ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics as It Happens: Student-Centred Inquiry Learning
Author: Brough, Chris
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Mathematics Education,Student Centered Learning,Inquiry,Integrated Curriculum,Mathematics Curriculum,Problem Solving,Participatory Research,Action Research,Mixed Methods Research,Primary Education,Relevance (Education),Learner Engagement,Geometry,Mathematics Skills,Outcomes of Education,Mathematics Activities,Class Activities,Scaffolding (Teaching Technique)

This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration (CI) that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. Participatory action research (PAR) was the methodology employed and mixed methods were used to collect data. The project took place in three primary school classrooms in New Zealand. The findings indicated that mathematics centred on real-life learning was highly engaging and that the measurement and geometric thinking explored went beyond New Zealand curriculum requirements.
Influences of Self-Perceived Competence in Mathematics and Positive Affect toward Mathematics on Mathematics Achievement of Adolescents in Singapore
Author: Areepattamannil, Shaljan
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,International Assessment,Foreign Countries,Mathematics Tests,Science Achievement,Science Tests,Adolescents,Student Attitudes,Regression (Statistics),Self Esteem,Competence,Grade 8,Likert Scales,Predictor Variables,Student Characteristics

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2007, examined the influences of self-perceived competence in mathematics and positive affect toward mathematics on mathematics achievement of adolescents in Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of self-perceived competence in mathematics and positive affect toward mathematics on mathematics achievement of adolescents in Singapore. Implications of the findings for policy and practice are discussed.
Socially Response-Able Mathematics Education: Lessons from Three Teachers
Author: Atweh, Bill
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Teaching Experience,Mathematics Activities,Mathematics Instruction,Student Participation,Learner Engagement,Citizenship Responsibility,Social Justice,Science Course Improvement Projects,Teaching Methods,Critical Theory,Foreign Countries

This paper examines the experiences of three teachers who were engaged in a project designed to enhance student engagement in mathematics through the development of real-world context activities which enabled students to use mathematics as a tool for responsible citizenship and the pursuit of social justice.
Exploring the Use of iPads to Engage Young Students with Mathematics
Author: Attard, Catherine
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Learner Engagement,Mathematics Instruction,Pedagogical Content Knowledge,Technological Literacy,Teaching Methods,Grade 2,Qualitative Research,Foreign Countries,Technology Integration,Technology Uses in Education,Mathematical Concepts,Elementary School Students

One of the most significant influences on student engagement is the teacher's pedagogical practices, including the incorporation of technology into the teaching and learning of mathematics. This paper reports on a qualitative study investigating how the incorporation of iPads into a Year 3 primary classroom during a six month trial influenced teaching and learning practices and student engagement with mathematics. All of the students appear to have had a positive experience during the trial and the classroom teacher believed their engagement with mathematics had improved as a result. Although there were challenges involved in integrating the iPads into mathematics lessons, some teaching practices were adapted to accommodate the technology. The integration of the iPads highlighted the need for teacher professional development and the importance of developing strong Technological Pedagogical Content Knowledge.
Working through the Practice Architectures of First Year University Mathematics Teaching
Author: Balatti, Jo
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Action Research,College Freshmen,Educational Practices,Teaching Methods,Instructional Innovation,Instructional Improvement,Educational Strategies,Foreign Countries

This paper describes how a group of university lecturers are adopting an action research approach to improve the learning experience of students in first year mathematics. Using the three categories of saying/thinking, doing, and relating (Kemmis, 2009) to explore practice, it describes the new practices of the action research team, the established practices of mathematics teaching at university, and the team's trials at changing elements of that teaching practice.
A Learning Community for Pre-Service Secondary Mathematics: Learning with and from Each Other
Author: Cavanagh, Michael
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary Education,Mathematics Teachers,Preservice Teacher Education,Field Experience Programs,Case Studies,Phenomenology,Cooperating Teachers,Student Teacher Supervisors,Cooperative Learning,Theory Practice Relationship,Reflective Teaching,Team Teaching,Program Effectiveness,Observation,Problem Solving,Mathematics Instruction,Computer Uses in Education,Questionnaires,Interviews,Focus Groups,Foreign Countries

This paper reports the impact of a collaborative professional experience model on pre-service secondary mathematics teachers' perspectives and practices within a learning community. Nine pre-service teachers made 12 school visits over one year to observe and co-teach problem-solving lessons in two Year 8 classes. They discussed the lesson with the teacher and the university supervisor, and posted reflective comments to an online forum. Data from questionnaires, interviews, and reflections indicate participation in the learning community helped pre-service teachers link theory and practice, learn from each other, and become more reflective.
An Experienced Teacher's Conceptual Trajectory for Problem Solving
Author: Butterfield, Barbara
Date: 2012-07-00
Type: Reports - Research
Subjects: Experienced Teachers,Problem Solving,Mathematical Concepts,Pedagogical Content Knowledge,Case Studies,Semi Structured Interviews,Task Analysis,Mathematics Curriculum,Mathematics Instruction,Teaching Methods,Foreign Countries

This study explores how teachers understand and translate curriculum statements into concepts that are better suited to supporting student progress with rich mathematical problem-solving tasks. We report the actions of one experienced teacher of primary mathematics in charting the sequence of concepts and processes relevant to the above issue. We contend that the study embellishes Pedagogical Content Knowledge dimensions of the framework advanced by Ball, Hill and Bass (2005). Implications for field experiences of prospective teachers of mathematics are discussed.
Emotions and the Development of Statistical Literacy
Author: Carmichael, Colin
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Affective Behavior,Emotional Experience,Student Interests,Task Analysis,Questionnaires,Likert Scales,Mathematics Achievement,Mathematics Activities,Middle School Students,Psychological Patterns,Affective Measures,Foreign Countries

Emotions play an important part in learning and are known to influence human development. The positive emotions of enjoyment and interest are thought to contribute to learning in distinctive ways, yet this distinction tends to be blurred in some learning research. This paper explores the role these two emotions play in the development of children's statistical literacy. It focuses on the responses of 220 middle-school children to just six self-descriptions, three assessing interest and three assessing enjoyment. Analysis of these responses suggests that the two emotions are difficult to differentiate empirically, but that differences in reported levels of enjoyment and interest may depend on students' perceptions of competence in the specific tasks with which they are engaged. Implications of this for teachers and researchers are discussed.
How Does Teacher Knowledge in Statistics Impact on Teacher Listening?
Author: Burgess, Tim
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Mathematics Instruction,Elementary School Teachers,Listening Skills,Teacher Influence,Knowledge Level,Video Technology,Interviews,Teacher Competencies

For teaching statistics investigations at primary school level, teacher knowledge has been identified using a framework developed from a classroom based study. Through development of the framework, three types of teacher listening problems were identified, each of which had potential impact on the students' learning. The three types of problems are described, with examples from the classroom along with links to the teacher knowledge framework. It is concluded that teacher knowledge is a necessary condition for avoiding such listening problems.
The Effects of Creating Rich Learning Environments for Children to Measure Mass
Author: Cheeseman, Jill
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Measurement,Elementary School Students,Interviews,Concept Formation,Mathematical Concepts,Foreign Countries,Pretests Posttests,Coding,Elementary School Mathematics

This paper reports on a design experiment regarding young children's concepts of mass measurement. 119 year one and two children were interviewed using a clinical interview both before and after the teaching period comprising five lessons that offered rich learning experiences regarding concepts of mass. The results of the interviews were that the majority of these Year 1 and 2 children moved from using non-standard units to using standard units and instruments for measuring mass.
Developments in Pre-Service Teachers' Mathematics for Teaching of Fractions
Author: Chinnappan, Mohan
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Fractions,Cohort Analysis,Teaching Methods,Instructional Effectiveness,Mathematical Models,Coding

The mathematics required for teaching is increasingly becoming an important issue for research (Ball, Thames &amp; Phelps, 2008). This study examines the development and quality of the mathematical content knowledge of a cohort of pre-service primary teachers. We commenced the study of the impact of a Model-Based Teaching and Learning (MBTL) approach on the development of pre-service teachers' conceptual knowledge in the domain of fractions (Forrester &amp; Chinnappan, 2011). In this present study we found further evidence for the robustness of MBTL as an effective instructional strategy in promoting conceptual knowledge.
Can UTeach? Assessing the Relative Effectiveness of STEM Teachers. Working Paper 173
Author: Backes, Ben
Date: 2016-12-00
Type: Reports - Research
Subjects: STEM Education,Science Teachers,Mathematics Teachers,Teacher Effectiveness,Program Effectiveness,Teacher Education Programs,Middle School Students,High School Students,Mathematics Tests,Science Tests,Scores,Effect Size

UTeach is a well-known, university-based program designed to increase the number of high-quality science, technology, engineering, and mathematics (STEM) teachers in the workforce. The UTeach program was originally developed by faculty at the University of Texas at Austin but has rapidly spread and is now available at 44 universities in 21 states; it is expected to produce more than 9,000 math and science teachers by 2020. Despite substantial investment and rapid program diffusion, there is little evidence to date about the effectiveness of UTeach graduates. Using administrative data from the state of Texas, we measure UTeach impacts on student test scores in math and science in middle schools and high schools. We find that students taught by UTeach teachers perform significantly better on end-of-grade tests in math and end-of-course tests in math and science by 5% to 12% of a standard deviation on the test, depending on grade and subject. The effect is larger for the founding site at the University of Texas at Austin than for replication UTeach sites, with estimated upper bounds of additional months of learning for students taught by UTeach Austin graduates of 4.0 months in high school math and 5.7 months in high school science. Controlling for the selectivity of the undergraduate institution appears to explain the differential between Austin and replication UTeach sites, but not the overall difference between UTeach and non-UTeach teachers.
Time to Tenure: Does Tenure Reform Affect Teacher Absence Behavior and Mobility? Working Paper 172
Author: Goldhaber, Dan
Date: 2016-12-00
Type: Reports - Research
Subjects: Tenure,Models,Correlation,Teacher Persistence,Teacher Attendance,State Legislation,Educational Legislation,Teacher Behavior,Faculty Mobility,Databases,Statistical Analysis

We rely on natural experiments in North Carolina and Washington State, which previously extended time to tenure by one year, to estimate models that assess the relationship between the extended probationary period and absence and attrition outcomes for teachers affected by the new tenure laws. Across both states we find evidence of decreases in teacher absences for probationary teachers who are subject to the new extended tenure laws, and in Washington, we find a significant reduction in absences in the specific year in which tenure was extended. We find mixed evidence for teacher attrition and mobility.
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. Working Paper 171
Author: Goldhaber, Dan
Date: 2016-12-00
Type: Reports - Research
Subjects: Teacher Competencies,Longitudinal Studies,Public Schools,Educational History,Disadvantaged Youth,At Risk Students,Socioeconomic Influences,Public School Teachers,Teacher Qualifications,Achievement Gap,Racial Differences,Ethnic Groups,Correlation,Statistical Analysis,School Districts,School Segregation,Databases,Geographic Location,Teacher Effectiveness,Scores,Standardized Tests,Value Added Models

There is mounting evidence of substantial &quot;teacher quality gaps&quot; (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state and for all measures we consider of student disadvantage and teacher quality. But there is variation in the magnitudes and sources of TQGs over time, between the two states, and depending on the measure of student disadvantage and teacher quality.
Teacher Subject Matter Knowledge of Number Sense
Author: Briand-Newman, Hannah
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Pedagogical Content Knowledge,Teacher Competencies,Case Studies,Kindergarten,Faculty Development,Knowledge Level,Teacher Collaboration

Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, &quot;an awareness of how mathematical topics are related over the span of mathematics included in the curriculum&quot; (Ball, Thames, &amp; Phelps, 2008, p. 403). This study uses a collective case study design, in which three Kindergarten teachers from Greig Heights Primary School participated in a professional learning and development program designed to enhance aspects of their teacher knowledge. This paper will provide an emerging description of the nature of teacher knowledge, and discuss the potential implications this has for catering for the needs of students at-risk of experiencing difficulties in acquiring early numeracy skills (i.e., number sense knowledge).
Teaching Assistants and Nonteaching Staff: Do They Improve Student Outcomes? Working Paper 169
Author: Clotfelter, Charles T.
Date: 2016-10-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Elementary School Students,Role,Minority Group Students,White Students,Racial Differences,Health Personnel,Academic Achievement,Student Behavior,Class Size,Resource Allocation,Financial Support,Elementary Schools,Statistical Analysis

This paper examines the role of teaching assistants and other personnel on student outcomes in elementary schools during a period of recession-induced cutbacks in teachers and teaching assistants. Using panel data from North Carolina, we exploit the state's unique system of financing its local public schools to identify the causal effects of teaching assistants and other staff on student test scores in math and reading and other outcomes. We find remarkably strong and consistent evidence of positive contributions of teaching assistants, an understudied staffing category, with larger effects on outcomes for minority students than for white students. A supplemental table is appended.
Mathematics Knowledge for Teaching: Evidence from Lesson Study
Author: Chinnappan, Mohan
Date: 2012-07-00
Type: Reports - Research
Subjects: Pedagogical Content Knowledge,Communities of Practice,Mathematics Instruction,Elementary School Teachers,Elementary School Mathematics,Mixed Methods Research,Interviews,Foreign Countries,Fractions,Faculty Development,Teaching Methods,Teacher Competencies,Case Studies

In this study we take up the issue of teacher knowledge by characterising the quality of one teacher's Mathematics Knowledge for Teaching (Ball, Thames and Phelps, 2008) by examining her Pedagogical Content Knowledge (PCK) that was accessed during a Lesson Study observation in a Chinese primary school. Results show that the participant's PCK was robust in the way she weaved knowledge of content and her students. We explore implications for the development and sharing of this knowledge in the context of her further involvement in our Lesson Study.
Mathematical Knowledge for Teaching of MERGA Members
Author: Callingham, Rosemary
Date: 2012-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Teachers,Teacher Educators,Pedagogical Content Knowledge,Online Surveys,Teacher Surveys,Teacher Attitudes,Beliefs,Foreign Countries,Elementary Secondary Education,Statistical Analysis

Although there has been considerable interest in teachers' knowledge for teaching mathematics for nearly a quarter of a century, little attention has been paid to the knowledge of mathematics teacher educators. The responses of 57 MERGA members to an online survey addressing beliefs about mathematics and its teaching, mathematics content knowledge and mathematics pedagogical content knowledge are reported. Teacher educators found the items addressing pedagogical content knowledge more difficult than mathematics content questions or endorsing beliefs, and the type of employment appeared to be a more important influence on outcomes than the level of mathematics studied. [This research was supported by the Australian Learning and Teaching Council Priority Projects grant number PP10-1638.]
Mathematics Education as a Multicultural Field of Research and Practice: Outcomes and Challenges
Author: Artigue, Michèle
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Mathematics Education,Educational Research,Educational History,Foreign Countries,Personal Narratives,Mathematics Teachers,International Cooperation,Comparative Analysis,Cross Cultural Studies

Mathematics education seen both as a field of research and as a field of practice is a multicultural field. For a while, this essential characteristic of the field has been underestimated but this is no longer the case. Both theoretical frameworks and empirical research help us today better approach this phenomenon, understand its impact on the field, reflect on research outcomes and the value of knowledge progressively built as well as on the challenges that we globally face as a community. In this lecture I would like to share with the audience my vision of this evolution and of the potential it offers for the field of mathematics education, relying on my personal experience as a researcher raised in a specific culture but also involved in many international collaborations, and on my engagement in ICMI, the International Commission on Mathematical Instruction, an institution which, for more than one century, has tried to contribute to the development of mathematics education through international exchanges and collaboration.
Doing It Differently: The Ups and Downs of Peer Group Learning
Author: Belward, Shaun
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Peer Teaching,Cooperative Learning,Action Research,Mathematics Instruction,College Students,College Mathematics,Teaching Methods,Reflection,Meetings,Innovation,Decision Making,Attitude Measures,Surveys

Peer group learning is the name we have given to a particular type of collaborative learning that has been implemented as part of an action research project designed to improve teaching and learning of first year university mathematics at James Cook University. Using an innovation-decision process model we analysed the response of academics to the implementation of the peer group learning initiative. The analysis reveals that the action research methodology allows generally positive attitudes regarding the initiative to surface.
Certification Status and Experience of U.S. Public School Teachers: Variations across Student Subgroups. NCES 2017-056
Author: Rahman, Taslima
Date: 2017-03-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Certification,Experienced Teachers,Teacher Qualifications,Institutional Characteristics,Student Characteristics,Elementary Secondary Education,National Competency Tests,National Surveys,Grade 4,Grade 8,Academic Degrees,Race,Ethnicity,English Language Learners,Disabilities,Low Income Students,Urban Schools,School Districts

This report provides a snapshot of the extent to which U.S. public school students are taught by certified and experienced teachers. The report uses two datasets available to the National Center for Education Statistics (NCES): the Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP). SASS provides a comprehensive picture, as it includes teachers of K-12 students in all subjects. NAEP provides a picture specific to grades 4 and 8. In addition, NAEP data are directly related to teachers of two key subjects: reading and mathematics. SASS data are available for the 2011-12 school year and NAEP data are available for 2013 and 2015. The report presents the percentage of U.S. public school students who are taught by teachers with state certification, by teachers with more than 5 years of experience, and by teachers with a postsecondary degree in the subject in which they teach by various school and student characteristics. Taken together, the information from SASS and NAEP illustrates that access to teachers with certification and other qualifications varies among students in different demographic groups, in different school settings, and in different states and large urban school districts. The following are appended: (1) Chapter 2 Data Tables; and (2) Chapter 3 Data Tables. Technical Notes are included.