ethanporcaro/eric-fulltext-meta huggingface dataset:
Quantitative Relationships Involving Additive Differences: Numerical Resilience
Author: Ramful, Ajay
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Grade 6,Problem Solving,Statistical Analysis,Thinking Skills,Algebra,Mathematics Instruction,Mathematical Concepts,Numbers,Interviews

This case study describes the ways in which problems involving additive differences with unknown starting quantities, constrain the problem solver in articulating the inherent quantitative relationship. It gives empirical evidence to show how numerical reasoning takes over as a Grade 6 student instantiates the quantitative relation by resorting to guess-and-check trials. Although our study focuses on a single case study and a set of limited tasks, analysis of the data brings forth the necessity to give more explicit curricular attention to additive differences.
Improving the Effectiveness of the Whole Class Discussion in the Summary Phase of Mathematics Lessons
Author: Walker, Nadia
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Large Group Instruction,Group Discussion,Discussion (Teaching Technique),Foreign Countries,Teacher Surveys,Reports,Feedback (Response),Teacher Attitudes,Lesson Plans,Elementary School Teachers

The following is a report of aspects of a project that is exploring the implementation of mathematically challenging tasks and ways of supporting teachers to facilitate effective lessons. Teacher participants indicate that the three-part lesson structure proposed for implementation is valuable. However, they continue to describe the summary phase as complex. The data presented below suggest that repeated opportunities for students to voice their strategies in a cumulative approach may lead to a more purposeful whole-class discussion during the summary phase. [The Encouraging Persistence Maintaining Challenge project is funded through an Australian Research Council Discovery Project (DP110101027).]
Mental Calculation Strategies of a Student Attending a Special School for the Intellectually Disabled
Author: Rumiati, Rumi
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Ability,Mental Computation,Special Education,Special Schools,Special Needs Students,Intellectual Disability,Interviews,Learning Strategies,Problem Solving,Addition,Subtraction,Knowledge Level,Mathematical Aptitude,Secondary School Mathematics,Secondary School Students,Foreign Countries,Case Studies

Pat was a 19-year-old attending a Special School for the Intellectually Disabled in Indonesia. She was interviewed by the first author regarding her mental calculation strategies when solving 1- and 2-digit addition and subtraction problems. Results indicate that she was able to see ten as a unit composed of ten ones and was facile in using standard written algorithms: addition with or without carrying and subtraction with or without borrowing. Her mental calculation strategies were influenced by the taught standard written algorithms. These algorithms seem to be counter-productive. However, with appropriate supports, she might have a potential to be an accurate and flexible mental calculator.
Newcomers' Experiences of MERGA 36
Author: Semler, Yvette
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Social Theories,Questionnaires,Learning Experience,Interviews,Professional Associations,Teacher Researchers,Beginning Teachers,Communities of Practice,Likert Scales,Conferences (Gatherings),Sense of Community,Participant Satisfaction,Foreign Countries

This paper reports on the experiences of newcomers at the 36th Annual MERGA Conference. The paper applies Wenger's (1998) social learning theory to explore the kinds of feedback that might assist newcomers. Questionnaire responses to describe the experience of ten newcomers and interview responses from five of the ten are reported. The participants identified the stimulating presentations and being immersed in an environment conducive to rich dialogue as important factors that contributed to a positive experience. The newcomers felt welcomed by the MERGA community and were able to contribute, particularly those who had previous experience in research or at other conferences.
Using Percentages to Describe and Calculate Change
Author: Price, Beth
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Computation,Mathematical Concepts,Formative Evaluation,Diagnostic Tests,Computer Assisted Testing,Online Courses,Test Format,Mathematics Achievement,Task Analysis,Secondary School Students,Problem Solving,Problem Sets,Foreign Countries

This study reports on the use of formative, diagnostic online assessments for the topic percentages. Two new item formats (drag-drop and slider) are described. About one-third of the school students (Years 7 to 9) could, using a slider, estimate &quot;80% more than&quot; a given length, in contrast with over two-thirds who could estimate &quot;90% of&quot; a given length. While four-fifths of the school students could, using drag-drop cards, choose the 2-step calculation of a reduced price after a 35% discount, only one-third could choose the corresponding 1- step calculation.
Online Students' Perceptions of Interactive Tools to Support Postgraduate Learning of Mathematics
Author: Prieto, Elena
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Graduate Students,Mathematics Education,Educational Technology,Online Courses,Inservice Teacher Education,Preferences,Computer Mediated Communication,Technology Uses in Education,Interaction,Educational Quality,Performance Factors,Student Surveys,Likert Scales,Time Factors (Learning),Time on Task,Grades (Scholastic),Incidence,Comparative Analysis,Blended Learning,Student Experience,Foreign Countries

With the advent of new technologies, methods of blended learning are used in online mathematics classrooms to facilitate interactions and provide a richer experience for students. This paper analyses data obtained from practising teachers during their participation in two postgraduate mathematics courses. We conclude that discussion forum interactions are students' preferred way of online learning. Also, although high levels of interaction do not necessarily correlate with success, they are essential for some students to persist with difficult content.
Arithmetical Strategies of a Student with Down Syndrome
Author: Rumiati, Rumi
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Arithmetic,Down Syndrome,Special Education,Foreign Countries,Problem Solving,Mathematics Education,Numbers,Teaching Methods,Computation,Addition,Case Studies,Subtraction,Interviews

Kayla was a 15 years old girl with Down syndrome attending a special education school in Indonesia. A modification of Wright et al.'s (2006) approach to assessment documented her number knowledge and arithmetical strategies. This paper discusses the assessment process and the results focusing on her ability to solve number problems. Results show that Kayla's stages in early arithmetical learning and base ten arithmetical strategies are the same as those of typical developing students of a much younger age. This supports the notion that a student with Down syndrome may be capable of learning arithmetic similar to that learned by typical developing children, but their speed of learning appears to be much slower.
Developing Students' Functional Thinking in Algebra through Different Visualisations of a Growing Pattern's Structure
Author: Wilkie, Karina J,
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Algebra,Mathematics Instruction,Teaching Methods,Visualization,Mathematical Concepts,Mathematical Logic,Mathematics,Foreign Countries,Elementary School Students

This design-based research project investigated the development of functional thinking in algebra for the upper primary years of schooling. Ten teachers and their students were involved in a sequence of five cycles of collaborative planning, team-teaching, evaluating and revising five lessons on functional thinking for their students over one year. This paper focuses on two aspects of the study related to developing students' functional thinking by visualising the structure of a growing pattern in different ways. An appendix presents the assessment task used at the beginning of the lesson sequence.
The Effect of Language, Gender and Age in NAPLAN Numeracy Data
Author: Wilson, Tim
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Grade 2,Mathematics Skills,Mathematics Instruction,Mathematical Concepts,Foreign Countries,Mathematics,Comparative Analysis,Mathematical Models,Statistical Analysis,Gender Differences,Age Differences

This study investigates the relationship between students ability to answer reduced language dependency mathematical questions with their overall numeracy level. It investigates whether a student's success at reduced language mathematical questions translates into better overall numeracy scores. It was found, students have up to two years advancement if able to correctly answer reduced language dependency questions. This phenomenon was clearly apparent in the overall findings, but was most pronounced at the Year 3 level test, and for female students.
Beliefs of Teachers Who Teach Intensive One-to-One Intervention about Links to Classroom Teaching
Author: Tran, Thi L.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Teacher Attitudes,Intervention,Classroom Techniques,Questioning Techniques,Mathematics Instruction,Questionnaires,Focus Groups,Qualitative Research,Mathematics Teachers,Mathematics

This paper reports teachers' beliefs about the extent to which expertise in one-to-one teaching can be transferred to classroom teaching. The study involved 21 mathematics intervention specialists. Data collection involved a structured questionnaire with six openended questions. Participants were found to be very positive towards transferring strategies developed in one-to-one teaching to their classroom teaching. The strategies included using material settings, using particular questioning techniques, incorporating assessment into teaching, focusing on dimensions of mathematisation, valuing students' responses, teaching at the 'cutting edge', and using mathematical language.
Fostering the Promise of High Achieving Mathematics Students through Curriculum Differentiation
Author: Zmood, Simone
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Curriculum Development,Individualized Instruction,High Achievement,Teaching Methods,Mathematics Achievement,Academically Gifted,Acceleration (Education),Difficulty Level,Student Characteristics

Recent research suggests some teachers may not have a wide range of teaching and learning strategies for their most proficient mathematics students, which could impact on these students' learning and ongoing improvement in performance. This paper outlines the different drivers of high achievement and explores the main curriculum differentiation strategies schools and teachers can use for such students. With a toolkit of appropriate strategies, teachers can ensure that class time is productive for their high achieving students and that these students have the opportunity to fully develop their mathematical abilities over the course of the year.
Comparing the Score Distribution of a Trial Computer-Based Examination Cohort with That of the Standard Paper-Based Examination Cohort
Author: Zoanetti, Nathan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Testing,Comparative Analysis,Mathematical Concepts,Mathematics Tests,Regression (Statistics),Statistical Analysis,Test Bias,Multiple Choice Tests,Computer Uses in Education,Foreign Countries,Grade 11,Student Volunteers,Mathematics Education

From 2011-2013 the VCAA conducted a trial aligning the use of computers in curriculum, pedagogy and assessment culminating in a group of 62 volunteer students sitting their end of Year 12 technology-active Mathematical Methods (CAS) Examination 2 as a computer-based examination. This paper reports on statistical modelling undertaken to compare the distribution of results for this group with the standard cohort, and any differences in student response between the two groups at the item level.
Symmetrical Measuring: An Approach to Teaching Elementary School Mathematics Informed by Yup'ik Elders
Author: Wong, Monica
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Elementary School Students,Mathematics Instruction,Teaching Methods,Eskimos,Indigenous Knowledge,Culturally Relevant Education,Measurement,Human Body,Mathematics Curriculum,Curriculum Development,Mathematics Activities,Rural Schools,Body Height,Body Composition,Number Concepts

What would the curriculum look like if it were developed from the perspective of measuring? Without formal tools, the Yup'ik Eskimos of Alaska used their body as a measuring device and employed ratios extensively in their daily practices. &quot;Math in a Cultural Context&quot; is developing curriculum materials based on Yup'ik Elders use of mathematics. This paper describes a hypothesised learning/teaching sequence that is grounded in real life experience and linked to the mathematics in the classroom. Activities that were trialled in classrooms at a K-12 school in interior Alaska are also reported.
Year 3/4 Children's Forms of Justification
Author: Widjaja, Wanty
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematical Logic,Generalization,Cognitive Processes,Video Technology,Writing Assignments,Verbal Communication,Qualitative Research,Elementary School Students

Engaging children in justifying, forming conjectures and generalising is critical to develop their mathematical reasoning. Previous studies have revealed limited opportunities for primary school children to justify their thinking, form conjectures and generalise in mathematics lessons. Forms of justification of Year 3/4 children from three schools in Victoria, Australia will be examined. Evidence from children's written explanations and their verbal explanations captured in video recordings revealed that some children employed sophisticated mathematical ideas in their justifications. The value of making children's reasoning explicit through written explanations and verbal communications is highlighted
Comprehensive Statewide Plan for Postsecondary Education
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2016-07-21
Type: Reports - Evaluative
Subjects: Postsecondary Education,Statewide Planning,Educational Objectives,Educational Needs,Community Colleges,State Colleges,State Universities,Institutional Mission,College Role,Educational Facilities,Facility Planning,Student Needs,Partnerships in Education,Futures (of Society),Educational Trends,Labor Force Development,Technology Transfer,Citizenship Education,Educational Technology,Technology Uses in Education,Access to Education,Student Costs,Student Centered Learning,Student Personnel Services,College Graduates

The constitution and statutes of Nebraska assign the Coordinating Commission for Postsecondary Education the responsibility for comprehensive planning for postsecondary education in Nebraska. The purpose of the &quot;Comprehensive Plan for Postsecondary Education&quot; is to provide direction for the future of postsecondary education in Nebraska. It identifies goals that will lead to an educationally and economically sound, vigorous, progressive, and coordinated higher education network throughout the state. It is used by the Coordinating Commission to facilitate most of its statutory decision-making processes. For the state and its students to receive maximum benefits, the Comprehensive Plan must be accepted and supported by the educational community, the governor, the Legislature, businesses, and citizens within the state. The Comprehensive Plan is built upon the foundation of existing postsecondary educational institutions within the state, the current and projected demographics of the state, the economic and political realities of the state, and the state's constitution and statutes. By statute, the Plan must include the role and mission assignments for each public postsecondary education institution, as well as the Commission's recommended guidelines on issues such as tuition and fee levels, admission standards, dual credit, and articulation. It is the shared vision and statewide goals, however, that most influence the design of the Comprehensive Plan. As the environment for postsecondary education changes, the Comprehensive Plan must continually evolve and adjust. It is the responsibility of those who are interested in education and care about Nebraska's future to review regularly this vital document to assure it meets the state's changing needs. A review of Nebraska's evolving environment and the Comprehensive Plan's vision, goals, and guidelines was undertaken in 2015 and in 2016. Additional review and revisions will follow. The following are appended: (1) Nebraska Postsecondary Education Institutions; (2) Guidelines for Distance Learning; and (3) Commission-Established Peer Lists.
2015 Graduation and Dropout Report. Graduation Matters Montana
Author: Montana Office of Public Instruction
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: High School Graduates,Graduation Rate,Dropout Rate,Dropouts,State Programs,Education Work Relationship,Financial Support,College Readiness,Career Readiness,Dropout Prevention,American Indian Students,Low Income Students,Economic Development

In today's economy, a quality public education is the key to economic prosperity for young people. When Superintendent of Public Instruction Denise Juneau took office in 2009, there were 2,272 public school students who dropped out of school, and Montana had a dropout rate of five percent. For a state with a school population as small as Montana, these numbers were unacceptable. Understanding the potential economic consequences for individuals, communities and the state, Superintendent Juneau made dropout prevention a priority of the Office of Public Instruction. Inspired by the early successes of the Graduation Matters Missoula initiative, Superintendent Juneau launched Graduation Matters Montana in 2010. Graduation Matters Montana is a statewide effort to ensure Montana students graduate from high school prepared for college and the workforce. Juneau's effort has drawn from national best practices and strategies that are working. Since 2009, Montana's dropout rate has been cut by more than a third. The state's graduation rate reached another historic high in 2014-2015 at 86 percent. This report provides a description of how Graduation Matters Montana has taken hold in ways that are easy to see and describes how Graduation Matters Missoula was the seed from which Graduation Matters Montana grew.
The Role of Challenging Mathematical Tasks in Creating Opportunities for Student Reasoning
Author: Sullivan, Peter
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Mathematical Logic,Abstract Reasoning,Mathematics Skills,Elementary School Mathematics,Primary Education,Student Centered Learning,Problem Solving,Teaching Methods,Observation,Mathematics Tests,Pretests Posttests,Mathematical Concepts,Learner Engagement,Educational Environment

The following is a report of an exploration of what mathematical reasoning might look like in classrooms. Focusing on just one lesson in one classroom, data are presented that indicate that upper primary students are willing and able to reason for themselves, especially in classrooms in which the culture for such reasoning has been established. It seems that the opportunities to reason are a product of the tasks that are posed, the structuring of the classroom, and the willingness of the teachers to allow students to engage with the tasks for themselves.
&quot;I Just Need to Believe in Myself More&quot;: The Mathematical Self-Belief of Year 7 Students
Author: Dimarakis, Nicole
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics,Mathematics Instruction,Self Efficacy,Beliefs,Student Motivation,Mathematics Tests,Achievement Tests,Secondary School Mathematics,Secondary School Students,Likert Scales,Interviews,Mathematics Achievement

Self-belief can directly predict students' academic motivation and achievement. Research indicates that mathematical self-belief often decreases during the middle years of schooling. This study explored the mathematical self-belief development of 15 Year 7 students. Data were gathered from a survey, a mathematics achievement test and interviews. Results were analysed and interpreted from a multilevel perspective. Findings indicate that student-level characteristics, such as persistence, were the most influential on mathematical self-belief. While class-level contexts, such as ability grouping, were less influential, interpersonal relationships with teachers played a major role. [The research reported in this paper was part of a larger project supported by an Australian Research Council Linkage grant.]
A Guide to Calculating District Expenditure-to-Performance Ratios Using Publicly Available Data. REL 2017-179
Author: Ryan, Sarah
Date: 2017-02-00
Type: Guides - Non-Classroom
Subjects: School Districts,Expenditure per Student,Academic Achievement,Computation,Efficiency,Educational Indicators

Districts across the nation are seeking ways to increase efficiency by maintaining, if not improving, educational outcomes using fewer resources. One measure that is sometimes used as a proxy for school district efficiency is an expenditure-to-performance ratio, for example a ratio of per pupil expenditures to student academic performance. This guide shows states and districts how to use publicly available data about district-level expenditures and student academic performance to create six expenditure-to-performance ratios. By illustrating the steps needed to calculate different expenditure-to-performance ratios, the guide also provides states and districts with a straightforward strategy for exploring how conclusions about district efficiency may vary, sometimes substantially, depending on which types of expenditures and which measures of performance are considered. The guide is based on a recent Regional Educational Laboratory (REL) Northeast and Islands project conducted for the Northeast Rural Districts Research Alliance and uses state education department data from one state in the REL Northeast and Islands region. Through the illustration of the steps necessary for calculating expenditure-to-performance ratios, the guide provides states and districts with a set of steps they can use to explore districts' resource use. Particularly given the descriptive nature of the expenditure-to-performance ratios, the guide also summarizes both the implications for and the limitations of their use. Appendices include: (1) Steps involved in Calculating Descriptive Statistics and Response Frequencies using IBM SPSS Statistics; (2) Steps Involved in Calculating Expenditure-to- Performance Ratio A Using IBM SPSS Statistics; and (3) Steps Involved in Ranking Districts on expenditure-to- Performance Ratio A Using IBM SPSS Statistics. [This report was produced in collaboration with the Northeast Rural Districts Research Alliance.]