ethanporcaro/eric-fulltext-meta huggingface dataset:
Immigrant Latina Mothers' Participation in a Community Mathematization Project
Author: Willey, Craig
Date: 2008-11-00
Type: Journal Articles
Subjects: Immigrants,Hispanic Americans,Mothers,Parent Participation,Mathematics Instruction,Community Programs,Adult Education,Parent Education,Urban Schools,Elementary Schools,After School Programs,Spanish Speaking,Hispanic American Students,Networks,Identification (Psychology),Case Studies,Mathematical Concepts,Discussion (Teaching Technique),Concept Formation

This paper shows how Latina, immigrant mothers expanded their mathematical boundaries by participating in a community mathematization project. These mothers were not only participants, but also curriculum designers in collaboration with university researchers. By involving the mothers in the design of the project, researchers improved the likelihood that the project would reflect Latina/o &quot;funds of knowledge&quot; and capitalize on Latina/o epistemology. This contrasts with typical approaches to mathematics teaching and learning that ignore the knowledge of parents or do not define them as collaborators. The data collected by children and parents from community sites were collaboratively analyzed by teams of undergraduate student facilitators, elementary students, parents, and researchers. The final products were digital stories that illustrated the mathematics in the daily operations of a particular community site as well as posed a potential mathematical problem that the worker might encounter. Our findings reveal the mathematics that is evident to the mothers, as well as how social networks function to support Latina parents' development of mathematical knowledge and agency.
Becoming Competent, Confident and Critically Aware: Tracing Academic Numeracy Development in Nursing
Author: Galligan, Linda
Date: 2013-04-00
Type: Journal Articles
Subjects: Numeracy,Nursing Students,Adult Students,Mathematics,Student Development,Mathematics Skills,College Mathematics,Nursing Education,Foreign Countries,Developmental Psychology,Courses

This paper describes the mathematical journey of a mature aged nursing student as she struggles to become more academically numerate. Within the paper, academic numeracy is defined around three features: competence, confidence and critical awareness of both the context of mathematics and students' own relationship with mathematics. It then uses this definition to describe a course for 1st year nursing students to develop their mathematics skills needed for their degree. A conceptual framework, based on Valsiner's Human Development Theory, is used to trace students' developing understanding of academic numeracy. Finally the paper describes one student, Sally, as she struggles to become more numerate.
Parents' Interactions with Their Children When Doing Mathematics
Author: Civil, Marta
Date: 2008-11-00
Type: Journal Articles
Subjects: Interaction,Parent Child Relationship,Hispanic Americans,Mathematics Instruction,Parent Attitudes,Teaching Methods,Parents as Teachers,Cultural Influences,Experience,Interviews,Focus Groups,Workshops,Observation,Grounded Theory,Addition,Subtraction,Problem Solving,Elementary School Mathematics,Parent Background

In this paper we discuss a study that looks at the kinds of practices that Latino parents use to support their children's learning of mathematics. Some of our findings reveal that parents react to their children's mathematics education looking back to their own experiences as students. Thus, in some cases, they are faced with pedagogical strategies unfamiliar to them. This may lead to conflict but also to possibilities for exchange of strategies and learning for both parties, children and parents. Our study shows the resourcefulness among parents who not only had different learning experiences but also may encounter a language barrier. Parents turn to the community for help, such as taking their children to the community centre, or asking other family members or neighbors for help with homework. There are also parents who express some concern about the level of the mathematics that their children are studying. Some parents deliberately engage with their children in activities that promote and require explicit display of mathematical reasoning and knowledge. Our findings point to the different ways in which community, family and school are connected.
How Visual Imagery Contributed to College: A Case of How Visual Imagery Contributes to a College Algebra Student's Understanding of the Concept of Function in the United States
Author: Lane, Rebekah M.
Date: 2011-09-00
Type: Journal Articles
Subjects: Visual Aids,College Mathematics,Algebra,Mathematics,College Students,Qualitative Research,Case Studies,Cognitive Style,Interviews,Questionnaires

This investigation utilized the qualitative case study method. Seventy-one College Algebra students were given a mathematical processing instrument. This testing device measured a student's preference for visual thinking. Two students were purposefully selected using the instrument. The visual mathematical learner (VL) was discussed in this article. VL was presented with mathematical tasks to complete over the course of a semester. Each task was given to the student individually. In order to thoroughly understand VL's responses, taskbased interviews were conducted and videotaped. In addition, the student was interviewed based on her response to the mathematical tasks. The tasks captured different types of mathematical functions. These included linear, quadratic, absolute value, and exponential functions. As patterns emerged from the data, the researcher called them categories. Several emerging categories were examined in the article. Also, O'Callaghan's (1998) translating component was present during the completion of linear, quadratic, absolute value, and exponential functions.
&quot;Connectivism&quot;--A New Paradigm for the Mathematics Anxiety Challenge?
Author: Klinger, Christopher M.
Date: 2011-02-00
Type: Journal Articles
Subjects: Adult Learning,Adult Education,Mathematics Education,Student Attitudes,Mathematics Anxiety,Negative Attitudes,Teaching Methods,Student Needs,Constructivism (Learning),Student Characteristics,Epistemology,Behaviorism,Cognitive Processes,Social Cognition,Learning Theories,Technology Uses in Education

A major challenge for practitioners in adult mathematics education is to achieve effective learning outcomes in the face of prevailing negative attitudes in their students, often present as a consequence of unsatisfactory early mathematics learning experience and flowing from the wellestablished connection between adult innumeracy and mathematics anxiety. Whether in nonspecialist mathematics teaching in diverse disciplines such as economics, nursing, and teacher education, or in adult numeracy teaching, the issues are essentially the same: traditional approaches to mathematics teaching, including constructivism, do not work for math-averse students. The need to find new ways to tackle old problems is further fuelled by the impact of the digital age, with mounting evidence that many aspects of accepted teaching and learning practices are being generally undermined by learners' exposure to technology. Consideration of some stereotypes of traditional methodologies in the context of behavioural and cognitive characteristics common among math-averse and math-anxious students motivates a re-framing of the practitioner's approach and outlines strategies for effective practice that find alignment with connectivist approaches to learning, which is a more flexible approach than the constructivism currently favoured as a positive way of presenting mathematics to learners.
Parental Engagement in a Classroom Community of Practice: Boundary Practices as Part of a Culturally Responsive Pedagogy
Author: Quintos, Beatriz
Date: 2008-11-00
Type: Journal Articles
Subjects: Parent Participation,Communities of Practice,Culturally Relevant Education,Mathematics Education,Case Studies,Ethnography,Minority Group Students,Urban Schools,Elementary School Students,Grade 5,Parents,Elementary School Teachers,Mexican Americans,Elementary School Mathematics,Qualitative Research,Interviews,Observation,Grounded Theory

This study addresses the pressing need to recognize and include disenfranchised students within mathematics education in a way that incorporates the voices of their communities. We use the concept of boundary practices to point to the multiple ways in which the mathematics learning practices in a classroom connect or disconnect, include or exclude, adults as a resource for a culturally responsive pedagogy. Case studies developed through ethnographic methods of data collection allow an in-depth analysis and exploration of emergent themes. Our data suggest that the nature of the community of practice plays a critical role in establishing relationships with parents. Parental involvement is distributed and influenced by the nature and history of the community, as well as by the identities of the participants. Finally, our data indicate that a culturally relevant pedagogy facilitates an egalitarian dialogue with parents and between parents and children.
Addressing Adult Innumeracy via an Interventionist Approach to Mathematics Aversion in Pre-Service Primary Teachers
Author: Klinger, Christopher M.
Date: 2011-09-00
Type: Journal Articles
Subjects: Numeracy,Adults,Mathematics Anxiety,Preservice Teachers,Elementary Education,Student Attitudes,Mathematics Skills,Self Efficacy,Questionnaires,Mathematics Tests,Intervention,Preservice Teacher Education,Foreign Countries

Student primary teachers tend to have pervasive and frequently severe negative attitudes, low mathematics self-efficacy beliefs, and anxiety of mathematics that are more extreme than those of any other undergraduate student group. If unaddressed, such mathematics aversion will be carried into primary school classrooms, presenting a tangible and substantial risk to the mathematics learning experiences of generations of primary pupils and perpetuating the relationship between adult innumeracy and mathematics anxiety. Here, the role of primary teachers is considered via a specific focus on the mathematics attitudes and competencies of pre-service (student) primary teachers commencing their first year of Bachelor of Education (Junior Primary and Primary) degree studies. This involves, firstly, a review of an earlier study using the IMAES instrument developed by the author, which identifies the students' perceptions of mathematics, including their own capabilities; and secondly, analysis of the results of a short but comprehensive skills test administered to a different (but comparable) cohort so as to identify facets of the students' understanding of, and capacity to carry out, fundamental mathematical tasks. Finally, this latter cohort's attitudes towards, and perceptions of, mathematics in the context of their experiences are examined from a qualitative perspective via an open questionnaire. The results provide evidence that the impact of mathematics aversion in primary teachers may be reduced considerably by appropriate interventions during pre-service teacher preparation programs.
&quot;Some Guys Wouldn't Use Three-Eighths on Anything...&quot;: Improvisational Coaction in an Apprenticeship Training Classroom
Author: Martin, Lyndon
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Training,Construction Industry,Building Trades,Workplace Learning,Cooperative Learning,Informal Education,Group Dynamics,Case Studies,Problem Solving,Mathematics

This paper presents some ongoing findings from a larger project exploring the growth of mathematical understanding in a variety of construction trades training programs. In this paper we specifically focus on the notion of collective mathematical understanding in an ironworking apprenticeship classroom. We identify the particular ways in which a group of three apprentices work collaboratively together to solve a workplace problem with a substantial mathematical element. Through drawing on the notion of &quot;improvisational coactions&quot; (Martin &amp; Towers, 2009) we detail the ways that individual ideas, understandings and contributions mesh together and are collectively built on by the group to allow a shared understanding to emerge. From this analysis we suggest that improvisational coactions can be a powerful means through which apprentices in the workplace-training classroom might effectively learn to tackle workplace problems that involve thinking and working mathematically. Although our conclusions are specific to this case, we would suggest that there are implications that may be relevant to other areas of workplace training.
Parent Power Nights: A Model for Engaging Adults/Families in Learning Mathematics
Author: Kosheleva, Olga
Date: 2008-11-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Parent Participation,Parent School Relationship,Adult Learning,Preservice Teachers,Teacher Educators,Mathematics Education,Hispanic Americans,Poverty Areas,Learning Activities,Qualitative Research,Informal Education,Parents,Program Effectiveness,Elementary Secondary Education

Located on the U.S./México border, The University of Texas at El Paso (UTEP) offers academic programs in K-12 school teacher preparation. Many of the courses integrate parents and families into teacher preparation courses. One example of effective adult/community learning is the &quot;Parent Power Night&quot; (PPN) component. This model builds a learning community (Eaker, DuFour, &amp; Burnette, 2002), engaging university faculty members with preservice teachers and family members in effective teaching/learning activities. Pre-service teachers are concurrently enrolled in mathematics content and pedagogy courses, taught together in a &quot;block&quot; on the campus of a public school. PPN activities aim to engage parents and community members together with the university students in meaningful investigations of mathematical concepts. Preliminary evidence suggests that, in this predominantly Hispanic, high-poverty area, PPN activities have impacts on participating parents', children's and preservice teachers' knowledge and attitudes towards mathematics. An unanticipated outcome has been the impact on adults with limited previous formal education; many acquired the knowledge necessary to understand rather sophisticated mathematics concepts their children were learning in school. The paper will discuss instructional methods used and implications for effective adult/family learning of mathematics content in Hispanic communities.
Mathematically Successful Sons: The Roles Perceptions, and Experiences of African American Parents
Author: Berry, Robert Q., III.
Date: 2008-11-00
Type: Journal Articles
Subjects: African American Students,Middle School Students,Mathematics Achievement,Sons,Males,Parent Role,Parent Attitudes,Experience,Parents,Phenomenology,Urban Schools,Critical Theory,Race,Interviews

The stories of four mathematically successful middle schools African American boys are used to describe the roles, perceptions, and experiences of their parents. The parents of played multiple roles for their sons: (a) guardians of opportunities, (b) standard setters, (c) resources for mathematical knowledge, and (d) models of success. As guardians of opportunities, these parents were advocates, protectors, and supporters. As standards setter, parent placed high value on education and succeeding academically. As resource for mathematical knowledge, parents provided or served as a resource. As models of success, parents provided or served as roles models. Each of these roles shaped the mathematical experiences and contributed to the development of a mathematical identity that shaped the boys' understandings of and persistence with mathematics.
Mathematics in Vocational Education: Revisiting a Developmental Research Project, Analysis of One Development Research Project about the Integration of Mathematics in Vocational Subjects in Upper Secondary Education in Sweden
Author: Lindberg, Lisbeth
Date: 2011-02-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Vocational Education,Secondary Education,Secondary School Mathematics,Research Projects,Educational Research,Educational Development,Hermeneutics,Qualitative Research,Case Studies

In this article we describe and discuss the analyses of a developmental research project that took place in Sweden during 1998 to 2002. We carried out four different analyses in order to explore the learning outcomes from the project that could inform long term curriculum change and teacher collaboration in vocational education in Sweden. The analyses led to condensed descriptions of the project, including an exposition of its constraints and affordances as well as its developmental cycles. Also revealed was a comparison between the aims of the project and the actual outcomes. Based on the analyses and discussions, we suggest possible implications for practice and for future studies on vocational education.
Come si fa? Can Virtual Worlds Help Us Promote Intercultural Awareness?
Author: Nocchi, Susanna
Date: 2012-03-00
Type: Journal Articles
Subjects: Intercultural Programs,Cultural Awareness,Italian,Program Descriptions,Second Language Instruction,Second Language Learning,Virtual Classrooms,Computer Simulation,Teaching Methods,Questionnaires,Web 2.0 Technologies,Semi Structured Interviews,Reading Materials,Vocabulary,Multimedia Materials,Student Experience,Student Educational Objectives,Learning Activities,Undergraduate Students,Foreign Countries

This paper describes the author's experience with a pilot course of Italian in SL®[superscript 2]. The course is part of a PhD research on &quot;Exploring the potential of virtual worlds to promote Intercultural Awareness in students learning Italian as a Foreign Language.&quot; In the paper the author will justify her choice of virtual worlds for the development of language competence and Intercultural Awareness and will present some results of her activity theoretical analysis of the data. Problematic areas and potential moments for the development of Intercultural Awareness were highlighted during the analysis. [Paper presented at the European Association for Computer-Assisted Language Learning (EUROCALL) Annual Conference (Nottingham, United Kingdom, Aug 31-Sep 3, 2011).]
Construing Mathematics-Containing Activities in Adults' Workplace Competences: Analysis of Institutional and Multimodal Aspects
Author: Björklund Boistrup, Lisa
Date: 2014-04-00
Type: Journal Articles
Subjects: Adults,Job Skills,Mathematics,Allied Health Personnel,Unskilled Workers,Interviews,Video Technology,Activities,Case Studies

In this paper we propose and discuss a framework for analysing adults' work competences while construing mathematics-containing &quot;themes&quot; in two workplace settings: road haulage and nursing. The data consist of videos and transcribed interviews from the work of two lorryloaders, and a nurses' aide at an orthopaedic department. In the analysis we adopt a multimodal approach where all forms of communicative resources (e.g., body, speech, tools, symbols) are taken into account. We also incorporate the institutional norms of workplace activities into the analysis. We coordinate a multimodal social-semiotic perspective with a learning design sequence model (Selander, 2008) which makes explicit the institutional framing. Adopting this framework enables us to understand learning as communication within a domain, with an emphasis on content matters, interpersonal aspects, and roles of communicative resources and artefacts. We describe a tentative theme (Measuring: precision through function and time), and illuminate how workplace specific resources for measuring provide efficiency and function.
Counseling Global Nomads and Foreign Exchange Students in U.S. Schools
Author: Bodenhorn, Nancy
Date: 2005-00-00
Type: Journal Articles
Subjects: School Counseling,Foreign Students,International Educational Exchange,Adolescents,Student Experience,Student Characteristics

Global nomads are those who spend a significant portion of their developmental years outside the parents' culture. Many accompany parents on career moves, others complete foreign exchange years with host families. These students provide benefits and challenges to school professionals. This article provides a model of school counselor response when working with global nomad and foreign exchange students derived from previous research and guidelines provided by foreign exchange programs.
Providing Efficacy for Solution-Focused Theory in School Counseling Programs
Author: Gillen, Mark C.
Date: 2005-00-00
Type: Journal Articles
Subjects: Psychotherapy,School Counseling,Outcomes of Treatment,Children

Solution-focused theory has been accepted as a useful treatment modality in schools with little empirical evidence regarding its efficacy. This article describes the historical underpinnings and assumptions of solution-focused theory, three studies that examine the effectiveness of solution-focused theory with children in school settings, as well as how solution-focused theory has been integrated into school counseling programs.
The Increasing Need for Quality Alternative Education--A School Counselor's Perspective
Author: Howell, Scott L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Educational Quality,High Schools,School Counselors,Counselor Attitudes,Program Effectiveness,High School Students,Surveys,Student Characteristics,Interviews

This study focuses on the secondary counselor perspective for students using alternative credit programs, e.g., independent study, evening classes, and summer school, to complement the high school educational experience. Three hundred high school counselors throughout the United States participated in this research that examined &quot;which&quot; types of students most benefited from these &quot;other&quot; curriculum sources and some of the reasons &quot;why.&quot; This study also profiled the characteristics of successful alternative education programs. These findings promise to better inform counselors, school administrators, curricular specialists, providers, and students' themselves about the role alternative education is increasingly having within the secondary schools.
Multicultural Training for School Counselors: A Course Description
Author: Holcomb McCoy, Cheryl
Date: 2005-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,Course Descriptions,Cultural Differences,Cultural Awareness,Pretests Posttests,Instructional Effectiveness,Knowledge Level,Vocabulary,Graduate Students,Course Evaluation

This article describes a multicultural counseling course designed specifically for school counselor trainees. Results from a course evaluation are also offered and described. Analyses of the pre- and post-tests indicated an increase in the four dimensions (i.e., multicultural knowledge, multicultural awareness, multicultural skills, and multicultural terminology) of the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R; Holcomb-McCoy &amp; Myers, 1999). However, there was only a significant increase in students' level of multicultural knowledge.
Quantum Counseling: A New Perspective for Professional School Counselors
Author: Rettig, Perry R.
Date: 2005-00-00
Type: Journal Articles
Subjects: School Counselors,School Organization,Physics,Counseling Techniques,Systems Approach

Professional school counselors find themselves working in school organizations that are antiquated and are not a natural fit to the actual work of the counselors. However, lessons being learned from the new sciences and open systems perspectives may shed a great deal of light as to how schools can be restructured in order to best utilize the talents of professional school counselors. This article will begin by showing how schools are currently structured and subsequently flawed. This introduction will be followed by a brief description of the lessons of the new sciences. We conclude by discussing the implications and applications of these new lessons as they relate to school organization and to the work of school counselors.