ethanporcaro/eric-fulltext-meta huggingface dataset:
A Decade of MERGA Theses
Author: Mousley, Judith A.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Education,Mathematics Curriculum,Educational Research,Professional Associations,Web Sites,Internet,Masters Theses,Doctoral Dissertations,Scholarship,Statistical Analysis,Classification

The MERGA website has a list of the titles of the last 10 years of Australasian mathematics education Masters and Doctoral theses, with linked abstracts. After a discussion about the socially-determined nature of document analysis, this paper reports the results of an interpretive document analysis of the web page and the pages of abstracts, with a focus on (a) numbers of theses, by year and by institution; (b) methodological approaches used; (c) countries where data were collected; and (d) theses topics. Begle's (1979) framework of mathematics education domains is used to categorise 3 descriptors for each thesis. (Contains 10 figures.) [For the full report, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Web-Based Mathematics: Student Perspectives
Author: Loong, Esther Yook-Kin
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Student Attitudes,Foreign Countries,Internet,Web Based Instruction,Computer Uses in Education,Teaching Methods,Educational Technology,Factor Analysis,Interviews

This paper presents the results of a survey conducted with students (N=97) whose teachers have used the Web in their mathematics classes. The survey looked at students' attitudes towards learning mathematics and their responses to the use of the Internet for learning mathematics. Factor analyses were used to determine the constructs that underlie the survey. Indices formed were used to explore their relationships with each other and with other variables. Interview findings were able to support and lend insight into some of these results. (Contains 4 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Computational Estimation in the Primary School: A Single Case Study of One Teacher's Involvement in a Professional Learning Intervention
Author: Mildenhall, Paula
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Pedagogical Content Knowledge,Case Studies,Computation,Educational Practices,Intervention,Elementary School Mathematics,Teacher Education

This paper focuses on the initial analysis of a study of a professional learning intervention. Using a case study design it was possible to describe one teacher's involvement in this research. The study revealed how the teacher's beliefs and pedagogical content knowledge of computational estimation was altered as a result of participating in the research. This development appeared to have an impact on her approaches to the teaching of computational estimation. (Contains 3 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (RD, Fremantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Teachers' Perceptions of Geometry Instruction and the Learning Environment in Years 9-10 ESL Classrooms
Author: Ly, Rinna K.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Public Schools,Urban Schools,High Schools,English (Second Language),Second Language Instruction,Geometry,Mathematics Education,Educational Environment,Teacher Attitudes,Measures (Individuals),Computer Uses in Education,Visual Aids,Teacher Student Relationship

This paper describes the development of an instrument to assess teachers' views on their geometry instruction and their classroom learning environments in six government high schools in southwest Sydney. The sample consisted of 18 Years 9/10 ESL teachers from participating schools. The study involved completion of a survey form using a modified and expanded &quot;What Is Happening In this Class (WIHIC)&quot; questionnaire for teachers along with participant interviews. The findings indicated that there were positive associations between the learning environment and teachers' views on geometry instruction and the achievement of their classroom goals. (Contains 2 tables and 2 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Assessment for Learning Tasks and the Peer Assessment Process
Author: Lauf, Lorraine
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Student Evaluation,Mathematics Achievement,Formative Evaluation,High School Students,Females,High Stakes Tests,Peer Evaluation,Test Construction,Task Analysis,Selection

A program of Assessment for Learning (AfL) was implemented with 107 Year 12 students as part of their preparation for a major external test. Students completed extended mathematics tasks and selected student responses were used for peer assessment purposes. This paper reports on two of the AfL elements, namely task selection and peer assessment as part of the AfL process. The importance of initial task selection in terms of supporting students in building awareness of quality of mathematical arguments is highlighted. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Teacher Change in Response to a Professional Learning Project
Author: McDonough, Andrea
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Teachers,Faculty Development,Teacher Attitudes,Attitude Change,Teacher Role,Student Attitudes,Learner Engagement,Problem Solving,Pedagogical Content Knowledge,Elementary School Mathematics

This paper reports on change in teachers' perceptions of important elements of their role as teachers of mathematics at the conclusion of a two-year professional learning project. Analyses of written responses to survey items indicated shifts in four categories describing important elements of their role: teaching skills, knowledge, concepts; developing problem solvers; facilitating learning by providing quality activities, tasks, and resources; and fostering positive attitudes towards mathematics learning. Teachers attributed these perceived changes to the integration of a number of components within the project. (Contains 4 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Impact of the Recession on Public Library Use in Colorado: A Closer Look
Author: Lance, Keith Curry
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Public Libraries,Library Services,Use Studies,Economic Climate,Economic Factors

This report shares the statistical trends for public library use in Colorado before and since the onset of the latest recession. It also includes the voices of librarians from around the state, offering their observations and stories of how public libraries are helping in these difficult times. To determine the impact of the Great Recession on use of public libraries in Colorado, annual statistics were compared across four years for the following usage measures: visits per capita, circulation per capita, program attendance per 1,000 served, and Internet users per capita. The first two years, 2006 and 2007, were prior to the recession, and the remaining two years, 2008 and 2009, were after the recession's onset. Comparisons were made by calculating averages and percent change for the usage measures for each year. After the elimination of outliers and libraries with missing data, the final study group consisted of all Colorado public libraries with legal service area populations of 25,000 or more (23 libraries), as well as those classified as resort libraries (11 libraries). Visits, circulation, program attendance and Internet use were steady or slightly declining for all libraries included in the study during the two years prior to the recession and rose, in some cases dramatically, during the two years after the recession's onset, illustrating the impact of the recession on Colorado libraries. Sources for Web Site Quotes are appended. (Contains 9 charts.) [This report was funded through the Library Services and Technology Act by the Colorado State Library, Colorado Department of Education.]
Using Video-Stimulated Recall as a Tool for Reflecting on the Teaching of Mathematics
Author: Muir, Tracey
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Instruction,Video Technology,Recall (Psychology),Reflective Teaching,Elementary School Mathematics,Teaching Methods,Educational Change,Educational Researchers,Researchers,Role,Perspective Taking

This paper reports on the use of a reflective technique that incorporated video-stimulated recall to encourage reflection on practice. The author videotaped a series of mathematics lessons conducted by an experienced teacher, which were then collaboratively viewed and discussed, with the aim being to bring about changes in the teacher's practice. The findings indicated that the video footage was a powerful medium that stimulated deliberate reflection and led to changes in teaching approaches that were consistent with mathematical reform recommendations. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Gay, Lesbian, Bisexual, Transgender and Questioning Youth Matter!
Author: King, Kathleen A.
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Homosexuality,Well Being,Emotional Response,Social Development,Sexual Orientation,Educational Environment,School Culture,Student Rights,Minority Groups,School Safety,Social Justice,School Role

This brief presents general trends in the social and emotional well-being of youth who identify as Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ), followed by a guide of sexual orientation definitions. Additionally, readers learn a series of steps that schools must address in order to build inclusive, safe, and effective schools for all students, including those who identify as GLBTQ. [This brief was produced by the Equity Alliance at ASU.] (Contains 1 note and 4 resources.)
Gender Equity Matters!
Author: Thorius, Kathleen King
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Equal Education,Sexual Harassment,Sex Fairness,Gender Differences,Gender Bias,Crime,Social Bias,Educational Discrimination,Gender Discrimination,Access to Education,Curriculum,Peer Relationship,Discipline

Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for: achieving gender equity in access and opportunities to learn; achieving a gender-balanced curriculum; achieving gender-equity in interpersonal relations with/between students; achieving gender-equity in discipline patterns. [This brief was produced by The Equity Alliance at Arizona State University.] (Contains 13 online resources.)
Partial Metacognitive Blindness in Collaborative Problem Solving
Author: Ng, Kit Ee Dawn
Date: 2010-07-00
Type: Reports - Research
Subjects: Problem Solving,Foreign Countries,Mathematics Instruction,Group Dynamics,Metacognition,Cooperative Learning,Early Adolescents,Group Activities,Secondary School Mathematics

This paper investigates the impact of group dynamics on metacognitive behaviours of students (aged 13-14) during group collaborative problem solving attempts involving a design-based real-world applications project. It was discovered that group dynamics mediated the impact of metacognitive judgments related red flag situations and metacognitive failures. The existence of partial metacognitive blindness was also discovered and two contrasting phenomena could result from this because of differing group dynamics. (Contains 1 figure and 2 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Changing Our Perspective on Space: Place Mathematics as a Human Endeavour
Author: Owens, Kay
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Education,Mathematics Instruction,Maps,Theory Practice Relationship,Navigation,Sociolinguistics,Languages,Context Effect,Spatial Ability,Cultural Context,Perspective Taking,Form Classes (Languages),Indigenous Knowledge,Indigenous Populations,Physical Geography,Locational Skills (Social Studies)

This paper collates some of the systematic ways that different cultural groups refer to space. In some cases, space is more strongly identified in terms of place than in school Indo-European mathematics approaches. The affinity to place does not reduce the efficient, abstract, mathematical system behind the reference but it does strengthen its connection to the real world of place. This review of research uses a critical approach to develop an ecocultural perspective on spatial referencing. It refers to studies on the Polynesian Wayfinders; the Garma project at Yirrakala in the Northern Territory of Australia identifying Yolgnu sense of position; original field data mainly from Papua New Guinea; and on the work of linguists who have recorded and analysed the ancient languages of the Pacific region. The paper provides the mathematics educator with a richer perspective on position and a way of understanding the thinking of students with language and cultural backgrounds other than English. The Indigenous languages of Australia form a basis for ways of thinking spatially for specific groups of Indigenous students. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Online Faculty Satisfaction and Quality Enhancement Initiatives
Author: Satterlee, Anita G.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Job Satisfaction,College Administration,Accreditation (Institutions),Educational Environment,Faculty,Higher Education,Electronic Learning,Online Courses,Distance Education,Educational Technology

The purpose of this paper is to examine possible effects of an institution's quality enhancement initiatives on the job satisfaction of online faculty. Quality enhancement initiatives are a normal part of the accreditation process and faculty shoulder some of the responsibility for success of those initiatives. Therefore, it is imperative that university administration be concerned that the additional burden of any initiatives added to workload does not negatively affect the level of satisfaction experienced by faculty serving in the online environment. To increase the success of quality enhancement initiatives, it is imperative that faculty who teach using online modalities experience job satisfaction. This paper reviews the online academic environment, the faculty who teach online, quality enhancement initiatives, and job satisfaction of online faculty. The paper then provides methods that may be used by university administration to enhance job satisfaction.
Culturally Responsive Teaching Matters!
Author: Kozleski, Elizabeth B.
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Student Participation,Cultural Awareness,Culturally Relevant Education,Sociocultural Patterns,Teaching Methods,Guidelines,Minority Group Students,Definitions,Educational Principles,Federal Programs,Equal Education

In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students' cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow. This is no small matter because it requires that teachers transcend their own cultural biases and preferences to establish and develop patterns for learning and communicating that engage and sustain student participation and achievement. [This report was published by The Equity Alliance at Arizona State University.]
Addressing Discrimination in School Matters!
Author: Sullivan, Amanda L.
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Equal Education,Access to Education,Educational Discrimination,Selective Admission,Civil Rights,Barriers,Social Justice

Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt discrimination, such as barring all members of a specific group from being admitted to an organization. Discrimination may also be indirect or less obvious, such as seemingly neutral admission policies that actually favor one group over another. All kinds of discrimination are wrong and can be harmful to those involved. In schools, discrimination can make it difficult for students to learn because they don't feel safe or accepted. As such, finding ways to fight discrimination is essential to ensuring students' educational opportunity. (Contains 4 online resources.) [This publication was produced by the Equity Alliance at ASU.]
The Counseling Challenge: Balancing Student Interests with Societal Pressures
Author: Mancini, Taylor
Date: 2011-06-00
Type: Reports - Research
Subjects: Postsecondary Education,High Schools,Student Interests,School Counseling,School Counselors,Guidance,Qualitative Research,Counseling Effectiveness,Case Studies,Student Needs,Interviews,Career Development,Student Educational Objectives

High school counselors, as determined by the literature and this study, are not successfully encouraging their students to follow their aspirations and take important post high school risks. Teachers and staff alike are responsible for educating students about all the possibilities for their varying futures. In discussing with students their opportunities after high school, counselors may focus on standard recommendations with the goal of having students qualify for a four-year university. Student interests may not be consistent with standard options that counselors may suggest. Students who do not get proper guidance based on their interests and talents are left feeling stuck in someone else's educational or vocational path. The purpose of this study is to examine the effectiveness of counselor objective guidance regarding students' post high school lives. The literature review reveals that high school counseling practices need to be upgraded to better fit the needs and interests of today's students. A qualitative approach to gathering data was used in this research, using a case study of the counseling opportunities available in a local high school in a suburban Northern California community. Results indicated that students need more effective counseling that better meets their needs in regards to both their interests and talents in planning their post high school education and career options.
Experiences of Learning and Teaching Mathematics: Using Activity Theory to Understand Tensions in Practice
Author: Page, Shaileigh
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary School Mathematics,Teaching Styles,Affective Behavior,Classroom Environment,Interpersonal Relationship,Teacher Background,Teaching Experience,Context Effect,Social Theories,Mathematics Instruction

This paper originates from a larger qualitative study exploring how teachers incorporate the affective domain into the primary mathematics classroom. This paper analyses teacher's experiences of mathematics and explores, using activity theory, how these experiences impact their teaching. An important factor to emerge from the data was teacher's own experiences learning mathematics and how this shaped their mathematical identity. (Contains 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Facilitating the Development of Proportional Reasoning through Teaching Ratio
Author: Parish, Linda
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Numbers,Foreign Countries,Mathematical Concepts,Mathematical Logic,Teaching Methods,Mathematics Skills,Interviews

If the ability to reason proportionally seems to be a good indication of likely success in further mathematical pursuits (Lamon, 1999), how do children develop this ability, and how can teachers facilitate this? In this present study, six ratio/rates task-based assessment questions were trialled on ten students from Grades 5 to 9 in an attempt to describe the developing understanding of students within this construct of rational number. Tentative points of growth (or stages of understanding) are suggested, with some implications for the classroom teacher. (Contains 6 figures.) [For the complete proceedings &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
An Ethnographic Intervention Using the Five Characteristics of Effective Teacher Professional Development
Author: Patahuddin, Sitti Maesuri
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Mathematics Education,Intervention,Foreign Countries,Internet,Ethnography,Faculty Development,Computer Uses in Education,Educational Technology,Cooperative Learning,Pedagogical Content Knowledge,Elementary School Teachers

This paper is aimed to describe an ethnographic intervention study of supporting a Low Use Internet (LUI) teacher to use the Internet for his professional development. Five characteristics of effective professional development were identified and applied. This description is followed by a reflection on the process to get a deeper insight about factors that could support and restrict teachers in making positive changes in his mathematics teaching. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]