ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Characteristics in Primary School Teachers: The Interactive Roles of Psychological Capital and Mindfulness in Teaching
Author: Aslan Gördesli, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Elementary School Teachers,Positive Attitudes,Metacognition,Psychological Patterns,Self Efficacy,Resilience (Psychology),Foreign Countries

The reinforcing effects of positive characteristics in maintaining teachers' and students' psychological health have been well documented. However, there has been very little research into the determinants of what constitutes positive characteristics among teachers. Neither the full role played by mindfulness nor the psychological capital of teachers with positive characteristics remains unknown. This study marks the beginning of an investigation into such an issue. The sample of the study involved the participation of 374 teachers. In Model 1, the mediating role of psychological capital was tested in the relationship between mindfulness in teaching and teacher positivity. Meanwhile, in Model 2, the mediating role of mindfulness in teaching was tested in the relationship between psychological capital and positive teacher characteristics. In Model 1, the standardised path coefficients between the variables were not found to be statistically significant, thus prompting the test of a second structural model. The results showed that mindfulness in teaching appeared to constitute a full mediator in the relationship between psychological capital and positive characteristics among primary school teachers.
Dismantling the &apos;All-Boys Club&apos; a Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach
Author: Ataide Pinheiro, Weverton
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Narratives,Females,Doctoral Students,Student Experience,Gender Issues,Mathematics Education,Disproportionate Representation,Student Attitudes,Sex Stereotypes,Mathematics Instruction

Gender issues in mathematics education received fairly attention several decades ago, mainly because women and men performed differently, with men usually outperforming women. The research on such phenomena originated a series of studies on the so-called 'achievement-gap.' After many years of research on the achievement gap, such a gap has shown to have disappeared. However, recent studies have shown that there are fewer women who choose STEM-related fields than male peers. Suppose women are not choosing mathematics, but concomitantly research has pointed out that women and men have similar mathematics capabilities; why are women disproportionately part of the field? Since current statistics show that 90-95% of doctoral mathematics students are men, this study examines why school mathematics is still a male-dominant field. The data presented in this paper was collected using &quot;life-story&quot; interviews. Freirean methodology was used to analyze the &quot;contradictions&quot; in women's PhD student experiences. The findings point to &quot;contradictions&quot; in women's experiences in mathematics regarding success and challenges women have faced in mathematics and are discussed in depth in the findings and discussion sections of this paper.
Self-Blame Regret, Fear of COVID-19 and Mental Health during Post-Peak Pandemic
Author: Belen, Hacer
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Psychological Patterns,Fear,COVID-19,Pandemics,Mental Health,Anxiety,Foreign Countries,Depression (Psychology),College Students

The novel Coronavirus pandemic caused strong negative emotions including fear, and stress and impacted the mental health of individuals worldwide. One of the emotions linked with mental health and infectious disease is self-blame regret. Thus, the current study investigated the role of fear of COVID-19 and perceived stress in the relationship between self-blame regret and depression. As a means of such investigation, the current research was conducted based on quantitative data and the research sample was recruited via a convenient sampling method. A community sample of 352 individuals in Turkey (71% female and 29% males), ranged between in age 18 and 63 (M= 28.90±8.90), completed Fear of COVID-19 Scale (FCV-19S), Perceived Stress Scale (PSS-10), Depression, Anxiety, and Stress Scale (DASS-21), and responded to one item concerning the self-blame regret. Results demonstrated that self-blame regret is positively correlated with fear of COVID-19, perceived stress, and depressive symptoms. Moreover, serial multiple mediation analyses demonstrated that both fear of COVID-19 and perceived stress mediated the relationship between self-blame regret and depression. The findings showed that self-blame regret, fear of COVID-19, and perceived stress are determinants of depressive symptoms, suggesting that such factors are important in understanding these issues.
High School Students&apos; Reasons for Disliking Mathematics: The Intersection between Teacher&apos;s Role and Student&apos;s Emotions, Belief and Self-Efficacy
Author: Aguilar, Jair J.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Education,Student Attitudes,Teacher Role,Psychological Patterns,Self Efficacy,Negative Attitudes,Student Motivation

The study presented here depicts the reasons for high school students to have a negative attitude toward mathematics. The students were asked to rate mathematics in comparison to other subjects like history, physics, or computer science. In addition, they were asked about their attitude, beliefs, and motivations toward mathematics. To this end a convergent parallel mixed-method approach was implemented using a questionnaire that combines open-ended, closed-ended (e.g., forced ranking scale, or multiple and single responses), and liker-scale items. One of the main reasons for student's reluctancy toward mathematics is their lack of understanding and self-perception of low content knowledge, which let them to have a negative perception. Students stated that their negative perception was not new, but instead something they knew since elementary.
Learners&apos; Critical Thinking about Learning Mathematics
Author: Sachdeva, Shipra
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Mathematics Education,Beliefs,Learning Processes,Grade 8,Grade 9,Secondary School Students,Foreign Countries,Student Attitudes

Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners' critical thinking concerning cognitive and social aspects of their mathematics education have been explored in several research studies. However, learners' critical thinking concerning their personal beliefs about their mathematics learning process have not received much consideration. In this paper, learners' practice with thinking critically &quot;about&quot; and their potential to suggest changes in their mathematics learning process is explored based on their expressed beliefs about learning mathematics. Learners of eighth and ninth grade in two Norwegian schools responded to a questionnaire and were interviewed to gather their opinions concerning their mathematics learning process. Data analysis indicates that learners seldom think critically, and hold inconsistent beliefs about mathematics and its learning process. Moreover, they struggle to observe their own beliefs critically, and hesitate in suggesting alternatives to make learning mathematics meaningful for them. Consequently, learners' critical attitude towards their mathematics learning process and their personal beliefs in order to gain a meta-perspective of their learning contexts does not seem to be evolving effectively. However, if learners are encouraged to think critically about mathematics education, their potential of contributing to improve their mathematics learning process becomes visible. We recommend that young learners get training in and are encouraged to think critically &quot;about&quot; their mathematics learning process so that they are equipped to make reflected choices related to learning mathematics in their personal lives.
Nurturing Problem Posing in Young Children: Using Multiple Representation within Students&apos; Real-World Interest
Author: Kwon, Hyunkyung
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Student Motivation,Learning Activities,Intervention,Logical Thinking,Concept Formation,Thinking Skills,Learning Motivation,Scores,Pretests Posttests,Grade 4,Elementary School Students,Mathematics Tests

Problem-posing activities have been shown to motivate students' learning while promoting a multifaceted and interesting educational environment. Moreover, these activities enable students to be engaged in personal interpretations of their own mathematical thinking. The purpose of this study was to determine if using a handson learning intervention with multiple representations could improve students' problem-posing skills. The researchers examined the answers of the participants (n = 14) with the greatest increase in scores from pre to posttest after participating in 20 problem-posing intervention activities to determine how the intervention allowed students to pose valid, real-world semi-structured problems. The researchers qualitatively analyzed the posed problems for logical real-world contexts and the alignment of the setup of each problem to determine if the students' posed problems were logical and solvable. Results from this study confirm that students were able to build stronger understanding of mathematical content when they were engaged in authentic problem-posing activities that were meaningful to them. Thus, teachers need to include purposeful and focused problem-posing activities into their classroom lessons.
Preference for Solution Methods and Mathematical Performance: A Critical Review
Author: Mainali, Bhesh
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Preferences,Mathematics Achievement,Learning Processes,Cognitive Style,Visual Learning,Visual Aids,Verbal Communication,Algebra,Numbers

Preferences for solution methods have an important implication teaching and learning mathematics and students' mathematical performances. In the domain of learning mathematics, there are two modes of processing mathematical information: verbal logical and visual-pictorial. Learners who process mathematical information using verbal logical and visual -pictorial modes are respectively called verbalizers and visualizers. Based on the verbalizer-visualizer continuum, students can be placed in a continuum with regard to their preference for solution methods and correlation between the two modes of thought. They belong to one of three categories: (a) visualizers (geometric), who have a preference for the use of visual solution methods, which involve graphic representation (i.e., figures, diagrams, and pictures); (b) verbalizers (analytic), who have a preference for the use of nonvisual solution methods, which involve algebraic, numeric, and verbal representation; and (c) harmonics (mixer), who use visual and verbal methods equally. Several research studies have been conducted to examine the relationship between preferences for solution methods and mathematical performances; however, no conclusive findings were reported. Regardless of inconclusive findings, it is important for students to develop preferences for both solution methods: visual and nonvisual. The mathematical instructional strategies need to equally incorporate preferences for both solution methods, utilizing different modes of mathematical representations, in order to enhance learning mathematics.
Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -- A Semiotic Perspective on Actions
Author: Billion, Lara Kristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Semiotics,Elementary School Students,Mathematics Instruction,Content Analysis,Comparative Analysis,Grade 3,Learning Processes,Geometry,Visual Aids,Computer Software,Geometric Concepts

This paper adopts a semiotic perspective on mathematical learning according to Peirce, in which the actions on material arrangements are considered the bases for diagrammatic work. The focus is on the learner's actions using digital and analogue material arrangements which are the starting point for the reconstruction of the learner's mathematical interpretations. In this paper a qualitative interpretative paradigm is adopted for the reconstruction. Specifically, a semiotic specification of the context analysis according to Mayring and an adoption of Vogel, is carried out. The reconstruction of the mathematical interpretation is presented with a focus on a geometrical problem that third graders are working on. Finally, the results of several cases are compared to identify possible differences between the analysed actions when using digital and analogue material arrangements.
Rethinking Principles of School Mathematics during the COVID-19 Pandemic: A Multiple-Case Study on Higher Education Courses Related to Teaching Mathematics
Author: Yilmaz, Aysenur
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,COVID-19,Pandemics,Mathematics Instruction,Preservice Teachers,Elementary School Mathematics,Middle School Mathematics,Student Attitudes,Electronic Learning,Distance Education,Institutional Characteristics,Differences,Public Colleges,Private Colleges

The study was carried out with prospective teachers (PTs) in Primary School Teaching Program in a private university (n=43) and Middle School Mathematics Teaching program in a public university (n=46). In this paper, multiple-case study was adopted to explore PTs' opinions and to reveal the differences between two universities in terms of taking a mathematics education course through online teaching when the COVID-19 pandemic was very first appeared. The content of the course was based on the principles of school mathematics which were put forth by National Council of Teachers of Mathematics [NCTM]. Hence, the principles were used as the themes in the data analysis. For this purpose, a survey was used to explore the advantages and the challenges faced in online teaching from the PTs' perspective. The analysis of the data showed that the PTs at both universities had both positive and opposing views towards online mathematics education course as mandated by the pandemic. Besides ,the technology principle in NCTM was found to be a principle in which the other principles were organized and applied according to it. PTs' reflections on the learning and teaching principles in practice were at the forefront. The reflections regarding the assessment and the equity principle were not among the principles that were frequently mentioned. Discussion on and suggestions for overcoming the challenges were elaborated on.
The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts
Author: Makhubele , Yeyisani Evans
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Secondary School Mathematics,Algebra,Fractions,Error Patterns,Mathematics Skills,Mastery Learning,Prerequisites,Mathematical Concepts,Mathematics Tests,Knowledge Level,Prior Learning,Misconceptions,Addition,Subtraction,Multiplication,Division,Computation

This paper presents an analysis of fractions errors displayed by learners due to deficient mastery of prerequisite concepts. Fractions continue to pose a critical challenge for learners. Fractions can be a tricky concept for learners although they often use the concept of sharing in their daily lives. 30 purposefully sampled learners participated in this study. The research instrument consists of fractions test whose questions were selected from various Annual National Assessment examination papers containing in addition, subtraction multiplication and division of fractional operations. The different types of errors displayed by learners were then identified, coded and categorized. The analysis showed that the main sources for errors were lack of understanding of the basic concepts, learners' prior knowledge, misconceptions and misapplication of rules. This study recommends that teachers should help their learners to develop fractions conceptual understanding. Learners need to be explicitly taught that errors are opportunities for learning, and that they are springboard of inquiry.
Academic-Industry Partnership Framework of Mariano Marcos State University
Author: Salvador, Robert A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,School Business Relationship,Industry,Partnerships in Education,Grounded Theory,Instruction,Technology Transfer,Research and Development,Labor Force Development

Higher education is a window for people to gain knowledge and skills. People who step out in higher academic learning are expected to be equipped with competencies needed in the different job sites. Therefore, the responsibility of every institution to seek alternatives to further enhance academic opportunities. The main objective of this study was to develop an academic-industry partnership (AIP) framework for the Mariano Marcos State University (MMSU). A qualitative research design was utilized in exploring the partnership engagement of the different colleges of the university. Interviews inquiring about participants' lived experiences were purposively selected for a grounded-theory analysis following the thematic coding process. The coding was further subjected to a triangulation for purposes of validating the data from various sources. The study revealed that the AIP is focused on the areas of instruction, research and production, and research and extension. This leads to the creation of the AIP framework which can contribute to the development of AIP policy of the MMSU and other higher education institutions.
A Conceptual Learner Discipline Management Model for Secondary Schools in Mauritius
Author: Jinot, Belle Louis
Date: 2021-12-00
Type: Journal Articles
Subjects: Secondary School Students,Instructional Leadership,Discipline Policy,Classroom Techniques,Teacher Attitudes,Student Attitudes,Parent Attitudes,Principals,Administrator Attitudes,Prevention,Models,Evidence Based Practice,Educational Change,Educational Practices,Foreign Countries,Student Behavior,Behavior Problems,Superintendents

Learner discipline management is a major but challenging function of school leadership. Adolescents of the 21st century are complex in nature, and school stakeholders are having much difficulty to handle the problem of indiscipline in secondary schools. This paper aims at providing a conceptual model framework for learner discipline management. This model is the result of an empirical investigation conducted in four secondary schools. Focus group discussion and individual interviews were carried out with 80 participants, including 24 teachers, 24 learners, 24 parents, four school principals, and four school superintendents. The non-participant observation was also conducted in the four schools. Based on the conceptual, theoretical and empirical literature on positive, proactive, preventive and restorative discipline, the researcher proposed the model that considers all the research and evidence-based strategies that are combined with the current effective measures prescribed by the Ministry of Education, Science and Technology of Mauritius. The model is framed within the context of the Nine Year Continuous Basic Education reform that requires a shift in the conception of discipline from the punitive or reactive approach to the positive approach. This paper formulates a conceptual model framework to implement in an attempt to prevent, reverse and restore discipline among learners in secondary schools.
Cloud Computing Adoption among State Universities and Colleges in the Philippines: Issues and Challenges
Author: Alimboyong, Catherine R.
Date: 2021-12-00
Type: Journal Articles
Subjects: Technology Uses in Education,Internet,Higher Education,Foreign Countries,Technology Integration,Technological Literacy,College Faculty

The emergence of cloud computing (CC) adoption in higher education institutions (HEIs) is considered widespread today. Its growth comes with tremendous benefits and potential risks as well. This paper endeavors to investigate some issues and challenges that influence the adoption of cloud computing among state universities and colleges (SUCs) in the Philippines. A qualitative design was used in the study as it employed multiple case studies approach. Based on the results, this paper establishes two strong factors such as slow internet connection and lack of understanding or awareness of cloud computing. The findings revealed the impact of cloud computing to SUCs is found beneficial to the educational system amidst the global pandemic. Professors can easily upload lessons and teaching materials while students can easily access the materials online, though the challenge lies in the connectivity of internet in the country. Administrators can easily collaborate with the entire academic community and even to its stakeholder's potential for collaboration even if not in face to face. It is a perfect avenue to be productive and efficient which allows all processes be made possible to all members of the entire academic community, may it be students, professors, staff and even other stakeholders.
Teacher Readiness in Applying ATL Skills in the International Baccalaureate Middle Years Programme Schools
Author: Ramli, Roziah
Date: 2021-12-00
Type: Journal Articles
Subjects: Career Readiness,Malayo Polynesian Languages,Foreign Countries,Advanced Placement Programs,Thinking Skills,Self Management,Communication Skills,Research Skills,Interpersonal Competence,Teaching Methods,Secondary School Teachers,Teacher Attitudes,Barriers

This article aims to understand the challenges faced by teachers in implementing the Approaches to Learning Skills (ATL Skills) for the teaching of &quot;Bahasa Melayu&quot; (Malay Language) in the International Baccalaureate Middle Years Programme Schools (MYPIB) in Malaysia. This qualitative case study employed purposive sampling that involved six resilient teachers who were directly involved in the implementations of ATL Skills consisting of four &quot;Bahasa Melayu&quot; teachers, a MYPIB coordinator and ATL skills coordinator. Triangulation was used to compare data from different sources using semi-structured interviews, story completion tasks, and document analysis. Using the ATLAS.ti software as an aiding tool, thematic analysis was carried out to identify the themes that emerged from the codes. Findings showed that teacher readiness is a challenge that needs to be addressed in the process of applying ATL skills in the MYPIB implemented by the Malaysian Ministry of Education. Teachers still need courses and training to improve their mastery in the ATL skills application. This study provided implications to teaching and learning, and recommendations to teachers as well as the Ministry to make improvements in the effort to apply ATL skills in the teaching-learning processes at the MYPIB schools.