ethanporcaro/eric-fulltext-meta huggingface dataset:
Four Component Instructional Design (4C/ID) Model Confirmed for Secondary Tertiary Mathematics
Author: Wade, Carol H.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,College Mathematics,Mathematics Instruction,Models,Mathematical Concepts,Concept Formation,Calculus,Secondary School Mathematics,Difficulty Level,Cognitive Processes,Success,College Freshmen,High School Students,College Readiness,Problem Solving,Mathematics Skills,Memory

Cognitive Load Theory's Four Component Instructional Design (4C/ID) Model has been used in mathematics education but not confirmed as an instructional theory. Using the Factors Influencing College Success in Mathematics (FICSMath) project and confirmatory factor equation modeling, we empirically validated the model and created the 4C/IDMath Model. Instructional experiences of respondents completing the FICSMath survey were mapped to the theoretical components of the 4C/ID Model. The Mathematical Learning Task, Conceptual Understanding, Procedural Fluency, and Practice for Recall Components correspond to the Learning Task, Support, Procedure, and Part Task Components, respectively, from the original 4C/ID Model. The 4C/IDMath Model can be used to guide instruction in secondary precalculus and calculus courses to support transfer of learning to single variable college calculus. [For the complete proceedings, see ED629884.]
&quot;I Must Be a Glutton for Punishment&quot;: Teachers&apos; Emotions Related to Videorecording of Mathematics Instruction
Author: Francis, Dionne Cross
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Emotional Response,Video Technology,Faculty Development,Emotional Experience,Elementary School Teachers,Teacher Attitudes

Along with the rapid development of technology, videorecording teachers' lessons for professional development or educational research have become commonplace. Although the benefits of the use of videorecording has been well documented, few studies have attended to teachers' affective experiences in relation to videorecording. In this study, we examined teachers' emotions to being videorecorded and watching their videos. We found that all teachers experienced negative emotions related to videorecording at the initial stage of the PD but these negative experiences faded over five coaching cycles. Despite the negative emotions all teachers found the use of video tremendously beneficial to their own professional development. For the complete proceedings, see ED629884.]
Counterstories of Preservice Elementary Teachers: Strategies for Successful Completion of Their Math Content Sequence
Author: Cawley, Anne
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Preservice Teachers,Elementary School Teachers,Minority Group Students,Females,Developmental Studies Programs,Remedial Mathematics,Critical Race Theory,Teacher Education Programs,Personal Narratives,Student Experience,Gender Bias,Racism,Attitudes toward Disabilities,High Schools,Mathematics Anxiety,Peer Relationship

Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [For the complete proceedings, see ED629884.]
Investigating Elementary Pre-Service Teachers&apos; Conceptions of Mathematical Creativity
Author: Waswa, Anne N.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Preservice Teachers,Student Attitudes,Creativity,Mathematics Education,Problem Solving,Teacher Developed Materials,Mathematics Activities,Difficulty Level

Research in mathematics education has overlooked creativity in mathematics, partially because of a lack of an accepted definition of mathematical creativity. The present study investigates elementary pre-service teachers' (PSTs') conceptions of creativity in teaching and learning mathematics. Data were collected using observations and semi-structured interviews with nine PSTs and analyzed using thematic analysis. PSTs' conceptions of mathematical creativity included using multiple approaches to solve problems, designing mathematical tasks from scratch, making learning challenging but not impossible, and exercising independence in learning. Implications of these results are applicable to teacher preparation programs, and they suggest a need for more research on the nature of experience(s) that shapes PSTs' conceptions of mathematical creativity and how to develop it. [For the complete proceedings, see ED629884.]
What Does It Mean to Be Me? A Preservice Mathematics Teacher&apos;s Identity Development during an Education Abroad Program
Author: Izard, Blair
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Education,Self Concept,Individual Development,Study Abroad,Student Experience

A review of the literature underpinning mathematics education illustrates that in order to achieve an equitable mathematics education, we must consider other methods of preparing mathematics teachers--methods that encourage identity development, specifically cultural awareness and open-mindedness as two key facets of this construct. This study describes and interprets a preservice mathematics teacher's identity development during a semester-long mathematics-focused education abroad program. Findings suggest that we can foster alternative visions of identity--ones that have a better understanding of culture and a greater sense of open-mindedness--through participation in such culturally-rich international programs. [For the complete proceedings, see ED629884.]
Ranking the Cognitive Demand of Fractions Tasks
Author: Kerrigan, Sarah
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Processes,Difficulty Level,Fractions,Evaluation Methods,Test Validity,Mathematics Activities,Preservice Teachers,Elementary School Teachers

We report on and validate a system for ranking the cognitive demand of mathematical tasks. In our framework, task rankings are determined by the sequences of units and unit transformations students might use to solve each task. Using this framework, we ranked a set of 10 fractions tasks. We then interviewed 12 pre-service teachers to assess the validity of the ranking system. Results validate the task ranking system by demonstrating that increases in task ranking predict increases in the cognitive demand experienced by the pre-service teachers, as evidenced by their responses to the tasks. These results hold implications for instruction that maintains appropriate cognitive demand and future research that models students' mathematics. [For the complete proceedings, see ED629884.]
Didatic-Mathematical Knowledge and Competence of Prospective Secondary School Mathematics Teachers on Linear Variation = Conocimientos y competencias didáctico-matemáticos de futuros profesores de matemáticas de secundaria sobre variación lineal
Author: Herrera-García, Karina Jaquelin
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Knowledge Base for Teaching,Mathematics Instruction,Mathematical Concepts,Teacher Attitudes,Computer Software,Educational Technology

In this paper we describe an educational proposal for prospective secondary school mathematics teachers in Mexico, whose aim was to contribute to the development of their didactic-mathematical knowledge about linear variation through mathematical tasks, the development of the competence of identifying primary mathematical objects and the reflection on hypothetical cases of teaching. The proposal is supported within both the Onto-semiotic Approach (EOS) and the Mathematics Teacher's Didactic-Mathematical Knowledge and Competence model. The proposal follows a design research methodology based on EOS. The results show the complexity related to the development of the competence of identifying primary mathematical objects, they also highlight the influence that competence has on the development of the epistemic and cognitive facets of prospective teachers' didactic-mathematical knowledge on linear variation. [For the complete proceedings, see ED629884.]
Latinx Paraeducators Lived Mathematical Experiences
Author: Slavit, David
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Minority Group Teachers,Hispanic Americans,Paraprofessional School Personnel,Preservice Teachers,Diversity (Faculty),Preservice Teacher Education,Student Attitudes,Personal Narratives,Culturally Relevant Education

Mathematics teaching is an inherently social activity, highly dependent on the lived experiences of its members. Drawing on sociocultural perspectives, we explore the mathematical lives of Latinx paraeducators to better understand the ways in which their backgrounds might influence their attitudes toward mathematics and mathematics teaching. Eleven paraeducators participated in the study that used interviews, artifacts, and informal observations to document their lived experiences, particularly in regard to mathematics. The evidence suggests that aspects of their personal narratives, particularly family, home culture, and personal hobbies and interests, had important influences on many of the participants. Implications on the social aspects of mathematics teaching and the need for relevance are provided. [For the complete proceedings, see ED629884.]
Classroom Events on Problem Solving with GeoGebra Anticipated by Future Mathematics Teachers
Author: Hernández, Alexánder
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Computer Software,Mathematics Education,Preservice Teachers,Mathematics Teachers,Secondary School Teachers,Cooperative Learning,Foreign Countries,Educational Technology

This paper presents an analysis of the classroom events that a group of future teachers of Secondary Education mathematics identified from their own experience when using GeoGebra to solve problems. The data analyzed are from the written materials by twelve mathematics majors who were studying the Mathematics for Teaching course. The students, in pairs, solved three problems using GeoGebra. They were then asked to posit three events that could arise if their students were to use GeoGebra to solve problems. After analyzing the events presented, they were classified in terms of mathematical reasoning, mathematical creation and techno-mathematical ability. [For the complete proceedings, see ED629884.]
Modeling to Understand the World around Us and Our Place in It: If the World Were a Village
Author: Thanheiser, Eva
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Course Content,Knowledge Level,Social Bias,Social Justice,Elementary School Teachers,Fractions,Statistics,Social Problems,Population Trends,Student Attitudes

Increasingly, mathematics is being positioned as a tool to support students' understandings of social (in)justice and their own unique social positioning in the world. To this end, this study analyzes the impact of curricular reform efforts in an elementary mathematics content course. The course focused on fractions and statistics, and the course content was taught through tasks designed to support prospective teachers in understanding and critiquing the world. The authors found that through the course, prospective teachers' content knowledge increased and their knowledge of the world's demographics and social inequities increased. [For the complete proceedings, see ED629884.]
Reconciling Local Contexts and External Conceptual Resources in Mathematics Teachers&apos; Collaborative Sensemaking
Author: Ehrenfeld, Nadav
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Collaboration,Faculty Development,Secondary School Teachers,Cooperative Learning,Discourse Analysis,Interpersonal Communication,Learning Theories,Problem Based Learning,Teacher Attitudes,Teacher Student Relationship,Labeling (of Persons)

Mathematics teachers develop understandings about instruction across multiple settings, such as classrooms, workshops, and professional learning communities. When teacher teams collaborate, their prior teaching and learning experiences meaningfully inform their sensemaking. However, current research does not explicitly link teacher conversations and these multiple settings for learning. In this study, we seek to understand secondary mathematics teachers' collaborative learning in schools as part of broader teacher learning ecologies. Using discourse analysis and a comparative case study design, we examine how two teacher teams' conversations recruit external conceptual resources to support the development of their collective pedagogical judgment. In particular, these external resources offered the teams rich representations of practice and productive framings of teaching problems. [For the complete proceedings, see ED629884.]
An Exploration of Mathematics Teacher Leaders in PME-NA Proceedings from 1984-2019
Author: Saclarides, Evthokia Stephanie
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Leadership,Educational Research,Research Methodology,Research Needs,Teacher Role,Faculty Development,Instructional Leadership,Preservice Teachers,Mentors

School districts across the United States are turning to mathematics teacher leaders (MTLs) to support the teaching and learning of mathematics. And yet, what does research seem to say about MTLs? In this paper, we report findings from an exploration of PME-NA proceedings between 1984 and 2019 to examine the role of MTLs. In particular, we examine the following: historical MTL submission trends and the extent to which these trends are coupled with the implementation of national MTL events; broad methodological trends; as well as the ways in which MTLS are positioned. Our findings indicate that future research requires explicitly describing MTLs' roles within systems of professional development to better understand their impact on practice and learning. [For the complete proceedings, see ED629884.]
Using Video Analysis to Improve Preservice Elementary Teachers&apos; Noticing Skills
Author: Bondurant, Liza
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Preservice Teachers,Elementary School Teachers,Observation,Teaching Methods,Online Courses,Mathematics Education

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs' professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs' use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs' professional noticing skills. [For the complete proceedings, see ED629884.]
The Impact of Using Artificial Intelligence on Enhancing EFL Language Fluency and Self-Regulation for the Preparatory Stage Students in Distinguished Governmental Language Schools
Author: Abdalkader, Shireen Mostafa Ahmed
Date: 2023-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Foreign Countries,State Schools,Second Language Instruction,English Language Learners,Artificial Intelligence,Language Fluency,Self Management,Writing Skills,Computer Simulation,Games,Secondary School Students,Instructional Effectiveness

This study aimed to investigate the effect of using some proposed artificial intelligence activities on enhancing EFL writing fluency and self-regulation for the preparatory stage students in Distinguished Governmental Language Schools. Participants of the study were 33 students in preparatory three from Hassan Abu Bakr governmental language school, Qaluibia, Egypt in the academic year 2021-2022. The researcher's instruments included a writing fluency components checklist, a rating scoring rubric, a pre/post writing fluency test, and a self-regulation scale. The researcher designed and taught a program that included some relevant AI applications such as Minecraft game with grammarly mood, Semantris AI vocabulary game, virtual reality in AI mood, and some relevant Chatbots that enabled the students to practise using English in vivid situations. Participants' scores of the pre and posttest were statistically analyzed using T-test and effect size. The researcher also analyzed the students' writing fluency level qualitatively. Findings revealed the positive effect of using AI applications on enhancing third preparatory stage students' writing fluency and self-regulation.
Generating Multiple Choice Questions with a Multi-Angle Question Answering Model
Author: Olney, Andrew M.
Date: 2022-07-27
Type: Speeches/Meeting Papers
Subjects: Test Construction,Multiple Choice Tests,Test Items,Models,Textbooks,Natural Language Processing

Multi-angle question answering models have recently been proposed that promise to perform related tasks like question generation. However, performance on related tasks has not been thoroughly studied. We investigate a leading model called Macaw on the task of multiple choice question generation and evaluate its performance on three angles that systematically reduce the complexity of the task. Our results indicate that despite the promise of generalization, Macaw performs poorly on untrained angles. Even on a trained angle, Macaw fails to generate four distinct multiple-choice options on 17% of inputs. We propose augmenting multiple-choice options by paraphrasing angle input and show this increases overall success to 97.5%. A human evaluation comparing the augmented multiple-choice questions with textbook questions on the same topic reveals that Macaw questions broadly score highly but below human questions. [This paper was published in: &quot;Proceedings of the 3rd Workshop of the Learner Data Institute,&quot; edited by S. E. Fancsali and V. Rus, Learner Data Institute, 2022, pp. 18-23.]
AISD Prekindergarten Partnership Program Enrollment Report, 2020-2021. Publication 20.15
Author: Lucas, Michelle
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Preschool Education,Enrollment Rate,Child Development,Partnerships in Education,Academic Achievement,Control Groups,Student Characteristics

This report summarizes student enrollment during the 2020-2021 school year for the cohort of students in the 2019-2020 prekindergarten partnership between Austin Independent School District, United Way for Greater Austin, and participating child development centers. Demographic information and academic performance for beginning-of-year are also reported for the 2019-2020 cohort and comparison students currently enrolled in AISD. [For &quot;AISD Prekindergarten Partnership Program Summary Report, 2019-2020,&quot; see ED629906.]
Twilight Credit Recovery Program, Promotion and Graduation Outcomes, 2019-2020. Publication 20.18
Author: Orr, Aline
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Racial Differences,Ethnicity,English Language Learners,Socioeconomic Status,Students with Disabilities,Program Effectiveness,Secondary School Students,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Student Promotion

This report summarizes grade-level promotion and graduation outcomes for 2,192 Austin Independent School District (AISD) students who participated in the Twilight Program in 2019-2020. Of the 12th-grade students enrolled in Twilight in 2019-2020, 92% graduated. Of Twilight students in 6th through 11th grades, 90% were promoted to the next grade level.
Teacher Induction Program. New Teacher Orientation Week: 2020-2021. Publication 20.20
Author: Leung, Jenny
Date: 2021-03-00
Type: Reports - Research
Subjects: School Districts,Beginning Teacher Induction,Faculty Development,Orientation,Teacher Attitudes,Mentors,Equal Education,Planning,Interpersonal Relationship,Family School Relationship,Conferences (Gatherings),Culturally Relevant Education,Beginning Teachers,Access to Information,Elementary Secondary Education

The Professional Learning Department hosts an annual week-long orientation for various staff (e.g., teacher, elementary counselors, librarians) who are new to Austin Independent School District (AISD) as part of the Teacher Induction Program (TIP). This report summarizes survey results from staff who attended the Fall 2020 TIP orientation week.
Twilight Credit Recovery Program. Annual Report: 2020-2021. Publication 20.40
Author: Orr, Aline
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Racial Differences,Ethnicity,English Language Learners,Socioeconomic Status,Students with Disabilities,Program Effectiveness,Secondary School Students,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Repetition,Required Courses,Student Promotion,Attendance

Overall, Twilight credit recovery program student outcomes were positive during 2020-2021. The middle school students who participated in Twilight had a 60% success rate and high school students who participated in Twilight had a 77% success rate. In addition, 81% of the 12th graders who participated in Twilight graduated from high school. Lastly, students, teachers, and campus administrators had very positive thoughts about Twilight and indicated this program helped students recover grades and attendance so they could be promoted and stay on track to graduate.
Professional Learning: 2020-2021 Evaluation Summary. Review of Implementation. Publication 20.42
Author: Leung, Jenny
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: School Districts,Professional Development,Beginning Teacher Induction,Mentors,Program Evaluation,Program Effectiveness,Access to Education,Teacher Effectiveness,Job Satisfaction,Teacher Persistence,Program Implementation,National Standards,Teacher Certification,Student Teaching,Conferences (Gatherings),Coaching (Performance),Distance Education,Barriers

This report summarizes implementation of the goals and some of the programs managed by the Professional Learning (PL) Department in the 2020-2021 academic year. The PL Department offers a comprehensive and sustainable approach to improving staff's effectiveness by ensuring that a variety of continuous and innovative PL opportunities, aligned to the district's mission and strategic plan, is available to all staff in AISD. Staff typically responded positively to PL activities available through the department (e.g., program surveys), as well as available through the district (e.g., TELL Survey).
Creative Teaching in the Classroom: A Case Study Using the Hot Seating Strategy in English Language Arts. Publication 20.43
Author: Andrews, Melissa
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Grade 2,Elementary School Teachers,Drama,Creative Teaching,Language Arts,Teaching Methods,Student Participation,Inquiry,Teacher Role,Student Role,Learner Engagement,Metacognition

In this report, a comprehensive description is given of how an Austin Independent School District (AISD) 2nd-grade teacher, Mrs. Theresa Wood, integrated a drama-based Creative Teaching strategy into her guided reading lesson. This Creative Teaching strategy, called hot seating, involves students interviewing characters from the story they have read. This case study will provide a vivid understanding of why teachers choose hot seating to amplify their instructional goals in English language arts lessons, how a teacher facilitates the strategy in the classroom, and how it can be extended and modified to fit different needs.