ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting the Points: Cognitive Conflict and Decimal Magnitude
Author: Moody, Bruce
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Conflict,Learning Processes,Arithmetic,Prior Learning,Models,Educational Change,Psychological Patterns,Elementary School Students

This paper reports on an investigation into managing cognitive conflict in the context of student learning about decimal magnitude. The influence of prior constructs is examined through a brief review of the literature. A micro-genetic approach was used to capture detail of the teaching intervention used to facilitate development in student thought. A framework for considering cognitive conflict in lesson design is presented, and a case is made for the use of measurement tasks to generate data. (Contains 2 figures and 2 tables.) [For the full report, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge
Author: Livy, Sharyn
Date: 2010-07-00
Type: Reports - Research
Subjects: Preservice Teachers,Elementary School Mathematics,Grade 3,Knowledge Base for Teaching,Units of Study,Longitudinal Studies,Mathematics Education,Teaching Methods,Teacher Effectiveness,Teaching Styles,Criticism

This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary teaching. Data were collected from field notes, audio recording of part of a lesson, and an interview with the pre-service teacher after the lesson. Discussion focuses on the four characteristics of the "knowledge quartet": foundation, connection, transformation and contingency. Conclusions suggested that pre-service teachers need to continue developing their mathematical content knowledge to assist with future planning and teaching of primary mathematics lessons. (Contains 3 figures.) [For the full proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Student Attitude, Student Understanding and Mathematics Anxiety
Author: Jennison, Michelle
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Student Attitudes,Foreign Countries,Mathematics Anxiety,Intervention,Middle Schools,Teaching Methods,Mathematics,Mathematics Instruction,Conferences (Gatherings)

This paper reports on two of ten themes that emerged from a study of the impacts of a fraction teaching intervention on the mathematics anxiety and fraction competence of eight Year 8 students. The themes arose from multiple data sources and relate to Student Attitude and Student Understanding. The students identified practical, hands-on activities and group work as impacting positively on their understanding and their confidence in relation to fractions. The influence of improved understanding and confidence was also recorded as positively affecting student attitudes to fractions in particular and mathematics in general. The study highlights the connections between mathematics anxiety among middle school students and their existing understandings of and attitudes towards mathematics. (Contains 2 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
&quot;You Might Say You're 9 Years Old but You're Actually 'B' Years Old Because You're Always Getting Older&quot;: Facilitating Young Students' Understanding of Variables
Author: Hunter, Jodie
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Mathematics,Urban Schools,Algebra,Mathematical Concepts,Predictor Variables,Teaching Methods,Classroom Environment,Mathematics Education,Word Problems (Mathematics)

Student transition from arithmetical understandings to algebraic reasoning is recognised as an important but complex process. An essential element of the transition is the development of a rich understanding of variables. Drawing on findings from a classroom-based study, this paper outlines the instructional tasks and pedagogical actions a teacher used to facilitate her students understanding of variables. The findings affirm that younger students can begin developing understanding of variables and use forms of algebraic notation to represent their mathematical ideas. Carefully designed tasks, specific pedagogical actions and extended discourse were all important elements in facilitating student understanding. (Contains 1 figure, 2 tables and 10 footnotes.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Relationship between the Number Sense and Problem Solving Abilities of Year 7 Students
Author: Louange, Jemmy
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Foreign Countries,Teachers,Numbers,Numeracy,Problem Solving,Grade 7,Mathematics Skills,Observation,Interviews,Correlation

This paper reports on a component of a large yearlong study in three Year 7 classes in three different schools. The aim of this research component was to determine the relationship between students' number sense and their problem-solving ability by means of paper-and-pencil tests, classroom observations, and interviews of students and teachers. The results revealed a strong correlation between these two aspects of school mathematics, with important implications for classroom teachers. Number Sense Item Sample is appended. (Contains 2 tables and 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Upper Primary School Students' Algebraic Thinking
Author: Kamol, Natcha
Date: 2010-07-00
Type: Reports - Research
Subjects: Sentences,Qualitative Research,Mathematics Education,Grade 4,Algebra,Foreign Countries,Primary Education,Grade 5,Grade 6,Thinking Skills,Conferences (Gatherings),Identification

This qualitative research study involving 128 students in grades 4-6 was conducted to develop a framework for characterizing upper primary school students' algebraic thinking. Four levels of algebraic thinking were identified from student responses to tasks involving patterns and open number sentences. Level 1 students failed to understand the tasks or answered with irrelevant data. Those at Level 2 understood the tasks but were unable to proceed further. Level 3 students were able to complete the tasks but were unable to link one aspect of the task to another. Level 4 students understood the relationship among various aspects of data and used all aspects of the data. (Contains 1 table and 2 figures.) [This study was supported by the Commission on Higher Education and the Thailand Research Fund (TRF). For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Young Children's Measurement Knowledge: Understandings about Comparison at the Commencement of Schooling
Author: MacDonald, Amy
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Longitudinal Studies,Preschool Children,Kindergarten,Mathematical Concepts,Measurement,Informal Education,Educationally Disadvantaged,Comparative Analysis

This paper presents data gathered during a three-year study that explored the experiences with measurement that children have in prior-to-school and out-of-school contexts, and the ways in which children are able to represent these experiences. In this present investigation, examples of the children's responses to an open-ended drawing task, collected at the commencement of Kindergarten, are backward-mapped in relation to the draft Australian Curriculum's Measurement and Geometry strand for Kindergarten, with a focus on the Comparison sub-strand. This data demonstrates that most of the measurement skills described in the Comparison sub-strand of the Australian Curriculum are being exhibited by children at the commencement of schooling, prior to any formal teaching about measurement taking place. (Contains 4 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Pre-Service Students' Responses to Being Tested on Their Primary School Mathematical Knowledge
Author: Meaney, Tamsin
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Elementary School Mathematics,Knowledge Level,Knowledge Base for Teaching,Elementary School Teachers,Teacher Competencies,Mathematics Skills

The limited mathematical knowledge of pre-service primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that their pre-service teachers have appropriate knowledge of primary school mathematics. In this study, the pre-service teachers identify some benefits for being tested, but these were often related to having sufficient knowledge so that they did not loose face in front of a class. It is suggested that these students' emphasis on performance rather than competence could exacerbate a reliance on procedural rather than conceptual understanding. (Contains 1 table and 1 figure.) [For the Complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Developing a Framework for the Selection of Picture Books to Promote Early Mathematical Development
Author: Marston, Jennifer
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Schemata (Cognition),Picture Books,Selection,Evaluation,Mathematical Concepts,Young Children,Classification,Instructional Materials

The purpose of this paper is to describe the development of a framework to facilitate the selection and evaluation of picture books that may be useful in promoting and developing mathematical concepts in young children. Three types of mathematical picture books were initially recognised with intercoder reliability of 0.92. Seven categories were identified in the framework: Mathematical content; Curriculum content, policies, and principles; Integration of mathematics content; Mathematical meaning; Mathematical problem solving and reasoning; Affordance for mathematics learning; and Pedagogical implementation. (Contains 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Learning Mathematical Concepts through Authentic Learning
Author: Koh, Noi Keng
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Mathematics Education,Foreign Countries,Mathematical Concepts,Secondary School Mathematics,Literacy,Teaching Methods,Conferences (Gatherings),Investigations,Educational Environment

This paper explores the infusion of financial literacy into the Mathematics curriculum in a secondary school in Singapore. By infusing financial literacy, a core theme in the 21st century framework, into mathematics education, this study investigated the impact of using financial literacy-rich mathematics lessons by using validated learning environment instruments. This study is part of a larger study to design, monitor, and evaluate an innovative pedagogical approach of using authentic financial literacy examples to reposition mathematics education in schools. (Contains 3 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
A Network Analysis of Concept Maps of Triangle Concepts
Author: Haiyue, Jin
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Education,Concept Mapping,Network Analysis,Geometric Concepts,Middle School Students,Evaluation Methods,Student Evaluation

Mathematics educators and mathematics standards of curriculum have emphasised the importance of constructing the interconnectedness among mathematic concepts (&quot;conceptual understanding&quot;) instead of only the ability to carry out standard procedures in an isolated fashion. Researchers have attempted to assess the knowledge networks in students' minds. A technique that has gained popular use in science education over the past three decades is concept mapping. This paper examines students' conceptual understanding about triangle concepts using concept maps, and an analysis of the maps using degree centralities derived from social network analysis has demonstrated new insights through this novel technique. (Contains 1 figure and 3 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Coming to &quot;Know&quot; Mathematics through &quot;Acting, Talking and Doing&quot; Mathematics
Author: Hunter, Roberta
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Scaffolding (Teaching Technique),Primary Education,Numeracy,Problem Solving,Urban Areas,Learning,Mathematics Instruction,Mathematics Teachers,Educational Environment

This paper adds to a discussion initiated by Askew (2007) about two contrasting views of scaffolding; as a &quot;tool for results&quot; and a &quot;tool-and-result&quot;. The study took place in four primary classrooms within a low socioeconomic setting. Two classroom episodes drawn from one of the teacher's classroom, illustrate the two different perspectives of scaffolding. These are presented and the learning that evolved from each episode is discussed. The paper illustrates that when scaffolding was used as a &quot;tool for results&quot; the learning was restricted but when the students were scaffolded within a tool-and-result perspective the mathematical knowledge and ways of doing and talking mathematics were generative. (Contains 1 footnote.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Gap Thinking in Fraction Pair Comparisons Is Not Whole Number Thinking: Is This What Early Equivalence Thinking Sounds Like?
Author: Mitchell, Annie
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Number Concepts,Mathematics,Grade 6,Cognitive Processes,Comparative Analysis

Gap thinking has been categorised as one of several whole number strategies that interfere with early fraction understanding. This study showed that this claim is not supported by interview data of Grade 6 students' gap thinking explanations during a fraction pair comparison task. A correlation with equivalence performance was uncovered, leading to the suggestion that the additive nature of gap thinking may actually reveal the (erroneous)  additive nature of students' early engagement with equivalence concepts. (Contains 2 figures and 2 tables.) [For the full report, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
A Teacher Pair Approach to Adopting Effective Numeracy Teaching Practice
Author: Lamb, Janeen
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Numeracy,Mathematics Teachers,Teaching Methods,Team Teaching,Video Technology,Reflective Teaching,Teacher Effectiveness,Mathematics Curriculum,Educational Change,Postsecondary Education,Elementary School Teachers

While the notion of numeracy as the capacity to make use of mathematics within contexts associated with personal and public life, as distinct from basis mathematical competence, is broadly accepted, forms of professional teacher learning that lead to the effective teaching of numeracy are still the subject of ongoing research. This paper reports on a small scale study which aimed to investigate the potential for pairs of teachers, working with two tertiary mathematics educators, to improve the quality of their teaching of numeracy through reflection on each other's teaching practice. While viewing their teacher pair's lesson via video each teacher identified aspects of the lesson that they could use to improve their own teaching. (Contains 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
I Liked It till Pythagoras: The Public's Views of Mathematics
Author: Leder, Gilah C.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Mathematics Achievement,Foreign Countries,Gender Issues,Gender Differences,Public Opinion,Attitude Measures,Stereotypes,Social Attitudes,Mathematics Skills

Gender differences in mathematics learning have attracted sustained attention in Australia and internationally. Over time, female participation in academic fields and careers long considered male domains has improved. Yet recent mathematics achievement data reveal that gender gaps favouring males appear to have re-opened. In our study we explored the Victorian general public's views on gender issues and school mathematics. In general, boys were considered to be better at mathematics than girls, that is, vestiges of the male mathematics stereotype persist. (Contains 1 table and 3 footnotes.) [This report was supported by the Faculty of Education at Monash University. For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Utilising Year Three NAPLAN Results to Improve Queensland Teachers' Mathematical Pedagogical Content Knowledge
Author: van Klinken, Eduarda
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,National Competency Tests,Numeracy,Mathematics Teachers,Pedagogical Content Knowledge,Elementary School Mathematics,Classroom Communication,Mathematical Concepts,Criticism,Teaching Methods

Poor results in Queensland Year Three NAPLAN Numeracy tests have provided a focus to critically review the classroom practices of lower primary mathematics teachers. This paper outlines how pedagogical content knowledge can be strengthened by emphasising conceptual understanding, by utilising dynamic classroom discourse, by an awareness of bidimensional thinking and with an improved understanding of children's typical learning trajectories. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Examinations in the Final Year of Transition to Mathematical Methods Computer Algebra System (CAS)
Author: Leigh-Lancaster, David
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Mathematics Education,Tests,Foreign Countries,Probability,Calculus,Algebra,Academic Achievement,Computer Uses in Education,Multiple Choice Tests,Comparative Analysis,Conferences (Gatherings)

2009 was the final year of parallel implementation for Mathematical Methods Units 3 and 4 and Mathematical Methods (CAS) Units 3 and 4. From 2006-2009 there was a common technology-free short answer examination that covered the same function, algebra, calculus and probability content for both studies with corresponding expectations for key knowledge and key skills. There was also separate technology-assumed examinations comprising common and different multiple choice and extended response questions. In 2009 the two cohorts were of similar size, comprising 7000-8000 students each. This paper analyses student performance for both cohorts with respect to these common items. (Contains 6 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Mathematical Needs of Urban Indigenous Primary Children: A Western Australian Snapshot
Author: Hurst, Chris
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Learner Engagement,Parent Participation,Academic Achievement,Parent School Relationship,Foreign Countries,Number Concepts,Indigenous Populations,Student Needs,Urban Schools,Mathematics Instruction,Elementary Schools,Teacher Expectations of Students,Attendance Patterns,Reading Skills,Literacy,Test Wiseness,Mathematical Concepts,Mathematics Skills

This study considered ways of improving mathematical outcomes for urban Indigenous students. It focused on three primary schools in Western Australia and identified factors that were perceived to be having an impact on student learning. These included expectations for students, attendance rates, parent involvement, student literacy levels, student engagement, and test literacy. Base-line data were gathered to identify mathematical needs--conceptual understanding, place value, calculating beyond finger counting, and an action plan for 2010-2012 was developed to address those needs and to counter factors that may have had an adverse impact on student learning. (Contains 2 tables and 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]