ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Actions That Encourage Students to Persist in Solving Challenging Mathematical Tasks
Author: Ingram, Naomi
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Foreign Countries,Elementary School Students,Persistence,Problem Solving,Teacher Attitudes,Student Attitudes,Elementary School Teachers,Elementary School Mathematics

As part of a project exploring the use of challenging mathematical tasks, data from New Zealand teachers and their students were analysed to explore teachers' actions that encouraged students to persist. Rather than rescuing the students when they needed help, the teachers' actions included arranging for and encouraging students to work independently and cooperatively, asking questions, providing materials, and getting students to reflect on the process. When the teachers performed these actions, they reported students persisted and were better able to navigate through the zone of confusion.
Teachers as Designers of Effective Numeracy Tasks
Author: Geiger, Vince
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Instructional Design,Mathematics Instruction,Longitudinal Studies,Instructional Effectiveness,Elementary School Teachers,Secondary School Teachers,Early Childhood Education,Foreign Countries

In this paper, preliminary research into an effective approach to numeracy task design is described and analysed using a conceptual framework based on two dimensions--one related to the nature of numeracy and the other concerned with the characteristics of effective mathematical tasks. A case that documents one teacher's attempt to create a numeracy task for her class of preparatory students is used to illustrate the relevance of the components of the framework to task design from the perspectives of participant teachers. Teachers' comments provided insight into aspects of the design process that require greater emphasis and also helped identify complexities that require resolution before a coherent framework for effective numeracy task design can be realised.
Hurdles in Acquiring the Number Word Sequence
Author: Gould, Peter
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Numbers,Sequential Learning,Mathematics Instruction,Kindergarten,Elementary School Students,Grade 1,Grade 2,Elementary School Mathematics,Accuracy,Barriers,Longitudinal Studies,Foreign Countries

Learning the sequence of number words in English up to 30 is not a simple process. In NSW government schools taking part in &quot;Early Action for Success,&quot; over 800 students in each of the first 3 years of school were assessed every 5 weeks over the school year to determine the highest correct oral count they could produce. Rather than displaying a steady increase in the accurate sequence of the number words produced, the Kindergarten data reported here identified clear, substantial hurdles in the acquisition of the counting sequence, as well as a number of acquired potholes.
Teachers' Use of a Pedagogical Framework for Improvement in Mathematics Teaching: Case Studies from YuMi Deadly Maths
Author: Carter, Merilyn
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Case Studies,Educational Change,Indigenous Populations,Low Income Students,Teaching Models,Elementary School Mathematics,Elementary School Teachers,Teaching Experience,Faculty Development,Foreign Countries

This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units of work with minimal training and external support, as demonstrated by three case studies. These, and other cases, suggest that the YuMi Deadly Maths approach is an effective model for scaling up professional development programs where school participation is voluntary and costs have to be minimised.
The Priorities and Challenges of Primary Teachers' Knowledge in Their Mathematics Planning
Author: Davidson, Aylie
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Teachers,Planning,Knowledge Level,Lesson Plans,Questionnaires,Teamwork,Foreign Countries,Grade 4,Grade 6,Grade 5,Teacher Surveys

There is growing consensus that the process of planning mathematics lessons is as complex as teaching them, yet there is limited research on this. This paper reports on one aspect of a project examining issues in primary teachers' mathematics planning. The results, taken from a questionnaire completed by 62 primary teachers, indicate that when planning their lessons, teachers give priority to a diverse range of aspects related to their mathematical knowledge for teaching, yet there are similarities in the challenges which they experience. Findings also suggest that team planning can support teachers overcome such challenges. Issues requiring further attention are discussed.
Social Anxiety and Peer Helping in Adolescent Addiction Treatment
Author: Pagano, Maria E.
Date: 2015-05-00
Type: Journal Articles
Subjects: Anxiety,Peer Influence,Adolescents,Addictive Behavior,Rehabilitation,Intervention,Anxiety Disorders,Program Effectiveness,Records (Forms),Regression (Statistics),Helping Relationship,Residential Programs,Semi Structured Interviews,Health Behavior,High School Students,National Surveys,Risk

The developmental need to fit in may lead to higher alcohol and other drug use among socially anxious youths which exacerbates the drink/trouble cycle. In treatment, youths with social anxiety disorder (SAD) may avoid participating in therapeutic activities with risk of negative peer appraisal. Peer-helping is a low-intensity, social activity in the 12-step program associated with greater abstinence among treatment-seeking adults. This study examined the influence of SAD on clinical severity at intake, peer-helping during treatment, and outcomes in a large sample of adolescents court-referred to residential treatment. Adolescents (N = 195; 52% female, 30% Black) aged 14 to 18 were prospectively assessed at treatment admission, treatment discharge, and 6 months after treatment discharge. Data were collected using rater-administered assessments, youth reports, clinician reports, medical charts, and electronic court records. The influence of SAD on peer-helping and outcomes was examined using hierarchical linear regression and event history methods. Forty-two percent of youths reported a persistent fear of being humiliated or scrutinized in social situations, and 15% met current diagnostic criteria for SAD. SAD onset preceded initial use for two-thirds of youths with SAD and substance dependency. SAD youths presented for treatment with greater clinical severity in terms of earlier age of first use (p &lt; 0.01), greater lifetime use of heroin and polysubstance use (p &lt; 0.05), incarceration history (p &lt; 0.01), and lifetime trauma (p &lt; 0.001). Twelve-step participation patterns during treatment did not differ between youths with and without SAD except for peer-helping, which was associated with reduced risk of relapse (p &lt; 0.01) and incarceration (p &lt; 0.05) in the 6 months posttreatment. This study found evidence of an association between SAD and earlier age of first use, greater lifetime use of heroin, incarceration history, and lifetime trauma. SAD was associated with higher service participation during treatment, which was associated with reduced risk of relapse and incarceration in the 6 months posttreatment. Findings indicate the benefits of service participation for juveniles with SAD which provides a nonjudgmental, task-focused venue for developing sober networks in the transition back into the community.
Middle Leadership: Critical Variables in Building and Implementing Digital Reforms in Primary Mathematics Education
Author: Jorgensen, Robyn
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Mathematics Education,Educational Change,Numeracy,Computer Uses in Education,Curriculum Development,Foreign Countries,At Risk Students,Instructional Leadership

The aim of this paper is propositional and is based on research findings which suggest that success in mathematics teaching and reform is contingent upon having key personnel in schools to lead curriculum reform. Based on the outcomes of a large national study on successful practice in the teaching of numeracy for some of Australia's most disadvantaged learners, it was found that, among other practices, the appointment of a numeracy leader alongside the use of effective and appropriate digital tools (in particular apps) supported teachers to implement strong and effective numeracy practices. This paper presents a rationale for a renewed focus on practices that will enable success for all Australian students, but most particularly those who are most at risk of mathematical mortality.
&quot;Let's Count&quot;: Improving Community Approaches to Early Years Mathematics Learning, Teaching and Dispositions through Noticing, Exploring and Talking about Mathematics
Author: Perry, Bob
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Preschool Curriculum,Intervention,Disadvantaged Environment,Early Childhood Education,Longitudinal Studies,Program Development,Program Implementation,Program Evaluation,Program Effectiveness,Professional Identity,Educational Practices,Self Efficacy,Interviews,Teacher Attitudes,Family Attitudes,Foreign Countries

&quot;Let's Count&quot; is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in &quot;disdvantaged&quot; communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators and families through a longitudinal evaluation undertaken from 2012-2015. This paper reports on the development, implementation and evaluation of &quot;Let's Count&quot; and its likely future trajectory.
Preparing for the Numeracy Skills Test: Developing a Self-Perception for Success
Author: Brown, Leni
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Mathematics Skills,Mathematics Tests,Success,Preservice Teachers,Mathematics Anxiety,Self Efficacy,Positive Reinforcement,Mathematical Aptitude,Knowledge Level,Intervention,Cohort Analysis,Affective Objectives,Correlation,Undergraduate Students,Pretests Posttests,Beliefs,Mathematical Concepts,Foreign Countries

Numeracy Skills testing was brought to the forefront following the Action Now: Classroom Ready Teachers report in 2015. The announcement was met with much concern by many pre-service teachers (PSTs). Given the body of research associated with mathematics anxiety and assessment, which suggests that students' self-efficacy and confidence in their mathematical abilities can be counterproductive, this paper explores the impact of positive reinforcement and affirmation on the knowledge and mathematical ability of a cohort of PSTs facing the &quot;Numeracy Test for Initial Teacher Education Students&quot;.
Investigating Declining Enrolments in Secondary Mathematics
Author: Hine, Gregory
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Mathematics,Mathematics Instruction,Secondary School Students,Online Surveys,Course Selection (Students),College Preparation,Likert Scales,Qualitative Research,Enrollment Trends,Catholic Schools,Public Schools,Private Schools,Attitude Measures,Required Courses,School Personnel

This research paper examines the perspective of the Heads of Learning Area: Mathematics (HOLAMs) within all Western Australian secondary schools as to why they felt capable students were not enrolling in the two higher-level mathematics courses of study. All HOLAMs were invited to participate in a single, anonymous online survey comprising predominantly qualitative items. Key findings indicate perceptions of student awareness that two mathematics courses are not needed for university entrance, there are other viable and less rigorous courses of study available, and students can maximise their Australian Tertiary Admissions Ranking (ATAR) score without completing these mathematics courses.
A Rich Assessment Task as a Window into Students' Multiplicative Reasoning
Author: Downton, Ann
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Task Analysis,Grade 5,Grade 6,Cooperative Learning,Computation,Mathematics Activities,Mathematics Achievement,Problem Solving,Error Patterns,Critical Thinking,Teaching Methods,Foreign Countries

This study explored the potential of a rich assessment task to reveal students' multiplicative thinking in respect to a hypothetical learning trajectory. Thirty pairs of students in grades 5 and 6 attempted the task. Twenty-two pairs applied multiplicative structure to find the number of items in arrays. However counting and computational errors resulted in a success rate of less than 50%. The rich task provided valuable data about students' strategic choices and their need to develop computational fluency.
Whither Ability Grouping: Changing the Object of Groupwork
Author: Anthony, Glenda
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Ability Grouping,Grouping (Instructional Purposes),Elementary School Mathematics,Intervention,Foreign Countries,Heterogeneous Grouping,Group Activities,Teaching Methods,Social Theories,Interviews,Teacher Attitudes,Cooperative Learning

Grouping children by achievement levels is a thriving practice in New Zealand primary school mathematics classrooms. In this paper we look at the impact of a formative intervention project--&quot;Developing Communities of Mathematics Inquiry&quot;--that required a whole-school shift to mixed achievement grouping. Engeström's Cultural Historical Activity Theory framework is used to explore changes in the teachers' object/motives over the first year of the project. Teachers' learning about mixed-ability groupwork focused first on organisational and social structures, then participatory practices, and finally to students and their own mathematical sense-making. Such a shift is characteristic of expansive learning and transformative agency.
Learning by Leading: Dynamic Mentoring to Support Culturally Responsive Mathematical Inquiry Communities
Author: Hunter, Roberta
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Culturally Relevant Education,Inquiry,Mathematics Activities,Integrated Activities,Mentors,Educational Practices,Teacher Role,Beliefs,Cues,Faculty Development,Protocol Materials,Protocol Analysis,Elementary Secondary Education,Foreign Countries

While there is widespread agreement that &quot;all&quot; learners of the 21st century need to be numerate and literate, reforming pedagogical practices to achieve such an outcome is challenging for many teachers. This is a report of one aspect of a project which aims to integrate a culturally responsive pedagogical mathematics practice within communities of mathematical inquiry. The focus of this report is on the exploration of dynamic mentoring from the perspective of teachers. The results demonstrate how &quot;in the moment&quot; actions from mentors during lessons cause reflective transformations in pedagogical practices.
How Theory-Building Research on Instruction Can Support Instructional Improvement: Toward a Modelling Perspective in Secondary Geometry
Author: Herbst, Patricio
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Mathematics Instruction,Instructional Improvement,Secondary School Mathematics,Geometry,Models,Geometric Concepts,High School Students

How can basic research on mathematics instruction contribute to instructional improvement? In our research on the practical rationality of geometry teaching we describe existing instruction and examine how existing instruction responds to perturbations. In this talk I consider the proposal that geometry instruction could be improved by infusing it with activities where students use representations of figures to model their experiences with shape and space and I show how our basic research on high school geometry instruction informs the implementing and monitoring of such modeling perspective. I argue that for mathematics education research on instruction to contribute to improvements that teachers can use in their daily work our theories of teaching need to be mathematics-specific.
Large-Scale Professional Development towards Emancipatory Mathematics: The Genesis of YuMi Deadly Maths
Author: Cooper, Tom
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Change,Mathematics Instruction,Elementary School Teachers,Mathematics Teachers,Secondary School Teachers,Faculty Development,Indigenous Populations,Culture,Mathematics

This paper describes the genesis of YuMi Deadly Maths, a school change process that has been used in over 200 schools to develop mathematics teaching and learning to improve students' employment and life chances. The paper discusses the YuMi Deadly Maths approach to mathematics content and pedagogy, implemented through a process of PD and school change, and looks at the strengths and weaknesses of the process and the challenges it faces.
Key Elements of a Good Mathematics Lesson as Seen by Japanese Junior High School Teachers
Author: Ebaeguin, Marlon
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Junior High Schools,Secondary School Teachers,Teacher Attitudes,Teaching Methods,Mathematics Instruction,Communities of Practice,Cultural Influences,Lesson Plans,Teacher Collaboration,Cooperative Planning,Questionnaires

This study makes a comparison between what literature on Japanese Lesson Study suggests are key elements of a good mathematics lesson and what junior high school mathematics teachers in Japan value in planning their lessons. The teachers' strong consensus in their endorsements of these key elements explains why Japanese teachers strongly support and engage meaningfully in Lesson Study and sheds light on the tensions that may form when introducing Lesson Study to teachers outside Japan who may value these key elements differently.
Opening up the Profession: Inclusive Messages for Pre-Service Teachers from a Pedagogy Textbook
Author: Brass, Amber
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Preservice Teachers,Mathematics Instruction,Textbook Content,Textbook Standards,Textbook Research,Form Classes (Languages),Incidence,Educational Practices,Secondary School Curriculum

Textbooks are a ubiquitous part of classrooms in all levels of education. Whilst textbooks used in tertiary content subjects have been examined in several studies, research focused on textbooks used in mathematics pedagogy subjects is scarce. Using a discourse analytic framework, this paper presents data about the implicit and explicit messages sent to preservice primary teachers by a mathematics pedagogy textbook. Results suggest the majority of messages sent are inclusionary. However, there are contradictions and ambiguities about nature and field of mathematics education within these messages that are also discussed.
Investigating the Impact of Context on Students' Performance
Author: Almuna Salgado, Felipe
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Context Effect,Familiarity,Predictor Variables,Mathematics Activities,Teaching Methods,Instructional Effectiveness,Performance Based Assessment,Problem Solving,Secondary School Mathematics,Secondary School Students,Learner Engagement,Educational Experiments,Likert Scales,Foreign Countries,Statistical Analysis

This paper reports on a study that examines the effects of problem context on students' performance. The performance of 151 Year 10 students on six mathematical problems was compared with the performance on fifteen variants with more and less context familiarity (CF) and engagement (CE) across levels of context use (LCU). The latter explanatory variables (CF, CE, and LCU) are used to estimate the strength of the relationship among them and the students' performance. Results show that neither CF nor CE affect students' performance but LCU demanded in solving a problem does.
Assessing Children's Progress in Taking Intellectual Risks in a Mathematical Inquiry Classroom with a Positive Learning Approach
Author: Allmond, Sue
Date: 2016-00-00
Type: Reports - Research
Subjects: Risk,Mathematics Instruction,Inquiry,Active Learning,Scoring Rubrics,Elementary School Teachers,Feedback (Response),Interviews,Elementary School Students,Classroom Environment,Foreign Countries,Student Evaluation,Student Experience

Intellectual risk is valued among 21st century skills. Three primary teachers who promoted positive learning within mathematical inquiry collaborated with researchers to design and apply a rubric to assess children's progress in taking intellectual risks twice during the year. Results suggest that handling setbacks and giving feedback to peers were the most challenging skills initially, but showed significant gains by the end of the year. Teacher interviews discussed challenges that students faced and how positive classroom culture encouraged intellectual risk.
Interpreting Association from Graphical Displays
Author: Fitzallen, Noleine
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Statistical Data,Graphs,Mathematical Concepts,Concept Teaching,Mathematical Aptitude,Mathematics Achievement,Mathematics Activities,Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Elementary School Students,Video Technology,Interpretive Skills,Associative Learning,Interviews

Research that has explored students' interpretations of graphical representations has not extended to include how students apply understanding of particular statistical concepts related to one graphical representation to interpret different representations. This paper reports on the way in which students' understanding of covariation, evidenced through their interpretation of scatterplots, was applied to the interpretation of split stacked dot plots. The outcomes of the study suggest that incomplete understanding of the characteristics of a graph and the data displayed can lead to students applying knowledge of statistical concepts relevant to one graph type to misinterpret a different graph type.
Developing a Theoretical Framework for Classifying Levels of Context Use for Mathematical Problems
Author: Almuna Salgado, Felipe
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Activities,Context Effect,Problem Solving,Problem Sets,Classification,Statistical Analysis,Definitions,Use Studies,Evaluation Criteria,Program Validation,Concept Formation

This paper aims to revisit and clarify the term problem context and to develop a theoretical classification of the construct of levels of context use (LCU) to analyse how the context of a problem is used to formulate a problem in mathematical terms and to interpret the answer in relation to the context of a given problem. Two criteria and six indicators form the basis of the construct. While this construct connects to a previous classification of uses of contexts, several theoretical considerations are considered and clarified. Quantitative analysis suggests that the construct is effective in distinguishing between LCU.