ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Covariational Reasoning with the Aid of Digital Technology = Promoviendo el razonamiento covariacional con apoyo de la Tecnología digital
Author: Pérez Martínez, Helen Mariel
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Mathematics Instruction,High School Students,Learning Trajectories,Computer Simulation,Teaching Methods,Instructional Design,Foreign Countries,Classification,Mathematics Achievement,Algebra,Learning Activities,Vignettes,Mathematical Models

In this paper, we present the development of an investigation on the promotion of covariational reasoning in high school students (14-15 years old) in Mexico. The study consists of designing and applying a sequence of didactic activities that simulate a real situation virtually. The activities are organized through a Hypothetical Learning Trajectory supported by digital technology and elements of Cuevas-Pluvinage didactics. The activities were evaluated according to the levels of covariation proposed by Carlson and colleagues, categorizing students' achievements and difficulties for each level of understanding. The results show that the activities favor students' progress by moving from the context situation to the different representations, establishing the relationship between the variables, and identifying their functional dependence. [For the complete proceedings, see ED630210.]
Embodying Covariation through Collaborative Instrumentation
Author: York, Toni
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Graphs,Thinking Skills,Difficulty Level,Learning Processes,Teaching Methods,Task Analysis,Cooperative Learning,Algebra,Middle School Students,Design,Video Technology

Covariational reasoning and the creation and interpretation of graphs of covariational situations are important skills in math and science. Unfortunately, research shows that students often struggle to make meaningful connections between graphs and the covariational situations they represent. Educational activities designed to help students overcome this struggle tend to use either student-generated or automatically-generated graphs, and have students either act out covariational situations or more passively observe them. In this paper, we present the design of a tool and task that enabled two students to simultaneously embody both the creation of a graph and the covariational actions that the graph represents. Through a process of collaborative instrumentation, the students made meaningful connections between their motions and the embodied traces they created as they reasoned about the covarying quantities of height and time. [For the complete proceedings, see ED630210.]
Climate Change by the Numbers: How Numerical Estimation Can Support Science Learning
Author: Thacker, Ian
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Climate,Computation,Numbers,Intervention,Undergraduate Students,Knowledge Level,Student Attitudes,Program Effectiveness,Misconceptions,Scientific Concepts,Concept Formation,Mathematics Anxiety,Educational Games,Beliefs

Prompting people to estimate climate change numbers before showing them the true value can shift learners' attitudes and conceptions. Yet, interventions created for such a learning experience are not easily accessible to the general public. The purpose of this preregistered study was to address this research gap by developing and testing an openly accessible online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental online study design was used to investigate the impact of the intervention on undergraduate students' climate change understanding and plausibility perceptions. Findings revealed that posttest climate change knowledge was higher among those randomly assigned to use the app compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with more robust gains. [For the complete proceedings, see ED630210.]
How Transitions between Related Artifacts Support Students&apos; Covariational Reasoning
Author: Germia, Erell
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Mathematics Instruction,Grade 6,Cooperative Learning,Graphs,Instructional Design,Teaching Methods,Climate,Computer Simulation,Learning Processes

Many studies use instructional designs that include two or more artifacts (digital manipulatives, tables, graphs) to support students' development of reasoning about covarying quantities. While students' forms of covariational reasoning and the designs are often the focus of these studies, the way students' interactions and transitions between artifacts shape their actions and thinking is often neglected. By examining the transitions that students make between artifacts as they construct and reorganize their reasoning, our study aimed to justify claims made by various studies about the nature of the synergy of artifacts. In this paper, we present data from a design experiment with a pair of sixth-grade students to discuss how their transitions between artifacts provided a constructive space for them to reason about covarying quantities in graphs. [For the complete proceedings, see ED630210.]
Designing an Online Video-Based Environment for Promoting Mathematical Argumentation
Author: Lin, Ho-Chieh
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Online Courses,Mathematics Instruction,Video Technology,Peer Teaching,Discussion (Teaching Technique),Distance Education,Elementary School Students,Persuasive Discourse,Grade 5,Grade 6

During the past two years, the COVID-19 pandemic has forced teachers to shift their instruction online, further exacerbating the challenges for teachers in orchestrating rich mathematics discussions. To tackle this issue, this study explored an approach that integrates online video-sharing culture (e.g., YouTube) into mathematical practices. Specifically, I designed an environment to engage children in creating and sharing mathematics how-to videos online for subsequent peer discussions. Guided by design research principles, I recruited four upper elementary children in the United States. The analysis of this qualitative study showed that the environment created offered unique opportunities for the children to communicate their ideas in a multimodal way and engage in mathematical argumentation. The findings provide insights into how an online environment can be designed to reshape children's argumentative discourse. [For the complete proceedings, see ED630210.]
Interacción Con Representaciones Dinámicas Para Argumentar Sobre La Validez De Una Construcción Geométrica = Interaction with Dynamic Representations to Argue about the Validity of a Geometry Construction
Author: González, María Alejandra Calderón
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Validity,Mathematics Instruction,Computer Software,Mathematical Logic,Information Technology,Student Attitudes,Persuasive Discourse,Mathematics Teachers,Masters Programs,Interaction,Educational Technology,Problem Solving

From mathematics education, a great variety of studies have focused on analyzing the presence of digital technology from different points of view. Those who work with proof and argumentation have resisted presenting results with a technological component, due to the idea of formality associated with those terms, which has increased the existing tension between the theoretical and empirical nature of mathematics. Taking into consideration that with the presence of environments such as dynamic geometry software (DGS) the student can access to dynamic representations, we seek to understand the impact of the interaction with these representations on the arguments proposed by the students. For this, we carried out an exploratory and descriptive study whose results show that the interaction with dynamic representations provides students with validation tools different from those on paper. [For the complete proceedings, see ED630210.]
Report on Indicators of School Crime and Safety: 2022. NCES 2023-092
Author: Irwin, Véronique
Date: 2023-09-00
Type: Reports - Research
Subjects: Crime,School Safety,Elementary Secondary Education,Violence,Victims,Death,Weapons,Bullying,Discipline Problems,Juvenile Gangs,Antisocial Behavior,Drug Abuse,Student Attitudes,Victims of Crime,School Security,Mental Health,Health Services,Postsecondary Education,Public Schools,Fear,Student Behavior,Aggression,Social Bias

This is the 25th edition of Indicators of School Crime and Safety. This report provides summary statistics to inform the nation about current aspects of crime and safety in schools. This report does so by highlighting selected findings from 23 indicators on various school crime and safety topics. By synthesizing findings in this way, the report allows readers to gauge the breadth of the content more efficiently and make connections across indicators. This report covers a variety of topics on school crime and safety. It first examines different types of student victimization, including violent deaths and school shootings, nonfatal criminal victimization, and bullying victimization. Then, the report presents data on teacher victimization. This report concludes the section on crime and safety issues at the elementary and secondary level by examining data on school conditions--such as discipline problems, gangs, hate-related speech, possession of weapons, and use and availability of illegal drugs--as well as data that reflect student perceptions about their personal safety at school. [For the 2021 report, see ED620652.]
Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. WWC 2023-008
Author: Walsh, Elias
Date: 2023-09-00
Type: Reports - Research
Subjects: Bayesian Statistics,Meta Analysis,Early Intervention,Literacy,Outcomes of Education,Primary Education,Taxonomy,Alphabets,Phonics,Phonemic Awareness,Phonological Awareness,Grouping (Instructional Purposes),Social Emotional Learning,Learning Strategies,Foreign Countries

The What Works Clearinghouse (WWC) released a report that applies two methodological approaches new to the WWC that together aim to improve researchers' understanding of how early literacy interventions may work to improve outcomes for students in grades K-3. First, this report pilots a new taxonomy developed by early literacy experts and intervention developers as part of a larger effort to develop standard nomenclature for the components of literacy interventions. Then, the WWC uses Bayesian meta-analysis--a statistical method to systematically summarize evidence across multiple studies--to estimate the associations between intervention components and intervention impacts. Twenty-nine studies of 25 early literacy interventions that were previously reviewed by the WWC and met the WWC's rigorous research standards were included in the analysis. This method found that the components examined in this synthesis appear to have a limited role in explaining variation in intervention impacts on alphabetics outcomes, including phonics, phonemic awareness, phonological awareness, and letter identification. This method also identified positive associations between intervention impacts on alphabetics outcomes and components related to using student assessment data to drive decisions, including about how to group students for instruction, and components related to non-academic student supports, including efforts to teach social-emotional learning strategies and outreach to parents and families. This report is exploratory because this synthesis cannot conclude that specific components caused improved alphabetics outcomes. [For the appendices to this report, see ED630496.]
Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. Appendices. WWC 2023-008
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-09-00
Type: Reports - Descriptive
Subjects: Bayesian Statistics,Meta Analysis,Early Intervention,Literacy,Taxonomy,Coding,Program Implementation,Alphabets,Reading Instruction,Reading Fluency,Reading Comprehension,Reading Skills,Vocabulary Development,Writing Instruction,Writing Skills,Social Emotional Learning,Learning Strategies,Regression (Statistics),Outcomes of Education,Outcome Measures,Self Management,Parent Participation,Screening Tests,Student Placement

The appendices accompany the full report &quot;Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions. WWC 2023-008,&quot; (ED630495), which pilots a new taxonomy developed by early literacy experts and intervention developers as part of a larger effort to develop standard nomenclature for the components of literacy interventions. The What Works Clearinghouse (WWC) uses Bayesian meta-analysis--a statistical method to systematically summarize evidence across multiple studies--to estimate the associations between intervention components and intervention impacts. Twenty-nine studies of 25 early literacy interventions that were previously reviewed by the WWC and met the WWC's rigorous research standards were included in the analysis. The following apprendices are presented: (1) Components of Early Literacy Interventions; (2) Data from the What Works Clearinghouse's Database of Reviewed Studies; (3) The Bayesian Meta-Analytic Model; (4) Additional Results; and (5) Component Coding Protocol.
Discrimination in the 21st Century: How Civil Rights Policies Can Best Embrace the Growing Mixed-Race Population. A Civil Rights Agenda for the Next Quarter Century
Author: Leslie, Gregory
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Civil Rights,Racial Discrimination,Public Policy,Diversity,Civil Rights Legislation,Minority Groups,Multiracial Persons,Racial Identification,Population Trends,Socioeconomic Status,Court Litigation

This report catalogues the growth of the modern mixed-race population in the United States and highlights the many complications this population presents for the future of civil rights law and policy. What is most distinctive of today's mixed-race individuals is their assertion of a mixed-race identity which they claim embodies a different experience compared to those who report to be a single race such as &quot;white&quot; or &quot;black.&quot; This emphasis on personal identity presents a new dimension that must be considered in the development of new civil rights policy. The authors argue that policymakers and other practitioners need to be more aware of the complexities involved with defining a mixed-race population because a limited understanding will result in policy that could unintentionally undercut the very values civil rights policy seeks to uphold. Policy recommendations for reconciling how the growth of a mixed-race population may challenge the existing framework of civil rights are provided. [For the executive summary, see ED630504.]
Discrimination in the 21st Century: How Civil Rights Policies Can Best Embrace the Growing Mixed-Race Population. Executive Summary
Author: Leslie, Gregory
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Racial Discrimination,Civil Rights,Public Policy,Multiracial Persons,Minority Groups,Civil Rights Legislation,Racial Identification,Demography

This report catalogues the growth of the modern mixed-race population in the United States and highlights the many complications this population presents for the future of civil rights law and policy. What is most distinctive of today's mixed-race individuals is their assertion of a mixed-race identity which they claim embodies a different experience compared to those who report to be a single race such as &quot;white&quot; or &quot;black.&quot; This emphasis on personal identity presents a new dimension that must be considered in the development of new civil rights policy. [For the full report, see ED630503.]
Policy Brief: Equitable and Accessible Early Learning and Care in California Starts with an Early Childhood Integrated Data System (ECIDS)
Author: Education Trust-West
Date: 2023-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Young Children,Access to Education,Equal Education,Data,Data Collection,Data Analysis,Systems Development,Information Technology

As California invests in early learning and care, the state is also moving forward with a long-overdue plan to build a statewide longitudinal data system (SLDS) -- known as the Cradle-to-Career (C2C) Data System -- which will eventually connect data over time and across sectors like education, health, human services, and the workforce. This is a significant milestone that will allow California to identify inequities and roadblocks to success while also recognizing where things are going well, especially for children of color, those living in poverty, children with disabilities, and dual-language learners. However, California's early learning and care system has shortcomings in the way data is collected, managed, and used which present challenges in accessing and integrating data from the &quot;Cradle&quot; side of the C2C Data System. In this policy brief, we provide an overview of the current early learning and care data landscape in California, three key shortcomings, and recommendations for a coordinated, cross-agency effort to design a comprehensive Early Childhood Integrated Data System (ECIDS). A fully operational ECIDS will also provide the foundation necessary for stronger &quot;Cradle&quot; data that is an essential component of a robust C2C Data System.
Early Childhood Transitions: Moments of Opportunity in Michigan 2023
Author: Butler, Hayley
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Equal Education,Young Children,Access to Education,Educational Finance,Barriers,Foundations of Education,Labor Force Development,Change

Despite profound benefits of high-quality early childhood education (ECE) that could address and avert educational inequities for children of color and those from low-income backgrounds, ECE in Michigan and across the nation lacks sufficient funding. Students of color and students from low-income backgrounds particularly encounter many barriers to accessing high-quality early childhood education. Michigan's education advocates, state leaders, and policymakers have made great strides in pursuing ECE quality, access, and funding structure improvement. This report describes how to provide every student with an equitable opportunity to reach their full potential by focusing on five foundational elements to fortify the ECE system and facilitate students' successful transitions from preschool into kindergarten and beyond: (1) quality; (2) access and affordability; (3) funding structure improvement; (4) data; and (5) workforce recruitment, compensation, and retention strategies.
Eliminating the Opportunity Gaps: Creating a Truly Fair and Equitable Funding System
Author: DeNeal, Jen
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Educational Finance,Minority Group Students,Low Income Students,Students with Disabilities,English Language Learners,Public Education,Educational Policy,State Policy,Educational Legislation,State Legislation

According to a new analysis by The Education Trust-Midwest, Michigan is underfunding students from low-income backgrounds and English Learners by an estimated $5.1 billion annually compared to what leading states practice and what research indicates is needed for those students to succeed. The analysis also found that Michigan is near the bottom for the additional funding the state provides for both English Learners and students from low-income backgrounds, leaving substantial funding gaps. To build a truly fair and equitable funding system in Michigan, policymakers have an immediate opportunity to work toward what leading states and research recommends. Those include: (1) enshrine in law an Opportunity Index; (2) create a weighted student funding formula for English learners; and (3) act decisively to close the shortfall gap in special education funding.
Vowel Blindness and Gender: The Case of ESL Learners at the University of Jeddah
Author: Almoabdi, Rahaf Bandar
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vowels,Arabic,Native Language,Spelling,Error Patterns,Foreign Countries,Sex,College Students

Because vocabulary knowledge is considered the building block of language learning, any difficulties concerned with vocabulary can harm the overall vocabulary acquisition process. Literature suggests that native Arabic speakers struggle to notice vowels while reading English texts. This can result from the differences between L1 and L2 linguistic systems or the negative transfer of L1 processing routines to the L2 in their attempt to process the L2 forms. This study investigates this problem and whether gender affects this phenomenon or not. It used a test on twenty-eight participants to examine the effect of gender on vowel blindness, which type of vowels (short or long vowels) are more problematic, and the kinds of vowel spelling errors that are easily noticed when processing vowels. The results showed that gender does not affect vowel blindness in a significant way. In other words, the overall results showed that the role of gender cannot be considered to have a significant effect. Thus, male and female students both struggled to deal with short vowels equally. However, males also showed difficulties regarding the long vowels. The research also revealed that missing vowel spelling errors are salient and more likely to be noticed while processing vowels for both genders.
The Impact of IXL on Math Learning in Mississippi Middle and High Schools
Author: Hargis, Mary B.
Date: 2023-06-00
Type: Reports - Research
Subjects: High School Students,Mathematics Education,Outcomes of Education,Comparative Analysis,Public Schools,Middle School Students,Mathematics Tests,Scores,College Entrance Examinations,State Standards,Mathematics Instruction,Program Evaluation,Program Effectiveness,Teaching Methods,Mathematics Achievement,Achievement Tests,Learning Management Systems

The goal of this study was to further evaluate the impact of IXL Math on math learning outcomes. Using a quasi-experimental design with matched treatment and control groups, this analysis utilized data from 312 public schools in Mississippi during the 2021-2022 school year. The middle school analysis included 272 schools (136 treatment, 136 control), and the high school analysis included 40 schools (20 control, 20 treatment). IXL adoption in treatment schools ranged from about 1 question answered per week to more than 140 questions answered per week. Even with these variable adoption rates, students' test scores demonstrated positive and statistically significant effects of IXL usage, as measured by the Mississippi Academic Assessment Program (MAAP) in middle school and the ACT in high school.
The Impact of IXL on Math and ELA Learning in Colorado: A Quasi-Experimental Study
Author: Schonberg, Christina
Date: 2021-08-00
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,Comparative Analysis,Public Schools,Outcomes of Education,Mathematics Achievement,State Standards,Achievement Tests,English,Language Arts,Learning Management Systems,Time on Task,Mastery Learning,Elementary School Students,Middle School Students,Student Characteristics

The goal of this study was to further evaluate the impact of IXL on learning outcomes in math and ELA. Using a quasi-experimental design with matched treatment and control groups, we analyzed data from 296 public schools in Colorado during the 2018-2019 school year. The analysis of IXL Math included 186 schools (93 treatment, 93 control), and the analysis of IXL ELA included 110 schools (55 treatment, 55 control). IXL adoption in treatment schools ranged from 10% of students in the school to 100% of students. Even with these variable adoption rates, we found positive and statistically significant effects of IXL usage, as measured by the Colorado Measures of Academic Success (CMAS) assessments.