ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Gestures and Diagrams to Support Students with Learning Disabilities Enrolled in Algebra II
Author: Walsh, Jennifer B.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Mathematics Instruction,Algebra,Learning Disabilities,Teaching Methods,Nonverbal Communication,Visual Aids,Outcomes of Education,Learning Strategies,Intervention,Problem Solving

In this exploratory case study, the researchers conducted a qualitative analysis of six teaching sessions to describe the use of gestures and diagrams by a teacher and her students with learning disabilities when engaging in secondary level algebra (e.g., Algebra I &amp; II content). The teacher and her students used gestures, such as pointing and moving a pen in an arching motion to demonstrate mathematical relationships within equations (e.g., distributive property), and diagrams, such as circling and drawing arrows to facilitate students' progress with logarithms. The teacher used gestures and diagrams to support her students with learning disabilities to organize their thinking processes and understand relationships between problem elements. The findings from this study describe the procedural and conceptual progress made by two students with LD when their teacher utilized gestures and diagrams to teach logarithms, reciprocals, and functions.
Monitoring Student Progress in Algebra: Development and Evaluation of an Online Professional Development System
Author: Lyons, Reneé
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Progress Monitoring,Online Courses,Faculty Development,Mathematics Teachers,Educational Technology,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Knowledge Level,Program Effectiveness,Scoring

This paper focuses on description and evaluation of a Web-based professional development system for teachers centered on the collection and use of frequent student performance information in algebra for instructional decision making. With U.S. federal grant funding, researchers developed Web-based instructional modules, which provided interactive instruction in the administration and scoring of three types of algebra measures. Modules also addressed use of the data management system for storing, displaying, and helping teachers to interpret data. Evaluation of this online system included feedback from nine special and general education mathematics teachers regarding their scoring accuracy, satisfaction with the content and usability of the system, and change in their knowledge about progress monitoring. In addition, a hypothetical student case study illustrates the use of this online system for informing instructional decisions within the context of a school's model for response to intervention. In this framework, teachers use progress monitoring data to identify students who are struggling, so increasingly more intensive instruction may be delivered to better meet student needs. This illustration depicts how an algebra teacher may use the online system to identify students who need more instructional support and to monitor students' progress.
Literacy Instruction for Adolescents with Learning Disabilities: Examining Teacher Practice and Preparation
Author: Leko, Melinda M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Secondary School Teachers,Special Education Teachers,Reading Instruction,Learning Disabilities,Students with Disabilities,Teaching Methods,Vocabulary Development,Reading Comprehension,Formative Evaluation,Technology Integration,Educational Technology,Teacher Competencies,Secondary School Students,Adolescents,Faculty Development,Teacher Attitudes

This study presents findings from a survey of secondary special education teachers who teach reading to students with learning disabilities (LD). Respondents were 392 special education teachers from a large Midwestern State who completed an online or paper survey. Results indicate predominant foci of secondary special education teachers' reading instructional practices were teaching vocabulary and comprehension, engaging in ongoing formative assessment, and incorporating technology into instruction. Additionally, the majority of respondents report not feeling adequately prepared to teach reading to secondary students with LD. These findings are discussed in relation to the national discourse on adolescent literacy and special education teacher preparation.
International Policies, Identification, and Services for Students with Learning Disabilities: An Exploration across 10 Countries
Author: Agrawal, Jugnu
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Educational Policy,International Law,School Law,Learning Disabilities,Reading Difficulties,Dyslexia,Students with Disabilities,Intervention,Educational Legislation,Disability Identification,Special Education,Federal Legislation,Definitions

Recently, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) reported that although countries around the world must ensure that students with disabilities receive free, inclusive, and appropriate education, students with disabilities are less likely to complete primary or secondary school in many countries. Though this is the case, very little has been published regarding the legislative efforts and the implementation of services and supports specifically for students with learning disabilities (LD) in reading or dyslexia around the world. Therefore, the purpose of this review is to explore legislative efforts, services, and interventions provided to students with learning disabilities from ten countries worldwide: Canada, China, Denmark, Germany, Japan, Mexico, Netherlands, Singapore, Taiwan, and United Kingdom. Discussion and implications for research and practice are provided based on themes identified across countries.
Ke &apos;A&apos;ali&apos;i K? Makani: Kinolau of a Feminist Mo&apos;olelo
Author: Kukahiko, Eomailani Keonaonalikookalehua
Date: 2019-00-00
Type: Journal Articles
Subjects: Story Telling,Hawaiians,Feminism,Indigenous Knowledge,Females,Teacher Educators,Experience,Mothers

In utilizing storytelling as a research method, it is important to understand the role that mo?olelo (story) have played for Indigenous peoples. Smith (1999) asserts, &quot;Storytelling, oral histories, the perspectives of elders and of women have become an integral part of all indigenous research. Each individual story is powerful. But the point about the stories is not that they simply tell a story, or tell a story simply. These new stories contribute to a collective story in which every indigenous person has a place&quot; (Smith 144). The mo?olelo included in this article are three stories of exploring Ke Ao ?Oiwi (in the world), creating and maintaining a Kanaka ?Oiwi (Indigenous peoples) space as a wahine (woman), mother, and kumu (teacher), either through its deficit or through its presence. The author suggests that these stories, experienced through a feminist lens, are activities that cross &quot;the (blurred) boundaries between academic and other activist sites&quot; (DeVault and Gross 2011, 75).
Effectiveness of Guided Discovery-Based Module: A Case Study in Padang City, Indonesia
Author: Kariman, Delsi
Date: 2019-05-00
Type: Journal Articles
Subjects: Program Effectiveness,Outcomes of Education,Problem Solving,Case Studies,Mathematics Instruction,Discovery Learning,Instructional Materials,Foreign Countries

One of the research objectives was formulated to improve the quality of education, namely by understanding the problems of students and teachers. There were three main groups of quality characteristics of education highlighted in scientific and academic literature in Russia, namely the quality of educational objectives, the quality of the educational process, and the quality of educational outcomes. The problem of education in Indonesia is the quality of the education process. The development of teaching materials is an alternative to improve the quality of the education process. Research so far has only focused on the implementation of learning models by teachers in the classroom, but the model is not integrated into the teaching materials used. This paper examines how the effectiveness of a product that has been developed for two years on 27 Indonesian students. The product produced is a guided discovery-based module in the Complex Analysis subject. This product was developed after the preliminary analysis (defining) process. Students are given 16 modules during lectures; then students are given a final test containing all the competencies that must be achieved. Test results are scored, and statistical analyses are conducted to compare them with student score before using the module. The test used is t-test. The design used is one of the experimental research designs, One Shot Case Study. The results of the study showed that students who were taught with modules developed effectively to improve student learning outcomes. Further research can be done by implementing different learning models in teaching materials.
Primary School Students&apos; Abstraction Levels of Whole-Half-Quarter Concepts According to RBC Theory
Author: Özçakir Sümen, Özlem
Date: 2019-05-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Students,Foreign Countries,Elementary School Mathematics,Mathematical Concepts,Fractions,Teaching Methods,Mathematics Instruction,Mathematics Skills

Whole-half-quarter are important mathematical concepts that form the basis of fractions and should be well understood for advancing mathematical topics. The aim of this study is to determine the primary school students' abstraction levels of whole-half-quarter concepts according to RBC theory. The participants of the study are six students (8 age group) from the second grade of primary school. The data of the research which is a case study were collected through worksheets and semi-structured interviews. The data obtained from interviews were analyzed by qualitative data analysis steps. The abstraction levels of students were evaluated according to RBC theory. As a result of the study, it was seen that many of the students could not abstract the whole, half and quarter concepts. It was determined that difficulties of students to abstract the whole-halfquarter concepts resulted from reasons such as not understanding the half and quarter concepts, not being able to divide the whole into two equal parts, not being able to divide one dimensional shapes into half and quarter, generalizing dividing into quarter as putting a &quot;+&quot;, not being able to divide into four equal parts for quarter.
PISA-Like Mathematics Problems: Using Taekwondo Context of Asian Games
Author: Rawani, Dewi
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Formative Evaluation,Instructional Design,Athletics,Games,Mathematics Education,Problem Solving,Achievement Tests,Secondary School Students,International Assessment,Asians,Mathematics Skills,Thinking Skills,Persuasive Discourse

This research aims to produce a valid, practical, and having potential effects PISA-like mathematics problems using taekwondo context in Asian Games. The subjects were MIA 3 student of SMA 10 Palembang. This study was design research of development study in which had two stages: the preliminary and formative evaluation. The formative evaluation includes self-evaluation, one-to-one and expert review, small group, and field test. The context is used to have the students estimate maximum numbers of exercising athletes in a hall with a specific size. The result of the analysis shows that the problems which were reviewed by three expert reviews are valid qualitatively based on the PISA framework; it is also practical and easy to understand the problem. Based on the analysis of students' answer, the developed problems display potential effects on student's diverse basic mathematical abilities on the various process of answering the problems. The basic mathematics abilities emerging among which are reasoning and argument ability. It appears that students can develop and solve the problem by modeling using their assumptions. Also, the other ability is designing strategies to solve problems in which students use various procedures in solving problems leading the conclusion.
Comparing Model-Building Process: A Model Prospective Teachers Used in Interpreting Students&apos; Mathematical Thinking
Author: Sapti, Mujiyem
Date: 2019-05-00
Type: Journal Articles
Subjects: Comparative Analysis,Models,Preservice Teachers,Mathematical Logic,Logical Thinking,Thinking Skills,Graduate Students,Mathematics Education,Problem Solving,Teacher Student Relationship,Foreign Countries

Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students' mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students' strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students' mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.
Developing Mathematics Worksheet Using Futsal Context for School Literacy Movement
Author: Effendi, Kiki Nia Sania
Date: 2019-05-00
Type: Journal Articles
Subjects: Literacy,Content Area Reading,Worksheets,Mathematics Instruction,Grade 7,Junior High School Students,Foreign Countries,Team Sports,Teaching Methods,Reading Materials

School Literacy Movement, one of the government's efforts to optimize the ability of students in terms of literacy, needs support from every circle; one of them is from researches in the educational field. This research aims to develop reading texts in a futsal context that will be presented in students' worksheet with valid and practical criteria that will have a potential effect in mathematics learning. This research is using the design research method with a development studies type that consists of three main steps, such as preliminary, prototyping, and assessment with an evaluation plot formative study that used in a prototyping step, including the self-evaluation, expert review and one-to-one, small group, and field test. The research subjects are the students in 7th grade in one of Junior High School in Karawang. There are some steps taken in the data collection process, such as documentation, walk-through, questionnaire, test, and interview. According to the data analysis, it can be concluded that this research has been producing a product in the form of thirteen reading the text for School Literacy Movement invalid and practical mathematics learning that will have a potential effect for the students' learning result in the mathematics learning process.
Developing Mathematics Questions of PISA Type Using Bangka Context
Author: Dasaprawira, M. Noviarsyh
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Mathematics Tests,Mathematics Skills,Problem Solving,Test Items,Test Validity,Achievement Tests,International Assessment,Secondary School Students

This study aims to develop a math problem type PISA to familiarize students using problems with PISA standard and produces a valid, practical, PISA context of Bangka (Tanjung Kalian Lighthouse) type and see the Basic Math Skills (BMS) seen from the context of Tanjung Kalian lighthouse. The research method used is design research with the type of research development or development studies. The result of the research is a valid PISA math problem at the expert review stage and one to one, while small group stages do the practicality. The ability that is found in the form of communication, representation, mathematical, reasoning, and argument, and formulates a strategy to solve the problem.
Examining Prospective Teachers&apos; Belief and Pedagogical Content Knowledge towards Teaching Practice in Mathematics Class: A Case Study
Author: Muhtarom
Date: 2019-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Beliefs,Pedagogical Content Knowledge,Teaching Methods,Mathematics Education,Mathematics Teachers,Foreign Countries,Mathematical Concepts,Problem Solving

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.
The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student&apos;s Affective Competency
Author: Chew, Maureen Siew Fang
Date: 2019-05-00
Type: Journal Articles
Subjects: Problem Solving,Models,Mathematics Instruction,Secondary School Mathematics,High School Students,Student Attitudes,Teaching Methods,Mathematical Models,Foreign Countries,Questionnaires

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the &quot;RECCE-MODEL&quot; emphasised understanding and thinking with a view on mathematics embedded in real-life. The &quot;RECCE&quot; which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students' problem-solving competencies in mathematics lessons. It also explores students' cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students' developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (&quot;MODEL&quot;). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students' questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students' affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The &quot;RECCE-MODEL&quot; framework paved the way towards understanding the relationships between effective pedagogical approaches and students' learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.
Transformative Professional Development for Mathematics Teachers
Author: Bonghanoy, Guillermo B.
Date: 2019-05-00
Type: Journal Articles
Subjects: Transformative Learning,Faculty Development,Mathematics Teachers,Mathematics Instruction,Foreign Countries,Student Interests,Secondary School Mathematics,Secondary School Teachers,Researchers,Secondary School Students

This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
Elementary School Teachers&apos; Obstacles in the Implementation of Problem-Based Learning Model in Mathematics Learning
Author: Nurlaily, Vivi Astuti
Date: 2019-05-00
Type: Journal Articles
Subjects: Elementary School Teachers,Barriers,Problem Based Learning,Curriculum Implementation,Time Management,Mathematics Achievement,Low Achievement,Foreign Countries,Elementary School Mathematics,Learning Processes,Public Schools,Grade 3,Cooperative Learning,Classroom Techniques

This study aims to describe the teachers' obstacles in applying problem-based learning model in Mathematics learning of elementary schools. This method of this study was a qualitative descriptive. The data sources were three third-grade teachers of the elementary schools. The data analysis consisted of stages of data collection, data reduction, data presentation, and data verification. The results of the study show: in the planning stage, obstacles occur when teachers need careful preparation in making learning plans and determining problems at the beginning of learning. In the implementation phase, the obstacle that occurs is a lack of time in maximizing activities in all phases. The teacher finds it difficult to direct students to problems that require solutions. Teachers need enough time to organize students in group activities. Also, they have difficulty dividing time when guiding groups because students are still waiting for the teacher to explain to the group without doing it themselves first. Another difficulty faced is making students actively ask questions or respond to learning activities, and feedback from problem-solving is less profound.