ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Coding to Promote Mathematical Thinking with Year 2 Students: Alignment with the Australian Curriculum
Author: Miller, Jodie
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Perspective Taking,Video Technology,National Curriculum,Coding,Thinking Skills,Articulation (Education),Teaching Methods,Elementary School Students

In this paper, we present data from a study exploring the use of coding to promote mathematical thinking. A teaching experiment was undertaken with 40 Year 2 students participating in six 45-minute lessons of coding (one lesson per week for six weeks). All lessons were video-recorded and analysed to determine students' mathematical thinking. Insights from the study reveal that coding contexts promoted higher levels of mathematical thinking for Year 2 students including measuring angles, orientation and perspective-taking, and deducing repeating patterns.
STEM Professional Learning: Evaluating Secondary School Teachers&apos; and Students&apos; Experiences
Author: Anderson, Judy
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Secondary School Teachers,Student Experience,Learner Engagement,Secondary Schools,Faculty Development,Foreign Countries

The four papers presented in this symposium report on the evaluation strategies and feedback from teachers as they embarked on designing and implementing STEM approaches to learning in secondary school contexts. The STEM professional learning program was designed to provide time and expert support so that cross-disciplinary school teams of up to six teachers from science, mathematics and technology/engineering could develop new school-based initiatives. A range of evaluation strategies were used in the first two STEM Academy programs to identify factors and approaches that supported teachers' and students' needs, and to further enhance the STEM Academy program. This symposium addresses ways in which the progressive evaluations have informed this change process. Papers include: (1) The STEM Teacher Enrichment Academy Approach (Judy Anderson); (2) Evaluation of the First STEM Teacher Enrichment Academy (Kathryn Holmes); (3) The Second STEM Teacher Enrichment Academy Evaluation: Teachers' and Students' Perspectives (Gaye Williams); and (4) Developing an Evaluation Framework for Future STEM Academies (Debbie Tully). [References included after each paper.]
The Impact of a Measurement-Focused Program on Young Children&apos;s Number Learning
Author: Cheeseman, Jill
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Mathematics Instruction,Measurement,Instructional Effectiveness,Numeracy,Computation,Early Childhood Education,Foreign Countries,Concept Formation,Young Children

Children form mathematical concepts at an early age, and many of these concepts are linked to informal measurement experiences. However, mathematics education at school is often focused on counting and numbers. A mathematics intervention using a measurement-focused program replaced the usual mathematics program for 40 children entering their first year of school. The results of Counting and Place Value interviews held at the beginning and end of the school year are reported. Findings indicate that a &quot;student-active&quot; measurement-focused program can stimulate the development of children's number knowledge; however, additional counting may benefit children's number skill development.
The Development of Addition and Subtractions Strategies for Children in Kindergarten to Grade 6: Insights and Implications
Author: Gervasoni, Ann
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Addition,Subtraction,Elementary School Students,Mathematics Skills,Arithmetic,Instructional Program Divisions,Mental Computation,Learning Strategies,Catholic Schools

This paper provides insight about the development of addition and subtraction strategies for nearly 22,000 Australian primary school children in 2016. The children were each assessed by their teacher using a task-based assessment interview that identified the strategies they used to mentally perform addition and subtraction, and matched these to a growth point framework. The findings highlight the broad distribution of strategies used by children in each grade level and suggest that few children, including those in Grade 6, reach Growth Point 6 that involves the mental calculation of two-digit and three-digit numbers. These findings have important implications for classroom teaching and professional learning.
Engaging Pre-Service Mathematics Teachers in Creating Spatially-Based Problems in a 3D Virtual Environment: A CAVE2™ Experience
Author: Marshman, Margaret
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Spatial Ability,Problem Solving,Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Geometric Concepts,Foreign Countries,Elementary School Teachers,Preservice Teacher Education,Preservice Teachers,Teaching Methods

The use of multiuser virtual environments for educational purposes is in its infancy but offers potential for exploration of spatial contexts that could not otherwise be experienced. We report on pre-service teachers' experiences in designing learning activities as a result of immersion in the CAVE2™, a 320-degree, cylindrical 3D virtual environment. Observation of student actions and analysis of student-developed artefacts indicated that 3D and 2D interference impacted the design of immersive learning experiences. We hypothesise that pre-service teachers' capacity to recognise and seize the potential of the CAVE2™ for promoting spatial reasoning is predicated on their own spatial reasoning capabilities.
Maths Anxiety: The Nature and Consequences of Shame in Mathematics Classrooms
Author: Wilson, Sue
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Preservice Teachers,Experience,Student Attitudes,Elementary School Teachers,Psychological Patterns,Foreign Countries,Failure,Teaching Methods,Teacher Behavior

This paper presents an analysis of pre-service teachers' reflections on the consequences of their perceived public humiliation in school mathematics classrooms, based on Torres and Bergner's (2010) model of the stages of humiliation. It analyses two examples of preservice teachers' critical incident reflections from studies at two Australian universities. This research contributes to the frameworks through which primary pre-service teachers' mathematics anxiety, and its implications for their identity development, might be understood.
Online, Anytime, Anywhere: Enacting Flipped Learning in Three Different Secondary Mathematics Classes
Author: Muir, Tracey
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Secondary School Mathematics,Teaching Methods,Secondary School Students,Secondary School Teachers

Flipped learning is gaining in popularity as a teaching approach in secondary mathematics classrooms. Traditionally seen as the domain of tertiary teaching, flipped learning has a number of affordances that address the challenging demands of teaching secondary mathematics. Enacting this approach requires a reconceptualization of traditional secondary mathematics instruction in that instructional content is assigned as homework before class, providing for more targeted in-class teaching. I describe three different enactments of the flipped learning approach and report on the teachers' and students' experiences of such an approach and the affordances it offers.
Inter-District School Choice in Massachusetts. White Paper No. 181
Author: Hatch, Roger
Date: 2018-05-00
Type: Numerical/Quantitative Data
Subjects: School Choice,School Districts,School Law,Educational Cooperation,Enrollment,Place of Residence,Tuition,Expenditure per Student,Admission (School),Enrollment Trends,Scores,Educational Finance,Educational Policy,Budgets,Special Education,Virtual Classrooms,School District Size

The inter-district school choice law in Massachusetts was passed in 1991. Its two main goals were to provide education options to Massachusetts parents and children, and to spur competition among districts. School choice allows school districts to enroll non-resident pupils from other districts at a tuition cost that starts at $5,000 but averages more than $6,000 when special education expenses are added in. The tuition is paid entirely by the students' home districts, at no cost to the parents. In fiscal year 2017, more than 16,000 of the Commonwealth's 950,000 students were enrolled as choice pupils. Nearly 60 percent (190) of the state's 322 school districts accepted students through the program. There is one common complaint about the program. The law says the tuition rate should be 75 percent of the receiving district's per pupil expenditure or $5,000, whichever is lower. The $5,000 cap has been in place since the program's inception 27 years ago. At this point all receiving districts are subject to that cap, which should be raised to levels high enough to incentivize more high-performing districts to accept non-residents. At the same time, consideration must be given to maintaining fiscal stability in the sending districts. Even those who are aware of the program may be uninformed about the specifics of how it actually works. The admission process is designed to be open and non-discriminatory. Treatment of students after admission is straightforward: the students treated just like residents. The funding is at first blush blessedly simple--$5,000 per pupil plus any special education charges--but if one digs deeper it becomes far more intricate. Recently, there has been little independent research published on the topic perhaps because it has changed very little since it's inception. This paper attempts to bring into focus not just the mechanics of how it functions, but some of the issues surrounding the program, and recommendations for how they might be resolved in the future.
Partial Credit in Multiple-Choice Items
Author: Burfitt, Joan
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Multiple Choice Tests,Mathematics Tests,Credits,Knowledge Level,Secondary School Students,Test Items,Scoring,Foreign Countries,Evaluation Methods,Response Style (Tests)

Multiple-choice items are used in large-scale assessments of mathematical achievement for secondary students in many countries. Research findings can be implemented to improve the quality of the items and hence increase the amount of information gathered about student learning from each item. One way to achieve this is to create items for which partial credit can be given when students select particular incorrect options. To improve the items in this way requires a critical analysis of how the items contribute to the measure of student achievement as well as extensive knowledge of the test construct.
Primary School Mathematics Leaders&apos; Views of Their Mathematics Leadership Role
Author: Driscoll, Kerryn
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Leadership Role,Educational Improvement,Elementary Schools,Barriers,Time,Self Esteem,Expertise,Financial Support,Pedagogical Content Knowledge,Principals,Foreign Countries,Teacher Leadership

School mathematics leaders play a significant role in leading improvement in mathematics education in schools. An online survey was administered to obtain an overview of the current nature of the role of the school mathematics leader. Responses were received from 56 primary school mathematics leaders from Victorian government schools. Findings based on leaders' views contributed to building a picture of the complex nature of the role. Survey responses suggested the impact of school mathematics leaders was often compromised by lack of time, confidence, expertise and funding. The extent of classroom teaching, teacher content knowledge and principal support also impacted on effectiveness of the role.
Revisiting Friedrich Froebel and His Gifts for Kindergarten: What Are the Benefits for Primary Mathematics Education?
Author: Reinhold, Simone
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Kindergarten,Elementary School Mathematics,Elementary School Students,Mathematics Skills,Foreign Countries,Educational History,Educational Philosophy,Teaching Methods,Mathematical Concepts,Concept Formation,Geometric Concepts,Spatial Ability,Experiential Learning,Manipulative Materials

This paper provides historical insights and educational background of Froebel's Gifts, hands-on materials developed in the early 19th century. Based on an explorative study with 54 German children (aged 5 to 10) in 2016, we first took steps to explore how these materials meet the demands for early mathematics learning of primary children. Starting with a brief introduction into the work and life of Friedrich Froebel, we outline how using Froebel's Gifts can stimulate the acquisition of mathematical knowledge and abilities, then conclude by considering future research directions within Australian schools.
Pre-Service Teachers&apos; and Tutors&apos; Perceptions about the Value of Talk Moves
Author: Wright, Vince
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Tutors,Student Attitudes,Teaching Methods,Preservice Teacher Education,Foreign Countries,Undergraduate Study,Discussion (Teaching Technique),Simulation,Tutorial Programs,Thinking Skills,Mathematical Concepts,Knowledge Base for Teaching,Mathematics Education

Talk moves simulations were used in tutorials for a mathematics education unit. Pre-service teachers (PSTs) and tutors were surveyed about their perceptions of the purposes, benefits, and drawbacks of the simulations. There was strong support from both groups for the benefits of talk moves in developing PSTs' ability to manage discussions, ask good questions, and understand students' thinking. Tutors were more inclined than PSTs to note improvements to PSTs' mathematical knowledge. Challenges to implementation were authentic engagement in the simulations, PSTs' lack of experience with children, the cognitive load associated with managing discussions, and limited mathematical knowledge.
Statistics Instructors&apos; Beliefs and Misconceptions about &quot;p&quot;-Values
Author: Reaburn, Robyn
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Statistics,Beliefs,Misconceptions,Statistical Data,Statistical Inference,Hypothesis Testing,Probability

It is well known that students of inferential statistics find the hypothetical, probabilistic reasoning used in hypothesis tests difficult to understand. Consequently, they will also have difficulties in understanding &quot;p&quot;-values. It is not unusual for these students to hold misconceptions about &quot;p&quot;-values that are difficult to remove. In this study, 19 Australian tertiary statistics educators were surveyed about their beliefs about &quot;p&quot;-values, and it was found that some of these instructors held misconceptions about the nature of &quot;p&quot;-values. These findings suggest that professional learning of statistics instructors is urgently required so that instructors may have their beliefs challenged and corrected.
Snapshots of Productive Noticing: Orchestrating Learning Experiences Using Typical Problems
Author: Choy, Ban Heng
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Secondary School Teachers,Secondary School Mathematics,Teaching Methods,Foreign Countries,Attention,Reflection,Secondary School Students,Interaction,Mathematical Logic

In this paper, we re-examine the commonly-held notion that typical problems, such as textbook exercises and examination questions, are not useful for orchestrating mathematically-rich learning experiences. Drawing from a larger design-based research project, we present a case study of Alice, a secondary school teacher, who orchestrated a productive discussion by using examination questions. We describe how she perceived and harnessed the affordances of such typical problems before and during her lesson. Findings suggest teacher noticing as a key mechanism to enable teachers to unlock the mathematical potential of such problems.
Privileging a Contextual Approach to Teaching Mathematics: A Secondary Teacher&apos;s Perspective
Author: Brown, Raymond
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Secondary School Teachers,Secondary School Mathematics,Mathematics Teachers,Teacher Attitudes,Foreign Countries,Grade 10,Grade 11,Females,Learner Engagement

This paper focuses on using sociocultural theory to support a context-based approach to teaching mathematics. A goal of the research was to explore the opportunities-to-learn of using a context-based approach to enrich student engagement with mathematics. This paper focuses on the practice of one female secondary school teacher as expressed through an interview transcript. Data were analysed using a participation framework. Findings suggest that aspects of a context-based approach to teaching mathematics can be used by teachers to promote student engagement with mathematics in the secondary classroom.
Structure in the Professional Vocabulary of Middle School Mathematics Teachers in Australia
Author: Mesiti, Carmel
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Middle School Teachers,Mathematics Teachers,Language Usage,Mathematics Instruction,Lexicology,Jargon,Dictionaries

Members of the Australian mathematics education research community and experienced teachers of mathematics participated in the process of documenting the professional vocabulary of middle school mathematics teachers. This vocabulary, the Australian Lexicon, captures the language in use by Australian mathematics teachers when describing the phenomena of the middle school mathematics classroom. In this paper, we examine the structure of the Australian Lexicon with particular attention given to content, connection, and characteristics of the professional vocabulary available to middle school mathematics teachers in Australia.
&quot;What Goes up Must Come Down&quot;: New, Lower K-12 Science Standards for Massachusetts. White Paper No. 160
Author: Gross, Paul R.
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Academic Standards,State Standards,Elementary School Science,Secondary School Science,STEM Education,Scientific Methodology,Models,Biological Sciences,Physical Sciences,Problems

The Science and Technology Standards for the teaching and learning of K-12 science in Massachusetts were issued in April 2016. These were adapted, as the document explains, from K-12 science-education documents that have come generally to be known as the Next Generation Science Standards (NGSS). Common features include: (1) integration of science and engineering practices; (2) Grade-by-grade standards for elementary school that include all science, technology, and engineering disciplines; and (3) application of science in engineering contexts. In this report, the authors review the new standards and assess the positives and negatives of them.
Teachers&apos; Understanding and Use of Mathematical Structure
Author: Gronow, Mark
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Knowledge Level,Foreign Countries,Catholic Schools,Thinking Skills

In this paper, we examine junior secondary mathematics teachers' understanding of mathematical structure, and how they promote structural thinking in their teaching. Five teachers were surveyed, and three were interviewed and the observed teaching a junior secondary mathematics class. Results showed that teachers have conflicting understandings of structure, and their perceived understandings, obtained from survey data, were not reinforced by their interview responses or observations of their teaching. Analysis of connections, recognising patterns, identifying similarities and differences, and generalising (CRIG) components from observation data showed a lack of attention to structural thinking.
Teaching Fractions for Understanding: Addressing Interrelated Concepts
Author: Getenet, Seyum
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Mathematics Instruction,Foreign Countries,Mathematical Concepts,Concept Formation,Problem Solving,Intermediate Grades

The concept of fractions is perceived as one of the most difficult areas in school mathematics to learn and teach. The most frequently mentioned factors contributing to the complexity is fractions having five interrelated constructs: part-whole, ratio, operator, quotient, and measure. In this study, we used this framework to investigate the practices in a New Zealand Year 7 classroom. Video recordings and transcribed audio-recordings were analysed through the lenses of the five integrated concepts of fraction. The findings showed that students often initiated unexpected uses of fractions as quotient and as operator, drawing on part-whole understanding when solving fraction problems.
Resetting the Pace of Education Reform: Lessons of Continuous Improvement. Condition of Education in the Commonwealth [2018 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Improvement,Best Practices,State Policy,Educational Policy,Achievement Gap,Educational Strategies,Evidence Based Practice,School Readiness,Educational Practices,Educational Quality,Inclusion,Access to Education,Intervention,Minority Group Students,College Readiness,Progress Monitoring,Elementary Secondary Education,Postsecondary Education

The Condition of Education in the Commonwealth project is one way the Rennie Center fulfills its mission of producing non-partisan and independent research that promotes improvement in public education for all Massachusetts children. Its principles include: (1) Education encompasses more than academics; and (2) Schools should not--and cannot--work in isolation. In this report are research-informed recommendations for statewide actions--policies, investments, and expansion of best practices--that have potential to address performance gaps and contribute to broad improvement in student outcomes. It also looks at progress made and remaining challenges and suggests strategies on how to apply those lessons to foster the success of all Massachusetts' learners. [To view the 2017 report, see ED589401.]
Generalising Fraction Structures as a Means for Engaging in Algebraic Thinking
Author: Pearn, Catherine
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Algebra,Thinking Skills,Mathematics Instruction,Foreign Countries,Mathematical Logic,Grade 4,Grade 5,Problem Solving,Elementary School Students,Elementary School Mathematics

In this paper, we report on how Year 5 and 6 students (10 to 13 years old) solve reverse fraction problems; that is, where students are required to find the quantity of an unknown whole given a known partial quantity and its equivalent fraction of the unknown whole. To what extent do students' solutions generalise fraction structures that indicate algebraic thinking? Which solution strategies to reverse fraction problems seem to promote generalisation and which appear to hold students back?