ethanporcaro/eric-fulltext-meta huggingface dataset:
Ambiguity of the Negative Sign
Author: Olson, Jo Clay
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: College Students,College Mathematics,Mathematics Skills,Error Patterns,Number Concepts,Symbols (Mathematics),Algebra,Calculus,Concept Formation,Misconceptions

The goal of this study was to understand errors that student make when simplifying exponential expressions. College students enrolled in four college mathematics courses were asked to simplify and compare such expressions. Quantitative analysis identified three persistent errors: interpreting negative bases, negative exponents, and parentheses. Qualitative methods were used to examine why they made these errors. Analysis indicated that students frequently misinterpret the negative sign when attached to the base of an exponential expression. We theorize that students' concept image of the negative sign must move beyond rule models to correctly interpret numbers in exponential expressions. [For the complete proceedings, see ED585874.]
The Influence of a Teacher&apos;s Decentering Moves on Students Engaging in Reflective Thinking
Author: Marfai, Frank S.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Secondary School Mathematics,Reflection,Secondary School Students,Classroom Communication

In this paper, we discuss how a teacher's decentering moves influence the discourse in her classroom. Research has revealed decentering to be a valuable construct in characterizing the interactions in a professional learning community. Our research explores the role of decentering in a teacher's ability to support student learning in the classroom. Specifically we focus on how a teacher's decentering moves influences her students' propensity to reflect on their thinking and solutions. Our findings illustrate how a teacher's improved decentering ability supports student reflection and achieving a conceptually oriented classroom. [For the complete proceedings, see ED585874.]
Teacher Educators&apos; Discourse Moves in Supporting Preservice Elementary Mathematics Teachers&apos; Learning
Author: Ng, Dicky
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Educators,Teaching Methods,Preservice Teachers,Mathematics Instruction,Cognitive Processes,Difficulty Level,Questioning Techniques,Elementary School Teachers,Discussion (Teaching Technique),Group Discussion

Teacher Educator's questioning strategies are essential in maintaining the level of cognitive demand of tasks for preservice teachers' learning of mathematics for teaching. Classroom discourse has been known to maintain the level of cognitive demand of tasks. However, qualitative differences exist in the use of discourse. This study focuses on comparing instructors' questioning strategies with two groups of preservice elementary teachers using the same cognitively challenging task on surface area, where in one group the level of the cognitive demand of the tasks is maintained while in the other it is lowered. We highlight effective questioning strategies during whole group discussion. [For the complete proceedings, see ED585874.]
Studying Mathematics Conceptual Learning: Student Learning through Their Mathematical Activity
Author: Simon, Martin A.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Learning Processes,Mathematics Activities,Mathematical Concepts,Concept Formation,Mathematics Instruction,Research Methodology,Educational Research

This paper describes a program of research aimed at better understanding mathematics conceptual learning. Rather than studying the products of learning (conceptual steps), it focuses on the process (mechanism) of students' learning -- learning that occurs through their mathematical activity in the context of a sequence of mathematical tasks. Intensive design research investigates subtle shifts in thinking that lead to the development of new abstractions. [For the complete proceedings, see ED585874.]
Teacher Follow-Up: Communicating High Expectations to Wrestle with the Mathematics
Author: Franke, Megan
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Elementary School Mathematics,Teacher Student Relationship,Interaction,Teaching Methods,Low Income Groups,Minority Group Students,At Risk Students,Mathematical Logic,Algebra,Learner Engagement,High Achievement,Teacher Expectations of Students,Mathematics Achievement

In-depth analyses of six elementary mathematics classrooms (with varying student achievement) captured student and teacher interactions and documented the critical role of teacher follow-up in shaping opportunities for low-income students of color to engage in algebraic reasoning. This paper details the efforts of teachers as they, contrary to existing school practices, found ways to support student engagement around explanations. Examining the variation in teacher follow-up that existed across classrooms illuminated how one high-achieving classroom teacher's use of follow-up communicated a set of high expectations around mathematical work for students and supported them to wrestle productively with the mathematics. [For the complete proceedings, see ED585874.]
Linguistic Microfeatures to Predict L2 Writing Proficiency: A Case Study in Automated Writing Evaluation
Author: Crossley, Scott A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Essays,Scoring,Writing Evaluation,Second Language Learning,Prediction,Writing Skills,English (Second Language),Language Tests,Evaluators,Accuracy,Comparative Analysis,Syntax,Connected Discourse,Language Usage,Vocabulary Skills,Figurative Language,Cues

This study investigates the potential for linguistic microfeatures related to length, complexity, cohesion, relevance, topic, and rhetorical style to predict L2 writing proficiency. Computational indices were calculated by two automated text analysis tools (Coh- Metrix and the Writing Assessment Tool) and used to predict human essay ratings in a corpus of 480 independent essays written for the TOEFL. A stepwise regression analysis indicated that six linguistic microfeatures explained 60% of the variance in human scores for essays in a test set, providing an exact accuracy of 55% and an adjacent accuracy of 96%. To examine the limitations of the model, a post-hoc analysis was conducted to investigate differences in the scoring outcomes produced by the model and the human raters for essays with score differences of two or greater (N = 20). Essays scored as high by the regression model and low by human raters contained more word types and perfect tense forms compared to essays scored high by humans and low by the regression model. Essays scored high by humans but low by the regression model had greater coherence, syntactic variety, syntactic accuracy, word choices, idiomaticity, vocabulary range, and spelling accuracy as compared to essays scored high by the model but low by humans. Overall, findings from this study provide important information about how linguistic microfeatures can predict L2 essay quality for TOEFL-type exams and about the strengths and weaknesses of automatic essay scoring models.
Exploring Preservice Teachers&apos; Beliefs about the Mathematics Education of English Language Learners
Author: McLeman, Laura Kondek
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Attitudes,Beliefs,Mathematics Education,English Language Learners,Mathematics Instruction,Language Usage,Language of Instruction

This study explores preservice teachers' beliefs about the mathematics education of English language learners. In all, 164 preservice teachers responded to an online survey designed by the researchers. Through the use of descriptive statistics, the data shows that preservice teachers are open to the use of native language; believed that mathematics was devoid of culture; and were more empathetic to the experiences of English language learners if they themselves had experienced trying to learn a second language. [For the complete proceedings, see ED585874.]
Teaching Students to Estimate Probabilities: The Frequentist Approach and Its Relationship with Statistical Understanding
Author: Boyce, Steven J.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Middle School Students,Grade 6,Probability,Statistics,Number Concepts,Problem Solving,Manipulative Materials,Task Analysis,Females,Graphs,Prediction

An interview with a sixth-grade student illustrates how her number sense and understanding of variability relate to her ability and proclivity to apply a frequentist (statistical) approach to probability tasks. A general suggestion for teaching about mathematics of uncertainty through the gradual strengthening of estimation, as per the historical development, is also discussed. [For the complete proceedings, see ED585874.]
High-Stakes Standardized Mathematics Testing in Urban High Schools: An Equity Perspective
Author: Rubel, Laurie H.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: High Stakes Tests,Standardized Tests,Mathematics Tests,Urban Schools,High Schools,Low Income Groups,Academic Standards,Mathematics Teachers,Outcome Based Education,Minority Group Students,Accountability,Mathematics Instruction,Secondary School Mathematics

This article examines mathematics opportunities at two urban high schools in the context of high-stakes standardized testing. Case studies were conducted at two urban high schools in low-income neighborhoods. Data includes opportunities in mathematics offered to students at the school level, in terms of mathematics course sequencing, and at the classroom level in terms of task cognitive demand and participation modality. In particular, this article focuses on two related questions: (1) Do high-stakes standardized testing set high standards for all students? and (2) Do mathematics teachers &quot;teach to the test&quot; and if so, how? [For the complete proceedings, see ED585874.]
An Informal Fallacy in Teachers&apos; Reasoning about Probability
Author: Chernoff, Egan J.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Probability,Knowledge Level,Knowledge Base for Teaching,Mathematics Teachers,Mathematics Instruction,Mathematical Logic,Error Patterns,Preservice Teachers,Elementary School Mathematics

The main objective of this article is to contribute to the limited research on teachers' knowledge of probability. In order to meet this objective, we presented prospective mathematics teachers with a variation of a well known task and asked them to determine which of five possible coin flip sequences was least likely to occur. To analyze particular normatively incorrect responses we utilized a brand new lens -- the composition fallacy -- instead of the traditional lenses and models associated with heuristic and informal reasoning about probability. In our application of the new lens we were able to determine that fallacious reasoning, not just heuristic reasoning, can account for normatively incorrect responses to the task. Given the success of the new lens, we contend that logical fallacies are a potential avenue for future investigations in comparisons of relative likelihood and research in probability in general. [For the complete proceedings, see ED585874.]
Probabilistic Misconceptions of Preservice Teachers
Author: Johnston, Alexis
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Secondary School Mathematics,Misconceptions,Probability,Mathematical Concepts,Semi Structured Interviews

Probabilistic misconceptions are common among students and teachers alike. This study involved 18 preservice secondary mathematics teachers and documents some of the common probabilistic misconceptions held by these preservice teachers. Data was collected through a survey involving eight probability problems and two semi-structured interviews. Findings indicate that the most common misconception held by these preservice teachers related to time axis, compound events, and availability. [For the complete proceedings, see ED585874.]
Data Modeling in Elementary and Middle School Classes: A Shared Experience
Author: English, Lyn D.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Students,Middle School Students,Statistics,Mathematical Logic,Longitudinal Studies,Age Differences,Prediction,Inferences,Foreign Countries,Urban Schools

This paper argues for a renewed focus on statistical reasoning in the elementary school years, with opportunities for children to engage in data modeling. Data modeling involves investigations of meaningful phenomena, deciding what is worthy of attention, and then progressing to organizing, structuring, visualizing, and representing data. Reported here are some findings from a two-part activity (Baxter Brown's Picnic and Planning a Picnic) implemented at the end of the second year of a current three-year longitudinal study (grade levels 1-3). Planning a Picnic was also implemented in a grade 7 class to provide an opportunity for the different age groups to share their products. Addressed here are the grade 2 children's predictions for missing data in Baxter Brown's Picnic, the questions posed and representations created by both grade levels in Planning a Picnic, and the metarepresentational competence displayed in the grade levels' sharing of their products for Planning a Picnic. [For the complete proceedings, see ED585874.]
The Effectiveness of Education and Employment Programming for Prisoners
Author: Duwe, Grant
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Correctional Education,Institutionalized Persons,Instructional Effectiveness,Employment Programs,Educational Attainment,Employment Potential,Recidivism,Outcomes of Education,Job Training,Access to Education,Released Time,Intervention

Inmates in American prisons are undereducated and underemployed. Compared to adults in the US, prisoners are at least three times more likely to be without a high school or general educational development (GED) diploma and four times less likely to have a postsecondary degree. Studies have consistently found that unemployment rates for prisoners, both before and after prison, are as high as 65 percent. And, even among those who are able to find a job, relatively few achieve consistent full-time employment. Would increasing prisoner access to programming lead to greater educational attainment and more employment? And, if US prison systems could improve educational and employment outcomes for prisoners, to what extent would it reduce prison misconduct and recidivism? This report addresses these questions by reviewing the available evidence on the effectiveness of education and employment programming for prisoners.
Explaining Student Performance through Instruction
Author: Czocher, Jennifer
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Engineering Education,Equations (Mathematics),Teaching Methods,Curriculum,Undergraduate Students,Problem Solving,Mathematics Tests,Grade Point Average,Lecture Method,Nonmajors,Performance

Lack of satisfaction with the quality of the mathematical knowledge of non-mathematics majors has led to the design of new curricular materials. In this study, a mixed methods explanatory design was used to compare the performances of two groups of engineering majors enrolled in two courses on differential equations and investigate their written work in light of differing curricular and instructional approaches. [For the complete proceedings, see ED585874.]
Prospective Teachers&apos; Use of Representations in Solving Statistical Tasks with Dynamic Statistical Software
Author: Lee, Hollylynne S.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Computer Software,Educational Technology,Technology Uses in Education,Statistics,Pedagogical Content Knowledge,Technological Literacy,Graphs

This study examined a random stratified sample (n=62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. Our work was guided by considering how teachers may utilize their statistical knowledge and technological statistical knowledge to engage in cycles of investigation. Although teachers did not tend to take full advantage of dynamic linking capabilities, they utilized a large variety of graphical representations and often added statistical measures or other augmentations to graphs as part of their analysis. [For the complete proceedings, see ED585874.]
Empowering Veterans in Civilianhood: Reshaping the Narrative through the VET OPP Act. Statement before the House Committee on Veterans&apos; Affairs Subcommittee on Economic Opportunity on H.R. 2409; H.R. 5452; H.R. 5644; H.R. 5649; and a Draft Bill Titled, &quot;To Amend the Servicemembers Civil Relief Act to Provide for the Termination by a Spouse of a Lessee of Certain Leases when the Lessee Dies while in Military Service&quot;
Author: Burgess, Rebecca
Date: 2018-05-23
Type: Speeches/Meeting Papers
Subjects: Veterans Education,Federal Legislation,Economic Opportunities,Empowerment,Federal Programs,Public Agencies,Self Concept,Employment,Transitional Programs,Education Work Relationship

Veterans are the unacknowledged permanent ambassadors of national service. How veterans are publicly portrayed directly relates to how society conceptualizes military service, including what happens to an individual during that service. In an all-volunteer force, reputation is key to the attractiveness of joining a profession that can end in death or permanent disability. To encourage young men and women to join its ranks, the Department of Defense relies heavily on programs and benefits provided by the Department of Veterans Affairs (VA). Those who choose to wear the nation's uniform, as well as those who choose not to, are influenced by how well Congress and the VA care for veterans' post-service reputations and for their physical bodies. The types of legislation that Congress passes, and the programs and benefits the VA prioritizes, powerfully shape the veteran narrative. Crucially, it influences veterans' own perceptions of their identity and worth in the post-service context. In the 21st century information age, education &quot;is&quot; key to employment, and employment is the door to a successful transition to civilian life. Education and employment combined give veterans the crucial tools to reforge civilian identities stronger even than their military ones. The psychic rewards of work, productivity, and a career cannot be underestimated, which is corroborated by the &quot;true&quot; veteran narrative: Veterans, it turns out, are immensely successful. This is the veteran narrative that should predominate. The goal of the nation's veteran economic opportunity programs should be to enable soldiers to be fully functional members of society, animated by a strong civilian identity. The Veterans' Education, Transition, and Opportunity Prioritization Plan Act of 2018 (VET OPP Act) can trigger this shift, as Congress elevates and frees already existing VA economic opportunity and transition assistance programs through shifting them structurally into a fourth VA administration.
The Temporal Conception: Student Difficulties Defining Probabilistic Independence
Author: Plaxco, David
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Probability,Interviews,Mathematical Logic,Mathematics Instruction,Concept Formation,Mathematical Concepts,Undergraduate Students,Validity,Time

This article discusses results from interviews investigating students' understanding of probabilistic independence and mutual exclusivity. Three students compared several sets of events in various sample spaces. Data collected from these interviews gives evidence of a temporal conception wherein students think of independence as reliant on a chronological sequence of events and conditioning. With this approach, students may see some sample spaces (e.g. spinners) as having pair-wise independence for all events. In other sample spaces, (e.g. decks of cards) students see pairs of events as both independent and not independent, this being determined by whether replacement occurs. [For the complete proceedings, see ED585874.]
Knowledge Foundations for Teaching Algebra for Equity
Author: Kulm, Gerald
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Knowledge Level,Algebra,Mathematics Instruction,Problem Solving,Interviews,Middle School Students,Word Problems (Mathematics),Secondary School Mathematics,Mathematical Concepts,Concept Formation

This paper presents our initial work to develop trajectories of preservice teachers' knowledge of teaching algebra for equity. We have developed two overlapping hypothetical learning trajectories (HLTs) for teachers' learning to engage and motivate diverse students to solve algebra problems. These HLTs are being used to guide the development of assessments, interviews, and learning activities for a pilot group of preservice teachers. The HLTs also serve as learning materials to help the preservice teachers understand how their future middle grade students learn to solve algebra word problems. [For the complete proceedings, see ED585874.]
The Evocation and Enactment of Conceptual Schemes: Understanding the Microgenesis of Mathematical Cognition through Embodied, Artifact-Mediated Activity
Author: Charoenying, Timothy
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Fractions,Mathematics Education,Mathematical Concepts,Instructional Design,Schemata (Cognition),Engineering Education,Measurement Equipment,Grade 3,Grade 4,Grade 5

When instructional designers develop content-targeted pedagogical situations, their practice can be theorized as engineering students' development of conceptual schemes. To account for the contributions of students' prior schemes and situated experiences towards their development of conceptual schemes, I suggest a distinction between the evocation of schemes and enactment of situations. The former suggests that the design of an instructional situation can activate students' prior schemes. The latter suggests that the structure of students' activity in an instructional situation determines the nature of newly constructed schemes. I contextualize my views using empirical data from a case study of early fraction instruction. [For the complete proceedings, see ED585874.]