ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective but Underused Strategies for Proof Comprehension
Author: Weber, Keith
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Mathematics Education,Majors (Students),Learning Strategies,Qualitative Research,Specialists,Teacher Surveys,Statistical Analysis,Interviews,Student Surveys,Mathematical Models,College Seniors

We present five strategies that mathematics majors can use to improve their proof comprehension. We argue these strategies are effective by presenting qualitative excerpts illustrating the ways in which the employment of these strategies helped four undergraduate students understand the proofs they were reading. Furthermore, we present results of a survey in which the majority of 83 mathematicians indicated they would like students to use these proof reading strategies. Finally, we argue that these strategies are underused by presenting results from another part of the survey, in which the majority of 175 mathematics majors claimed not to employ these strategies. [For the complete proceedings, see ED584443.]
Innovation in Early Math Education: The Whole Teacher Approach to Professional Development
Author: McCray, Jennifer
Date: 2013-11-00
Type: Reports - Research
Subjects: Mathematics Education,Faculty Development,Holistic Approach,Inservice Teacher Education,Competency Based Teacher Education,Quasiexperimental Design,Pretests Posttests,Intervention,Control Groups,Experimental Groups,Mathematics Achievement,Achievement Gains,Teacher Effectiveness,Performance Based Assessment,Early Childhood Education,Knowledge Base for Teaching,Predictor Variables,Achievement Tests

In this presentation, we introduce a conceptual framework for in-service professional development--the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher's growth. Putting the framework in operation, we describe a project designed to improve teachers' competence and increase children's performance in early mathematics. Utilizing a quasi-experimental design, pre- and post-measures with intervention and comparison groups have been collected. The results indicated that significant growth in children's mathematical performance favored to the intervention group. The discussion focuses on the significance of the Whole Teacher approach to teacher professional development. [For the complete proceedings, see ED584443.]
Teacher Candidates&apos; Perceptions of Mathematical, Cognitive and Pedagogical Fidelity of the &quot;Fill&amp;Pour&quot; Virtual Manipulative
Author: Alagic, Mara
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Fidelity,Manipulative Materials,Computer Simulation,Knowledge Base for Teaching,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Cognitive Objectives,Instructional Innovation,Critical Incidents Method,Teaching Methods

Virtual manipulatives as cognitive tools, dynamic/interactive, Web-based representations and/or technology-based renditions, allow users to engage in mathematical meaning making. This research investigated teacher candidates' perceptions of the mathematical, cognitive, and pedagogical fidelity of Fill and Pour virtual manipulative. Findings suggest that the degree to which the mathematical entity is faithful to the essential mathematical properties of that item in the virtual environment has been granted by teacher candidates to virtual manipulative designers automatically, without closer examining of the mathematical, cognitive, and/or pedagogical fidelity. Further qualitative probing was carried through to better understand the nature of such assumptions. [For the complete proceedings, see ED584443.]
Comparing the Relative Likelihood of Events: The Fallacy of Composition
Author: Chernoff, Egan J.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Probability,Preservice Teachers,Mathematics Teachers,Elementary School Mathematics,Mathematical Concepts,Knowledge Base for Teaching,Misconceptions

The objective of this article is to contribute to the documented dearth of research on teachers' probabilistic knowledge. Prospective teachers of elementary school mathematics were asked to identify which result from five flips of a fair coin was least likely to occur. Participants, instead of being presented with sequences, were presented with events, that is, sets of outcomes, for five flips of a fair coin. A particular logical fallacy, the fallacy of composition, was used to analyze the juxtaposition of responses and response justifications. As a result, the fallacy of composition was found in the response justifications for both normatively incorrect and correct relative likelihood comparisons. Combing the results of this and prior research utilizing the fallacy of composition demonstrates that logical fallacies are a burgeoning area of research for those investigating relative likelihood comparisons and teachers' probabilistic knowledge. [For the complete proceedings, see ED584443.]
Rethinking Mathematics Instruction: An Analysis of Relational Interactions and Mathematics Achievement in Elementary Classrooms
Author: Battey, Dan
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Interaction,Mathematics Achievement,Teacher Student Relationship,Mathematics Teachers,Elementary School Mathematics,Grade 2,Grade 3,Teaching Methods,Elementary School Students

The research examined how teacher-student relational interactions affect students' mathematics achievement and learning. Namely, the paper highlights the different ways that mathematics teachers relate to their students and the subsequent impact on outcomes for mathematics success. Analyzing 7 second and third-grade classrooms in a large urban district within a low SES community, the study found that relational interactions explained a significant portion of the variance in mathematics achievement, even when controlling for prior achievement. The results speak to a needed reconceptualization of mathematics instruction as both an academic and social mechanism affecting equitable opportunities. A call for future research is made to investigate how student demographics (i.e. ethnicity, gender) warrant varying forms of relational interactions in the mathematics classroom. [For the complete proceedings, see ED584443.]
Vital Signs: Indiana
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Indiana cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Indiana students have made progress in math over the past decade. Yet not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers. Students of color are least likely to be in schools that have the resources they need in math and science, and few eighth graders of any race or ethnicity have teachers with an undergraduate major in math or science.
Vital Signs: Idaho
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Idaho cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Idaho students have made some progress in math over the past decade. Yet not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers. Science does not yet seem to be a priority in Idaho: elementary students spend little time on the subject, and most science teachers say they don't have the resources they need.
Vital Signs: Kansas
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Kansas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Kansas students have made real progress in math over the past decade, yet not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers. Students of color are least likely to be in schools that have the resources they need in math and science, and few eighth graders of any race or ethnicity have teachers with an undergraduate major in math or science.
Vital Signs: Illinois
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Illinois cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Students have made progress in math over the past decade. Yet not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers, and the state faces some of the biggest racial and ethnic achievement gaps in the nation. Students of color are least likely to be in schools that have the resources they need in math and science, and few eighth graders of any race or ethnicity have teachers with an undergraduate major in math or science.
Vital Signs: Kentucky
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Kentucky cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Kentucky students have made real progress over the past decade, especially in fourth-grade math. Yet not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and few eighth graders have teachers with an undergraduate major in math or science. Many of those teachers report that they don't have all the resources they need to succeed.
Vital Signs: Iowa
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Iowa cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Student performance in K-12 math and science has not moved far since 2003, and large racial and ethnic achievement gaps persist, as in all states. Not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and few eighth graders--least of all students of color--have teachers with an undergraduate major in math or science.
Vital Signs: Louisiana
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Louisiana cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Louisiana students have made some progress in math over the past decade. Yet not enough get the chance to learn rich and challenging content that prepares them for college and careers. Few eighth graders have teachers with an undergraduate major in math or science, and many teachers of both subjects report low parent involvement in education. What's more, those teachers and their students are much less likely than their peers in other states to have access to resources and equipment they need to succeed.
Vital Signs: Georgia
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Georgia cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. The state's students have made real progress in math over the past decade, though that progress has slowed. Large racial and ethnic achievement gaps persist in Georgia, as in all states. Not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and few eighth graders have teachers with an undergraduate major in math or science.
Vital Signs: Hawaii
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Hawaii cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Hawaii students have made strong progress in math over the past decade. Yet not enough students get the chance to learn rich and challenging content that prepares them for college and careers, and Latino students are least likely to have access to teachers and schools that have the resources they need in math and science.
Vital Signs: Maine
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Maine cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Maine students have made progress in math over the past decade. Yet not enough get the chance to learn rich and challenging content that prepares them for college and careers, and few eighth graders have teachers with undergraduate majors in math or science. Since gets especially short shrift: elementary students spend little time on the subject, and most science teachers say they don't have the resources they need.
School Climate and Equity. School Climate Practice Brief
Author: Ross, Randy
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Culture,Equal Education,Elementary Secondary Education,Reflective Teaching,Cultural Awareness,Student Diversity,School Safety,Culturally Relevant Education,Participation,Caring,Student Needs

School climate reform, an evidence-based strategy, supports K-12 students, school personnel, parents/guardians and community members learning and working together to promote pro-social education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute for Educational Sciences, President Obama's Bully Prevention Partnership, the US Departments of Justice and Education's School Discipline Consensus project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. Schools can create more equitable communities through the following promising strategies: (1) Encourage reflective practice and build cultural awareness in students and adults; (2) Increase understanding of diverse cultures (3) Keep diverse schools physically and emotionally safe; (4) Make high expectations culturally responsive; (5) Design multiple pathways to meaningful participation; and (6) Demonstrate caring by knowing students' unique emotional needs.
School Climate and Dropout Prevention. School Climate Practice Brief
Author: Duckenfield, Marty
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: School Culture,Educational Environment,Dropout Prevention,Elementary Secondary Education,Educational Change,Bullying,Violence,Teacher Persistence,Risk Management,Learner Engagement,Parent Participation,Educational Practices,Early Intervention

School climate reform, an evidence-based strategy, supports K-12 students, school personnel, parents/guardians and community members learning and working together to promote prosocial education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute for Educational Sciences, President Obama's Bully Prevention Partnership, the US Departments of Justice and Education's School Discipline Consensus project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. Schools can support effective dropout prevention through the following promising strategies: (1) Address risk factors in the context of positive school climate; (2) Create conditions that support engagement of students and parents; (3) Participate in a continuing systemic process of evaluating goals and objectives as they impact a diverse group of learners; (4) Start early by engaging families and students, starting with early childhood education; and (5) Provide unique learning opportunities to meet the needs of all learners.