their context-based applications were taught to undergraduate science students. This paper reports on the analysis of two students' responses to questions on integrals and their applications. The findings of this study suggest that those students had difficulty in applying the rules for integrals and their applications, and this was possibly the result of them not having appropriate mental structures at the process, object and schema levels.
Technology in the Montessori Classroom: Benefits, Hazards and Preparation for Life
Author: MacDonald, Greg
Date: 2016-00-00
Type: Journal Articles
Subjects: Montessori Method,Information Technology,Computer Uses in Education,Elementary School Students,Sensory Experience,Teaching Methods,Educational Benefits,Educational Philosophy,Handheld Devices,Telecommunications

Greg MacDonald cites much research on the pros and cons of technology for children of all ages and gives the reader the information and space to sort out what their own policy will be. He supports the use of computers in elementary classrooms if there is a practical purpose, a group project, or no alternative approach available, such as for digital art work. Greg suggests that sensorial avenues should be &quot;explored and exhausted&quot; before turning to digital devices. [This paper was originally published in the &quot;AMI/USA Journal,&quot; 3rd Edition, 2015. Reprinted with permission.]
A Case Study on Pre-Service Teachers Students' Interaction with Graphical Artefacts
Author: Olande, Oduor
Date: 2014-02-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Electronic Learning,Online Courses,Statistics,Teacher Surveys,Mathematics Teachers,Teaching Methods,Tables (Data),Graphs,Visual Perception,Elementary School Teachers,Elementary School Mathematics,Elementary School Students,Mathematical Concepts,Mathematics Education,Probability,Foreign Countries,Lecture Method

This study reports from a pre-service teacher's online learning and assessment activity on determining variability of two graphical artefacts. Using a critical-analytical perspective to data, the present study indicates that the prospective teachers surveyed showed awareness of relevant subject specific operators and methods; however, these seem not be well coordinated and were submerged in forms of expressions characterized by intuitive methods and everyday language. Significantly the prospective teachers seemed to substitute statistical and mathematical methods with explanatory metaphors which while providing room for deeper subject specific engagement were however, only used superficially. Their reliance on everyday forms of expression and visual perception is perceived as a factor that might have hampered their effective choice and application of relevant subject specific tools and forms of expression. This observation puts to task the role of informal methods in statistics education.
Technology, Togetherness, and Adolescents: Creating a Meaningful Adolescent Learning Community in the Digital Age
Author: Moudry, Ben
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,School Policy,Montessori Method,Adolescents,Handheld Devices,Telecommunications,Student Needs,Educational Environment,Community,Montessori Schools

Ben Moudry has written a comprehensive overview of the current challenges facing parents, schools, administrators, and students regarding what he calls &quot;handheld computers,&quot; commonly known as smart phones. His annotated statistics and description of American society in 2015 are frightening in their clarity, while the percentages and numbers of technology overuse and distraction are increasing. From his position at The Grove School, Moudry describes a path to creating a community-informed technology policy that is aligned with the school's mission, vision, and values and serves to improve communications and cooperation models for managing a farm. [This paper was presented at the NAMTA conference titled &quot;A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment&quot; in Portland, OR, Mar 31-Apr 3, 2016.]
Mathematicians, Mathematics Educators and the State of the World
Author: D'Ambrosio, Ubiratán
Date: 2012-02-00
Type: Journal Articles
Subjects: Mathematics,Professional Personnel,Mathematics Teachers,Mathematics Education,Mathematics Instruction,Teaching Methods,Social Justice,Problem Solving

This paper is, essentially, the transcription of my conference at the conference CIEAEM 63, promoted by the CIEAEM/Commission for the Study and Improvement of Mathematics Teaching, held in Barcelona, Spain, from 24 to 29 July 2011. The main objective of the CIEAEM, since its foundation, in the fifties, has been to analyze the actual conditions and the possibilities for the development of mathematics education in order to improve the quality of teaching mathematics. The annual conferences are the essential means for realizing this goal. The main theme of the annual conference of 2011 was &quot;Facilitating access and participation: Mathematical practices inside and outside the classroom&quot;. I understand access and participation as Social Justice.
How Do Elementary Preservice Teachers Form Beliefs and Attitudes toward Geometry Learning? Implications for Teacher Preparation Programs
Author: Yang, Kai-Ju
Date: 2012-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Teacher Attitudes,Geometry,Mathematics Instruction,Mathematics Education,Teacher Education,Teacher Education Programs,Mathematics Teachers,Beliefs,Mathematical Concepts,Mathematical Logic,Validity,Teaching Methods,Mathematics Activities,Interviews

In my personal interactions with elementary preservice teachers (EPSTs) at a large Midwestern university in United States, many EPSTs held negative beliefs and attitudes about geometry learning. Although finding ways to help EPSTs change their negative beliefs and attitudes is an important issue, it can be best addressed by first investigating how they are formed. This study sought to document how EPSTs' beliefs about and attitudes toward geometry were formed prior to and during a mathematics and pedagogy course at a large Midwestern university in United States. McLeod's (1989) theoretical framework of influencing one's beliefs and attitudes toward specific action events, and objects--Representation, Discrepancy, and Metacognition--was used to analyze data from two interviews with each of four EPSTs. The results of the analysis confirmed McLeod's framework but also identified a fourth factor, understanding, as playing an important role in affecting EPST's beliefs about and attitudes toward geometry.
Embracing &quot;Nepantla&quot;: Rethinking &quot;Knowledge&quot; and Its Use in Mathematics Teaching
Author: Gutiérrez, Rochelle
Date: 2012-02-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Mathematics,Mathematics Teachers,Teacher Education,Teacher Education Programs,Mathematics Activities,Preservice Teachers,Partnerships in Education,High School Students,Secondary School Mathematics,Hispanic American Students

Although educational researchers are moving beyond purely psychological and cognitive models of learning to consider the ways in which mathematics teaching might reach a more diverse student population, this work remains in its infancy, and the concept of &quot;knowledge&quot; is rarely questioned. This paper begins with the idea that mathematics education has much to gain from perspectives in Latin@ studies. I draw on the work of Gloria Anzaldúa, specifically her concepts of &quot;conocimiento&quot; and &quot;Nepantla&quot; to bring a more holistic/connected perspective to the &quot;knowledge&quot; teachers may need for teaching and highlight how it might align with broader definitions of mathematics. I also offer examples from a partnership with a Chicago high school to show how pre­service teachers move through cycles of knowledge construction. Implications for teacher education, and teacher recruitment are discussed.
Implementing CLIL in Higher Education in Thailand: The Extent to Which CLIL Improves Agricultural Students' Writing Ability, Agricultural Content, and Cultural Knowledge
Author: Chansri, Charinee
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Course Content,State Universities,Vocabulary Development,Agricultural Education,Pretests Posttests,Majors (Students),Positive Attitudes,Undergraduate Students,Cultural Awareness,Student Attitudes,Teaching Methods,Writing Skills,Language Usage,Course Descriptions,Outcomes of Education,English for Special Purposes,Foreign Countries

The present study aimed to investigate the extent to which a CLIL (Content and Language Integrated Learning) course at university level in Thailand improves undergraduate Agricultural students' writing ability, agricultural content, and cultural knowledge. The study sample consisted of 27 students majoring in Agriculture at a public university in Thailand. Data were collected in the forms of writing, agricultural content, and cultural knowledge pre- and post-tests. The study findings suggested that after attending the CLIL course, the students showed significant improvement in their English writing abilities in both of the two text types: process and cause and effects, with better performance in all five aspects of writing, namely, content, organization, vocabulary, language use, and mechanics of writing. It was also found in this study that the students' agricultural content and cultural knowledge increased, and that they had positive attitudes toward the CLIL course offered to them.
The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates
Author: Kongsom, Tiwaporn
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Students,Communication Strategies,English (Second Language),Questionnaires,Rating Scales,Second Language Learning,Speech Communication,Speech Instruction,Second Language Instruction,Instructional Effectiveness,Foreign Countries,Likert Scales

This study investigates the impact of teaching communication strategies on Thai engineering undergraduate students' communication strategy use and strategic competence. Fifty-seven engineering undergraduate students were taught ten communication strategies for ten weeks and responded to a self-report communication strategy questionnaire before and after the communication strategy instruction. In order to elicit the students' use of communication strategies, 12 of 57 students completed four speaking tasks before and after receiving the instruction. Data were collected using a self-report communication strategy questionnaire, four speaking tasks, and a rating form indicating the level of strategic competence. The findings from this questionnaire showed that the instruction in the use of the ten communication strategies had a positive influence on the students' reports of the use of those strategies. With respect to the speaking tasks, the findings showed that the students successfully transferred all ten taught communication strategies to their utterances in the four speaking tasks after receiving the 10 weeks of communication strategy instruction. In addition, the findings from the assessment of the students' level of strategic competence showed some improvement in the students' strategic competence.
Variable Production of English Past Tense Morphology: A Case Study of a Thai-Speaking Learner of English
Author: Prapobaratanakul, Chariya
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Morphemes,Morphology (Languages),Case Studies,Second Language Learning,Syntax,Thai,Adults

The study investigated variable production of English past tense morphology by an L1 Thai-speaking learner of English. Due to the absence of the past tense inflectional morphology in the Thai language, production of English past tense morphemes poses a persistent problem for L1 Thai-speaking learners of English. Hypotheses have been made in accordance with Lardiere's (2003) Missing Surface Inflection Hypothesis (MSIH), which predicts that the participant possesses the syntactic knowledge of the English past tense morphology. The participant's variability in L2 production of English past tense morphology was not due to a lack of L2 grammatical knowledge but rather the result of syntactic mapping to the morphophonological form i.e. extra-syntactic factors. The results confirmed the MSIH, suggesting that English past tense morphemes were acquired but the production problems lie in accessing the morphology.
Horizon Content Knowledge: Shaping MKT for a Continuous Mathematical Education
Author: Fernández, Sainza
Date: 2014-02-00
Type: Journal Articles
Subjects: Mathematics Education,Pedagogical Content Knowledge,Secondary School Mathematics,Teaching Methods,Mathematics Teachers,Secondary School Teachers,Mathematics,Mathematics Activities,Mathematics Instruction

Mathematics learning is a continuous process in which students face some abrupt episodes involving many changes of different natures. This work is focused on one of those episodes, transition from primary to secondary school, and targets teachers and their mathematical knowledge. By characterising the mathematical knowledge that teachers of mathematics need to smooth transition processes, we aim to highlight teachers' impact in the continuity of mathematics education. The concept of Mathematical Knowledge for Teaching (MKT) developed by Ball among others and, within this framework, the construct Horizon Content Knowledge (HCK) emerge as our theoretical response to the knowledge needed for teaching mathematics in a continuous way, particularly relevant during transition to secondary school. The enrichment of the idea of HCK and the characterisation of its expression in the teaching practice intends to develop a theoretical tool to approach transition from teachers' mathematical knowledge perspective.
English-Thai Code-Switching of Teachers in ESP Classes
Author: Promnath, Korawan
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Thai,Nursing Education,English for Special Purposes,Code Switching (Language),Humor,Teaching Methods,Teacher Attitudes,Second Language Instruction,Language Teachers,Tourism,Semi Structured Interviews,Audio Equipment,Guidelines,Teacher Student Relationship,Student Attitudes,College Faculty,College Students,Foreign Countries,Observation

The term code-switching (CS) that occurs in everyday situations, or naturalistic code-switching, has been a controversial strategy regarding whether it benefits or impedes language learning. The aim of this study was to investigate CS in conversations between teachers and students of ESP classes in order to explore the types and functions of CS usually used in the teaching and learning process, and to investigate the teachers' and students' opinions about CS in classroom practice, particularly in English for nursing and tourism classes. The study found that code-switching was one of the major strategies in these ESP classes. CS in the teaching process could be categorized according to the following: inter-sentential switching, intra-sentential switching, extra-sentential switching, and code selection. The CS functions were both pedagogical (asking questions, giving explanations, translating, and emphasizing ideas) and social functions (directing, reminding, injecting humor, and encouraging students). The majority of the teachers demonstrated positive opinions about CS and agreed that CS from English to Thai could benefit their classes, as it is one of the most effective strategies for helping their students obtain clear ideas on the subject matter. This strategy not only made the students understand more of the lesson but also increased their confidence and comfort in the teaching process. The CS characteristics and opinions found in this study may provide a guideline for language teachers and policymakers, especially in EFL countries in the AEC and in this global era.
The Development and Validation of Willingness-to-Listen in L2 (WTL) Scale
Author: Akdemir, Ahmet Selçuk
Date: 2016-00-00
Type: Journal Articles
Subjects: Listening,Second Language Learning,Test Construction,Test Validity,Test Reliability,Factor Analysis,Likert Scales,Factor Structure,Preservice Teachers,Foreign Countries,Statistical Analysis

This study aims to develop and validate a willingness to listen (WTL) scale for second language (L2) contexts. There are several studies on willingness to communicate (WTC) in L2. However, most of these studies are based on the speaking dimension of communication. As an ignored dimension, listening in L2 is underestimated in WTC research. The study is based on the fact that listening, along with speaking, composes an important part of communication in L2 contexts. In order to develop a valid and reliable WTL in L2 scale, a series of analyses has been carried out after creating the items for the scale. The sample group is composed of 335 students for the first application, and 97 students for the second application. In order to assess the reliability and validity of the scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) have been conducted. Also, Cronbach's a, Guttman Split-Half, and Spearman-Brown coefficients have been calculated. Consequently, WTL in L2 scale is developed as a Likert-type scale with 19 items which constitute a four-factor structure. WTL in L2 is a valid and reliable scale in determining willingness to listen structure in various L2 contexts.
In the Right Place at the Right Time: Asian English Accents in a Listening Test for Healthcare Professions
Author: Suebsook, Khwanchanok
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Health Occupations,Foreign Nationals,Patients,Asians,English (Second Language),Dialects,Pronunciation,Listening Comprehension Tests,Medical Services,Travel,Tourism,Language Proficiency,Language Tests,Test Construction,Test Validity,Second Language Learning,Communication Strategies,Needs Assessment,Mutual Intelligibility,Inclusion,Health Personnel

The rise of medical tourism and the increasing number of international patients from Asian countries have led Thai healthcare professionals to serve a lot of Asian patients and to encounter a complexity of language use in their workplace. There is a necessity for these professionals to strive for an understanding of Asian accents spoken by the patients in order to ensure successful communication and subsequently to best provide them with high-quality medical services. Therefore, the ability to understand Asian accents has become necessary for healthcare professionals. To enhance test validity and authenticity and promote beneficial washback, English proficiency tests used in healthcare professions should include a variety of Asian English accents. Unfortunately, these tests limit accents to the inner-circle varieties. With a high tendency of encountering Asian speakers, it seems unreasonable to ignore Asian English accents and expose healthcare personnel to the inner-circle varieties only in listening tests. Thus, the inclusion of Asian English accents in a listening test for healthcare professions is significantly needed. This paper mainly discusses the rationale for incorporating Asian English accents as test input and addresses methodological concerns in the development of a listening test with various accents.
Idea Sharing: Do Students Learn Better through a More Entertaining Way? The Case of Taiwan EFL Students
Author: Lin, Chin Min
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,College Students,Questionnaires,Video Technology,Multimedia Materials,Pretests Posttests,Teaching Methods,Intermode Differences,Learning Strategies,Visual Learning

This article aims at sharing with the readers two ways of English vocabulary learning based upon a small-scale study conducted in Taiwan. The participants of this study were one hundred and three university students randomly chosen from universities in Taiwan. They received questionnaires and vocabulary teaching videos through e-mail or Facebook. The distributed questionnaires contained demographic questions and vocabulary pre-tests and post-tests. The videos were composed of two different modalities of vocabulary teaching. In modality one, the vocabulary was presented with an explanation of the roots of the words, similar words, and related words. In modality two, the vocabulary was exhibited with a short play introducing the Chinese assonance of the target word and a short funny story using that sound. The results indicated that the participants received higher vocabulary post-test scores when watching the modality two videos.
Rhetorical Structure of Education Research Article Methods Sections
Author: Zhang, Baoya
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Journal Articles,Research Design,Data Collection,Data Analysis,Research Methodology,Qualitative Research,English for Academic Purposes,English for Special Purposes,Meta Analysis,Rhetorical Criticism,Educational Practices,Research Reports

This study investigated the rhetorical move structure of the education research article genre within the framework of Swales' (1981, 1990, 2004) move analysis. A corpus of 120 systematically sampled empirical education research articles served as data input for the analysis. The results indicate that the education research article methods section is characterized by structural complexity and rich, nuanced description. Education researchers generally employ three rhetorical moves to realize the overall communication purpose of the methods section: 1) &quot;Describing the research design,&quot; 2) &quot;Describing data collection procedures,&quot; and 3) &quot;Describing data analysis procedures.&quot; While the first is optional and has no constituent steps, the second and the third have a series of constituent steps, with the second being obligatory and the third optional. The moves provide very detailed information on different aspects of the methodology. This complexity and richness of information are, to a large extent, related to the qualitative aspect of much of education. Pedagogically, the results can inform ESP [English for Specific Purposes] or EAP [English for Academic Purposes] syllabus design and materials development and hence improve classroom instruction.