ethanporcaro/eric-fulltext-meta huggingface dataset:
Findings from a National Study on Research Use among School and District Leaders. Technical Report No. 1
Author: Penuel, William R.
Date: 2016-04-00
Type: Reports - Research
Subjects: Research Utilization,Educational Research,Access to Information,Principals,School Districts,Administrators,Administrator Attitudes,Elementary Schools,Middle Schools,Information Sources

Since its establishment in 2002, the Institute of Education Sciences (IES) at the U.S. Department of Education has funded dozens of field-initiated efficacy and scale-up studies of interventions, released multiple evaluation studies of major policy initiatives, supported rigorous studies of programs through the Regional Educational Laboratories, and funded training grants to prepare new scholars to conduct high quality research in education. Still there is limited understanding of how educational leaders access and use research. Developing knowledge about when leaders seek out research, where leaders find it, and the purposes for which they use it is critical if education research is to inform policy and practice. To date, a key obstacle to studying research use at scale has been the absence of valid survey measures. Though a number of studies have examined uses of research through interview, observation, and case study methods, survey measures adequate for drawing inferences about how leaders use research have not been developed. This report presents results of the efforts of the National Center for Research in Policy and Practice (NCRPP) to address this need. The NCRPP is an IES-funded center focused on the study of knowledge utilization among school and district leaders in the United States. To develop an understanding of how school and district leaders use research, a survey of research use was developed and administered to a nationally representative sample of school and district leaders. The following questions were asked: (1) How frequently do school and district leaders use research and for what purposes; (2) What research do school and district leaders find useful; (3) What are leaders' attitudes toward research; and (4) Where do leaders access research? This report describes the instrument development process, the generation of the sample, the reliability of survey scales used and the ability of scales to discriminate among respondents with different types of attitudes, and the frequency distributions for responses to most items. Key conclusions and next steps are discussed.
Prospective Secondary Mathematics Teachers&apos; Construction of Box Plots and Distributional Reasoning with Three Construction Tools
Author: Okumus, Samet
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Mathematics Skills,Graphs,Graphing Calculators,Technology Uses in Education,Affordances,Freehand Drawing,Visualization,Automation

In this study we examined two prospective secondary mathematics teachers' constructions of box plots and their understanding of the distribution they were representing. The participants constructed box plots with paper-and-pencil, graphic calculator and TinkerPlots during clinical interviews. The study indicated that prospective mathematics teachers recognized that using technology to construct box plots provided affordances compared to creating a box plot by hand. [For the complete proceedings, see ED597799.]
Reconstruction of One Mathematical Invention: Focus on Structures of Attention
Author: Palatnik, Alik
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 9,Mathematics Instruction,Teaching Methods,Problem Solving,Attention,Foreign Countries,Mathematical Formulas,Cooperative Learning,Computer Software,Teacher Student Relationship,Freehand Drawing

The goal of the study was to reconstruct and dismantle a sequence of events that preceded an insight solution to a challenging problem by a ninth-grade student. A three-week long solution process was analysed by means of the theory of shifts of attention. We argue that concurrent focusing on what, how and why the student attends to when working on the problem can adequately explain his insight. [This research is supported, in part, by the Ministry of Science and Technology, Israel by the Israeli Science Foundation and the Technion Graduate School. For the complete proceedings, see ED597799.]
Revisiting Mathematical Attitudes of Students in Secondary Education
Author: Pampaka, Maria
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Student Attitudes,Attitude Measures,Foreign Countries,Attitude Change,Mathematics Education,Outcomes of Education,Adolescents,Self Efficacy,Aspiration

The aim of this paper is three-fold. First, we review and briefly synthesise the main points of the recent debate around the concept of 'attitudes to mathematics'. We then present the measurement methodology we employed to capture 'attitudes to mathematics' in the context of a large scale U project with secondary school students, and how these results inform the theoretical debate. Finally, we report some substantive results about how the resulting attitudinal constructs, namely 'maths disposition' and 'maths identity' change during one academic year, and between various groups of interest (e.g. gender). We conclude with a brief discussion of methodological and educational implications. [This research was supported by ESRC. For the complete proceedings, see ED597799.]
Improving Problem Posing Capacities through Inservice Teacher Training Programs: Challenges and Limits
Author: Pelczer, Ildikó
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Inservice Teacher Education,Mathematics Teachers,Problem Solving,Multiple Choice Tests,Program Effectiveness,Difficulty Level,Resistance (Psychology),Teacher Improvement,Teacher Student Relationship,Foreign Countries,Feedback (Response),Comprehension

The paper presents the results of a study based on a training program for in-service mathematics teachers, targeting to improve their skills of problem posing and qualitative appreciation of problems. During this training program, we found an improvement in participating teachers' availability to discuss and analyse math problems, but also resistance to adapt posed tasks to the students' thinking. [For the complete proceedings, see ED597799.]
Analyzing Students&apos; Emotional States during Problem Solving Using Automatic Emotion Recognition Software and Screen Recordings
Author: Pesonen, Joonas A.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Emotional Response,Problem Solving,Computer Software,Mathematics Instruction,Secondary School Students,Educational Technology,Technology Uses in Education,Secondary School Mathematics,Foreign Countries,Human Body,Nonverbal Communication

Emotions play important part in mathematical problem solving, yet the theories of their role are still at their preliminary stages. In our study, we introduce a method, where screen recordings and automatic emotion recognition software are used to study the emotional states of five upper secondary school students during a solitary GeoGebra problem solving session. Common emotional states during problem solving were neutral (40% of time), sad (34% of time), happy (15% of time) and angry (8% of time). Different phases of problem solving were emotionally different, non-neutral emotional states being most prevalent during decision points such as using the undo button. The method used opens possibilities for new kinds of research designs for studying the role of emotions in problem solving. [For the complete proceedings, see ED597799.]
Examining the Coherence of Mathematics Lessons from a Narrative Plot Perspective
Author: Okazaki, Masakazu
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Problem Solving,Mathematics Education,Lesson Plans,Elementary School Teachers,Geometric Concepts,Funding Formulas,Foreign Countries,Teaching Methods

This paper aims to clarify how coherence of 'structured problem solving' mathematics lessons can be produced by comparing the lessons of three teachers from a narrative perspective. Results of our analysis showed three main coherence characteristics of lesson teaching sequences: (1) sequence scenes are recursively developed based on the previous scenes, (2) there is a scene of setting a learning goal in terms of the conflict between what students know and what they do not know, and (3) coherent plots are grounded in certain mathematical content knowledge. We conclude by introducing a metaphor of living theatre to better understand the coherence of lesson structure. [This work was supported by JSPS KAKENHI. For the complete proceedings, see ED597799.]
&apos;Value Creation&apos; through Mathematical Modeling: Students&apos; Disposition and Identity Developed in a Learning Community
Author: Park, Joo young
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,College Mathematics,Algebra,Mathematical Models,Mathematics Skills,Cooperative Learning,Student Characteristics,Communities of Practice,Self Concept,Mathematics Activities,Metacognition,Problem Solving

This study examined how mathematical modeling activities within a collaborative group impact on students' perceived 'value' of mathematics. With a unified framework of Makiguchi's theory of 'value', mathematical disposition, and identity, the study identified the elements of the value--beauty, gains, and social good--with the observable evidences of mathematical disposition and identity. A total of 60 college students participated in 'Lifestyle' mathematical modeling project. Both qualitative and quantitative methods were used for data collection and analysis. The result from a paired-samples t-test showed the significant changes in students' mathematical disposition. The results from the analysis of students' written responses and interview data described how the context of the modeling tasks and the collaborative group interplayed with students' perceived value. [For the complete proceedings, see ED597799.]
Teacher Semiotic Mediation and Student Meaning-Making: A Peircean Perspective
Author: Perry, Patricia
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Plane Geometry,Preservice Teachers,Preservice Teacher Education,Mathematical Logic,Semiotics,Problem Solving,Mediation Theory

To interpret in detail the meaning-making in the classroom and the corresponding teacher semiotic mediation, we have resorted to Peirce's triadic ign theory, interpreted by Sáenz-Ludlow and Zellweger. We present an example of the use of a few elements of that theory in the analysis of a classroom episode in which meaning is constructed with the teacher's semiotic mediation. [For the complete proceedings, see ED597799.]
An Inferentialist Alternative to Constructivism in Mathematics Education
Author: Noorloos, Ruben
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Teaching Methods,Constructivism (Learning),Inferences

The purpose of this paper is to draw attention to a relatively new semantic theory called inferentialism as developed by the philosopher Robert Brandom. We argue that it offers a better alternative to the still present representational view of mind than does (socio)constructivism. After a discussion of the shortcomings of (socio)constructivism, we summarize the key features of inferentialism that make it worth thinking through more carefully in mathematics education research. [For the complete proceedings, see ED597799.]
Technology-Active Student Engagement in an Undergraduate Mathematics Course
Author: Oates, Greg
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,College Mathematics,Mathematics Education,Introductory Courses,Learner Engagement,Technology Integration,Curriculum Design,Computer Assisted Instruction,Algebra,Graphing Calculators

In this paper we describe the design and implementation of a technology-active introductory first year university mathematics course. The design principles underpinning the course are presented. The results of the implementation show some areas where the technology-active approach has proven of value, as well as improvements that can be made for the next cycle. Some implications for the integration of technology in large lecture undergraduate teaching are presented. [For the complete proceedings, see ED597799.]
Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English Learners
Author: Khalaf, Shiva
Date: 2019-00-00
Type: Reports - Research
Subjects: Bilingualism,Phonological Awareness,Spanish Speaking,Grade 1,Elementary School Students,Kindergarten,English Language Learners,Spanish,English (Second Language),Factor Analysis,Correlation,Teaching Methods,Construct Validity,Task Analysis,Classroom Communication,Language Skills,Reading Skills

This study investigated the dimensionality of bilingual phonological awareness (PA) in English and Spanish by replicating a kindergarten model in Grade 1, and presents alternatives to modeling clustered data. English and Spanish tasks were analyzed from previously collected samples totaling 1,586 first grade Spanish-speaking English learners. Four distinct approaches to confirmatory factor analysis (CFA) models were examined: (a) uncentered student-level data, (b) student-level data centered at the classroom means, (c) classroom-level data, and (d) multilevel CFA. Results indicated that while the multilevel CFA provided the most comprehensive view of the data, the multi-level student-level estimates were not appreciably different from estimates based on student-level data centered at the classroom means, and multi-level classroom-level estimates were comparable to estimates based on the analysis of classroom means. Importantly, English and Spanish PA were statistically separable at the student-level, but minimally distinct (r= 0.86) and slightly less correlated than what has been reported for kindergarten (r=0.93). At the classroom level, the correlation was moderate (r=0.51), and substantially reduced compared to kindergarten (r=0.83). The distinction at the classroom-level between kindergarten and Grade 1 imply that instruction differentiates the abilities across languages at the classroom-level, but less so at the student-level. [This paper was published in &quot;New Directions for Child and Adolescent Development&quot; n166 p79-110 2019 (EJ1221842).]
Expert Mathematicians&apos; Strategies for Comparing the Numerical Values of Fractions -- Evidence from Eye Movements
Author: Obersteiner, Andreas
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Learning Strategies,Mathematical Concepts,Fractions,Problem Solving,Eye Movements,Expertise,Mathematics Teachers,College Faculty,College Students,Majors (Students),Foreign Countries

There has been a controversial debate if individuals solve fraction comparison tasks componentially by comparing the numerators and denominators, or holistically by considering the numerical magnitudes of both fractions. Recent research suggested that expert mathematicians predominantly use componential strategies for fraction pairs with common components and holistic strategies for pairs without common components. This study for the first time used eye movements to test if this method allows distinguishing strategy use on specific problem types in expert mathematicians. We found the expected fixation differences between numerators and denominators in problems with common components but not in problems without common components. [For the complete proceedings, see ED597799.]
A Descriptive Study of the IES Researcher-Practitioner Partnerships in Education Research Program: Final Report. Technical Report No. 3
Author: Farrell, Caitlin C.
Date: 2018-07-00
Type: Reports - Research
Subjects: Educational Research,Partnerships in Education,Federal Programs,Objectives,Research Utilization,Program Attitudes,Problems,Change,Influences,Participation

This report presents results from the second phase of a descriptive study of the Researcher-Practitioner Partnerships in Education Research program. This two-year grant program, funded by the Institute of Education Sciences (IES) at the U.S. Department of Education, supports exploratory research within a partnership context. In each funded partnership, researchers collaborate with practitioners from state or local education agencies on a research project that investigates a problem of practice and identifies strategies to address the key issues. The first three cohorts of researcher-practitioner partnerships (RPPs), funded in 2013-2015, using a mixed-methods, cross-case design. A summary of Phase I findings can be found in NCRPP Technical Report No. 2, A Descriptive Study of the IES Researcher-Practitioner Partnerships Program. For Phase II, two survey instruments, one for researchers and one for practitioners were developed. The surveys included five previously-tested scales of items from NCRPP's national survey of educational leaders' research use as well as new items related to partnership goals, prior relationships, and future work together. New items were tested and revised through a cognitive piloting process. An interview protocol for each group was also developed, pilot-tested, and implemented, as well as a systematic document review of grant applications. This report describes the instrument development process, sampling strategy, and key constructs. The report then offers analysis for questions asked about perceived benefits of partnerships, and questions asked regarding partnership contexts. Findings of this study can hopefully inform the IES RPP program, but also contribute to knowledge on the processes, successes, and challenges of RPPs in education. [For &quot;A Descriptive Study of the IES Researcher-Practitioner Partnerships in Education Research Program: Interim Report. Technical Report No. 2&quot;, see ED599955.]
When Understanding Evokes Appreciation: The Effect of Mathematics Content Knowledge on Aesthetic Predisposition
Author: Tjoe, Hartono
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Pedagogical Content Knowledge,Preservice Teacher Education,Preservice Teachers,Problem Solving,Student Attitudes,Efficiency,Urban Universities,Elementary School Teachers,Correlation,Learning Experience,Mathematics

This study explored the problem solving experience of pre-service teachers in finding the greatest common factor and the least common multiple using many different approaches. In particular, it examined the effect of pre-service teachers' mathematics content knowledge on how they chose their preferred approach and how they valued the most efficient approach. The findings indicated that the most efficient approach was appreciated only if such approach was reasonably understood by these pre-service teachers. [For the complete proceedings, see ED597799.]
Developing Young Children&apos;s Understanding of Place-Value Using Multiplication and Quotitive Division
Author: Young-Loveridge, Jenny
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Cultural Differences,English (Second Language),Second Language Learning,Number Concepts,Elementary School Students,Thinking Skills,Multiplication,Division,Lesson Plans,Foreign Countries

This paper focuses on selected findings from a study that explored the use of multiplication and division with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. The focus of instructional tasks was on working with groups of ten to support the understanding of place value. Findings from relevant assessment tasks and children's work highlighted the importance of encouraging young children to move from unitary (counting by ones) to tens-structured thinking. [For the complete proceedings, see ED597799.]
Examining Mathematics-Related Affect and its Development during Comprehensive School Years in Finland
Author: Tuohilampi, Laura
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Prediction,Mathematics Instruction,Correlation,Mathematics Achievement,Intervention,Longitudinal Studies,Self Efficacy,Elementary School Students,Secondary School Students,Foreign Countries,Affective Behavior,Student Attitudes,Mathematics Education,Decision Making,Attitude Measures,Learning Motivation

Mathematics-related affect is told to predict choices concerning future studies, to correlate with performance, and to be of importance per se. Unfortunately, the affect towards mathematics is frequently reported to be low in several countries, and this contradiction cannot be solved before knowing more about its development. The objective of this study is to increase our knowledge about the timing of the affective factors getting worse, which is crucial for implementing interventions at a correct phase. We investigated a longitudinal data covering Finnish students' affect during comprehensive school years (n=3502). As a result, it was found that enjoyment of mathematics is most likely to decrease during primary school years, whereas self-efficacy is most likely to decrease during lower secondary school years. [For the complete proceedings, see ED597799.]
Activities That Mathematics Majors Use to Bridge the Gap between Informal Arguments and Proofs
Author: Zazkis, Dov
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Majors (Students),Mathematical Logic,Learning Activities,Learning Strategies,State Universities,Undergraduate Students,Calculus,Incidence,Problem Solving

In this paper we examine a commonly suggested proof construction strategy from the mathematics education literature--that students first produce an informal argument and then use this as a basis for constructing a formal proof. The work of students who produce such informal arguments during proving activities was analyzed to distill three activities that contribute to students' successful translation of informal arguments into formal proofs. These are elaboration, syntactification, and rewarranting. We analyze how attempting to engage in these activities relates to success with proof construction. Additionally, we discuss how each individual activity contributes to the translation of an informal argument into a formal proof. [For the complete proceedings, see ED597799.]
Exploring the Feasibility and Effectiveness of Assessment Techniques to Improve Student Learning in Primary Mathematics Education
Author: Veldhuis, Michiel
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Student Attitudes,Teacher Attitudes,Scores,Mathematics Achievement,Teacher Workshops,Student Evaluation,Classroom Techniques,Elementary School Teachers,Educational Improvement,Foreign Countries,Elementary School Students,Evaluation Methods

In the present study we investigated to what extent workshops aimed at improving teachers' use of classroom assessment techniques had an effect on students' achievement in mathematics. Ten primary school teachers participated in two consecutive small-scale studies, aimed at using and improving different classroom assessment techniques in mathematics education. In total, 214 students were involved. The studies were carried out in the Netherlands. Qualitative and quantitative measures were used to investigate the feasibility and effectiveness of the assessment techniques. In both studies teachers and students reported enjoying the techniques and finding them useful. In terms of mathematics achievement, results indicate students improving considerably; the students' scores increased more than the national mean. [For the complete proceedings, see ED597799.]