ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Teachers&apos; Take-Aways from Morning Math Problems in a Long-Term Professional Development Project
Author: Sevis, Serife
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Faculty Development,Pedagogical Content Knowledge,Instructional Improvement,Problem Solving,Elementary School Teachers,Teacher Workshops,Interviews

Considering the role of mathematics-focused professional development programs in improving teachers' content knowledge and quality of teaching, we provided teachers opportunities for dealing with mathematics problems and positioning themselves as students in a large-scale long-term professional development (PD) project. In this proposal, we aimed to understand the impact of engaging in morning math problems on teachers in terms of their mathematical understanding and teaching practices. Both written work and interviews showed that solving open-ended problems helped teachers better understand the mathematics content and students' challenges as they solve problems; thus, suggested an effective means of PD for teachers. [For complete proceedings, see ED581294.]
Unplugged Cybersecurity: An Approach for Bringing Computer Science into the Classroom
Author: Fees, Rachel E.
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Computer Science Education,STEM Education,Computer Security,Experiential Learning,Inquiry,Active Learning,Elementary Secondary Education,Social Media,Programming,Computer Networks,Learning Activities

The United States Naval Academy (USNA) STEM Center for Education and Outreach addresses an urgent Navy and national need for more young people to pursue careers in STEM fields through world-wide outreach to 17,000 students and 900 teachers per year. To achieve this mission, the STEM Center has developed a hands-on and inquiry-based methodology to be used with K-12 educators at professional development workshops and with students through camps, festivals and fairs, and STEM days. According to recent data, math and computer science (CS) are the fastest growing fields among STEM careers (US Bureau of Labor Statistics, 2016). The Computer Science for All initiative (U.S. Office of the Press Secretary, 2016) urges communities to bring more computer science education into the classroom to meet the rapidly rising need for more CS graduates. As a result, the USNA STEM Center has developed a number of unplugged (without a computer) cybersecurity modules to promote engagement and increase awareness. Topic areas include encryption, networking and social media, viruses and malware, programming, hardware components, authentication and authorization, and hacking. This article describes the methodology for developing unplugged computer science activities and adapting computer science undergraduate curriculum for K-12 educators and students as an introduction to complex computer science topics. [The STEM Center acknowledges the Office of Naval Research, the Office of Secretary of Defense, and the Volgenau Chair for Education and Outreach through the Naval Academy Foundation who provide funding to develop and adapt the activities presented here as well as hold the events described.]
Characterizing Impacts of Online Professional Development on Teachers&apos; Beliefs and Perspectives about Teaching Statistics
Author: Lee, Hollylynne S.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Online Courses,Faculty Development,Teacher Attitudes,Beliefs,Teaching Methods,Statistics,Instructional Improvement,Elementary School Teachers,Secondary School Teachers,Reflective Teaching,Qualitative Research,Surveys

With online learning becoming a more viable option for teachers to develop their expertise, our report shares one such effort focused on improving the teaching of statistics. We share design principles and learning opportunities, as well as discuss specific impacts evident in classroom teachers' course activity concerning changes to their beliefs and perspectives about statistics. Specific course experiences that served as triggers for critical reflection are discussed. [For complete proceedings, see ED581294.]
Dynamic Measurement: The Crossroad of Area and Multiplication
Author: Panorkou, Nicole
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Geometric Concepts,Measurement,Grade 3,Elementary School Students,Mathematics Instruction,Logical Thinking,Mathematics Activities,Learner Engagement,Elementary School Mathematics

In this exploratory study, our goal was to engage students in dynamic experiences of area as a continuous quantity that can be measured by multiplicatively composing two linear measures (lengths), an approach we refer to as 'dynamic measurement,' or DYME. In this paper, we present the learning trajectory constructed from two cycles of teaching experiments with sixteen third-grade students. We discuss the types of tasks used for developing students' DYME reasoning as well as the forms of DYME reasoning students developed as a result of their engagement with these tasks. [For complete proceedings, see ED581294.]
Improving Knowledge of Algebraic Learning Progressions through Professional Learning in Collaborative Vertical Teams
Author: Birkhead, Sara
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Elementary School Teachers,Secondary School Teachers,Faculty Development,Pretests Posttests,Knowledge Base for Teaching,Mathematics Instruction,Teacher Collaboration,Mixed Methods Research,Cohort Analysis,Cooperative Learning,Differences

The following research report documents a professional development that focused on promoting understanding of algebraic learning progressions across vertical teams of elementary and secondary teachers. Analyzing quantitative data from the pre and post MKT assessment and qualitative data from lesson reflections and final course reflections, revealed multiple outcomes for teachers. More specifically, elementary teachers had lower MKT than the secondary teachers in both pre and post assessment, and teachers exhibited a significant increase in their MKT as a result of the program. Further, all teachers gained more in depth knowledge about the learning progression of algebra through collaboration in vertical teams and revealed a focus on improving pedagogy through the use of high leverage teaching practices. [For complete proceedings, see ED581294.]
STEM and Model-Eliciting Activities: Responsive Professional Development for K-8 Mathematics Coaches
Author: Baker, Courtney
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Reflection,Instructional Design,Problem Solving,Design Requirements,Coaching (Performance),Integrated Activities,Integrated Curriculum,College School Cooperation,Teacher Collaboration,Middle School Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics Activities,Faculty Development,Hands on Science,Qualitative Research

This research highlights a university-school division collaboration to pilot a professional development framework for integrating STEM in K-8 mathematics classrooms. The university researchers worked with mathematics coaches to construct a realistic and reasonable vision of STEM integration built upon the design principles of model-eliciting activities (MEAs). Analysis of participant reflections after they experienced two MEAs as learners in mixed grade-level teams suggests an evolving conceptualization of STEM integration with an explicit connectedness to mathematics content. Mathematics coaches valued the potential for MEAs to provide multiple entry points to open-ended problem solving, but they articulated a sense of vulnerability as they contemplated the challenges of time and teacher buy-in within the contextual realities of curriculum pacing and standardized test preparation. [For complete proceedings, see ED581294.]
Negotiating the Essential Tension of Teacher Communities in a Statewide Math Teachers&apos; Circle
Author: Peck, Frederick A.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Activities,Teacher Collaboration,Communities of Practice,State Programs,College School Cooperation,Partnerships in Education,Elementary Secondary Education,Educational Practices,Pedagogical Content Knowledge,Group Dynamics,Conflict,Inservice Teacher Education,Training Methods

Math Teachers' Circles (MTCs) bring math teachers and university mathematicians together to engage in collaborative mathematical activity. Currently there are over 110 MTCs across 40 states. A key claim is that MTCs are &quot;communities of practice.&quot; However, to date there has been no research to substantiate this claim. In this paper, we explore the ways in which participants in an MTC negotiate aspects of community formation. [The research reported in this paper was supported by a grant from the University of Montana. For complete proceedings, see ED581294.]
Teacher Perceptions about Value and Influence of Professional Development
Author: Martin, Tami S.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Faculty Development,Intervention,Animation,Interviews,Geometry,Mathematical Logic,Teacher Collaboration,Accountability,Curriculum Implementation,Relevance (Education),Instructional Innovation,Educational Practices,Educational Change,Lesson Plans,Time on Task,Secondary School Teachers,Secondary School Mathematics,Teacher Surveys

We used a situative perspective to examine teachers' perceptions of a professional development intervention that integrated lesson study, video clubs, and animation discussions. The analysis of interviews with the five geometry teachers who participated in the intervention during two consecutive years showed three characteristics of professional development that were valuable: designated time to collaborate, focus on student mathematical thinking, and use of animations to represent practice. A fourth characteristic, accountability for implementation, is also discussed. The findings have implications for designing professional development, because participants cited links between their experiences and changes in their practice. [For complete proceedings, see ED581294.]
An Investigation of the Relationship between Grammar Type and Efficacy of Form-Focused Instruction
Author: Schenck, Andrew Douglas
Date: 2018-02-00
Type: Journal Articles
Subjects: Grammar,Second Language Instruction,Instructional Effectiveness,Comparative Analysis,Effect Size,Educational Research,Morphemes,Competency Based Education,Form Classes (Languages),Verbs

Because phonological, semantic, and morphosyntactic characteristics of grammatical features can have a significant impact on form-focused instruction, utilization of different grammatical features to test new language teaching techniques may conflate determinations of efficacy or inefficacy. The purpose of this study was to holistically examine different types of instruction, comparing them with grammatical features to evaluate effectiveness. Forty-six experimental studies of form-focused instruction were selected for study. Comparison of effect sizes suggests that the efficacy of form-focused instruction differs considerably based upon the type of grammatical feature targeted. Input-based instruction (e.g.,input enhancement or explicit rule presentation) appears more useful for features like the plural -s, past -ed, and third person singular -s, which are phonologically insalient, yet morphologically regular. Output-based instruction (e.g., corrective feedback or recasts),in contrast, appears more effective with grammatical features such as questions, phrasal verbs, conditionals, and articles, which are syntactically or semantically complex.Overall, the results suggest that differences in grammar be considered before curricula or pedagogical interventions are designed.
Measuring Technology Acceptance Level of Teachers by Using Unified Theory of Acceptance and Use of Technology
Author: Koral Gümüsoglu, Eylem
Date: 2017-12-25
Type: Journal Articles
Subjects: Technology Uses in Education,Adoption (Ideas),College Faculty,Foreign Countries,Teacher Attitudes,Likert Scales,Technology Integration,College Second Language Programs,English (Second Language),Self Efficacy,Anxiety,Social Influences,Teacher Surveys,Expectation,Statistical Analysis

Technology has undergone a lot of radical changes in the last years which have caused the implemention of new paradigms in different sectors. It is almost impossible for education not to be affected from this change in technology. It has shifted from the traditional applications to the technology use in the classrooms. In this case, teachers' role in the application of technology into education has become an essential part of the research in the field. Also, in higher education, teachers become the key factors to the effective use of technology in the teaching and learning processes. Thus, teachers' technology acceptance level remains an important issue. The term, technology acceptance refers to the adoption and use of technologies in the way they were designed for. The purpose of this study is to examine the technology acceptance level of teachers at Anadolu University School of Foreign Languages to test the Unified Theory of Acceptance and Use of Technology (UTAUT) that determines the variables influencing individuals' technology acceptance. Firstly, a Likert scale type of scale was administered to measure UTAUT and the attitudes of teachers towards technology. The participants are the 44 lecturers who have started using technology recently at Anadolu University School of Foreign Languages. The findings reveal that the overall technology acceptance level of participants is average.
The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners
Author: Aydin, Burcu
Date: 2017-12-25
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Processing,Teaching Methods,Cognitive Processes,Definitions,Dictionaries,Cognitive Mapping,Learning Processes,Recall (Psychology),Cognitive Style,College Students,Statistical Analysis,Foreign Countries,Intervention,Pretests Posttests

In an English Foreign Language learning context, where access to native like use of metaphorical language is limited, gaining this ability becomes challenging. For many years, foreign language educators didn't pay much attention to idiomatic language and assumed that idioms could only be taught through rote learning. For this reason, they face with difficulties in using appropriate approaches to idiom instruction. Furthermore, learners struggle with comprehending and practicing idioms. To resolve the concern, linguists are trying to develop cognitive approaches to the teaching of idiomatic language. The purpose of this study is to provide educators with guidelines to choose the appropriate idiom teaching technique for English Foreign Language learners taking into account the learners' metaphorical competence level and their cognitive style preferences. In evaluating the appropriate teaching technique, three different techniques (context out, context in and mental imaging technique) were used. The participants were presented 50 idioms. As a first technique, context out, idioms were taught with their definitions in the dictionary without additional contextual support. As a second technique, context in, in an attempt to investigate the effect of contextual support, idioms were both presented in a sentence and with their definitions. As a third technique, mental imaging technique, in an attempt to investigate the effect of Dual Coding approach, both pictorial representations of a mapping of literal senses of each idiomatic expression and verbal support (the definition of the idiom and the sentence in which the idiom is used) were used concurrently. The findings point that mental imaging technique has positive effect on learning and recalling of the idiomatic expressions as it provides simultaneous verbal information with mental image which creates a supplementary pathway for recollecting the verbal information. In contrast, the results indicate no effect of preferred cognitive style on idiom learning and recalling among intervention groups.
Perceptions in the Mind Maps of Turkish Children Living in England at Primary Education Level about Their Home Country Turkey and the World
Author: Aydin, Gülnur
Date: 2017-12-25
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Attitudes,Cognitive Mapping,Parent Attitudes,Case Studies,Qualitative Research,Interviews,Content Analysis,World Views,Phenomenology

This research was conducted to determine the perceptions of Turkish children in their mind maps at the primary educational level living in the UK and parental views on these perceptions about the children's home country Turkey and the world. For this purpose, case study approach in qualitative research is preferred. The study group consists of 36 children aged 8-10 years and 17 parents living in England, Nottingham and selected through a maximum diversity sampling. As a data collection tool, students' personal information form, interviews made with parents and mind maps for children's perception of the world and Turkey were used. Content analysis is applied to analyse the data obtained from the mind maps. The data were coded for the detected themes and presented in tables with frequency values. In the analysis of the data obtained from the parental interviews, typological analysis was used. Opinions about the subject were given directly, without intervention. As a result of the research, while the Turkish children who live in Nothingham have information about the beauties of their home country and its localities, the Turkish flag, food, politics, the coup and terrorist incidents, their parents reported that they told the information about Turkey to their children and they go to Turkey once a year or once in two years. In the children's mind maps about the world, there is the US President Donald Trump, people with different colours and races, wars, creatures, countries. Parents expressed that they think that it is better to avoid bad information/news sources because the events that happen in the world (war, terror etc.) break the psychology of their children. In addition, children's mind maps for world perceptions are more diverse than the mind maps for perception of Turkey; also the children show bilingual characteristics in their mind maps.
Using Generative Routines to Support Learning of Ambitious Mathematics Teaching
Author: Ghousseini, Hala
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Beginning Teachers,Questioning Techniques,Elementary School Teachers,Problems,Affordances,Teacher Educators,Inservice Teacher Education,Teacher Role

In this paper, we integrate a set of theoretical considerations that together serve as a model for investigating how high-leverage practices could be generative of teacher learning. We use the context of rehearsals to investigate how the use of a specified question sequence aimed at eliciting student mathematical thinking can afford opportunities for novices and instructors to consider goals of ambitious mathematics teaching. In our results, we provide thematic categories for the problems that arose as novices used the sequence of questions, and demonstrate how they afforded the teacher educator opportunities to connect novices' work to goals of ambitious mathematics teaching. In particular, we highlight how these opportunities arose in the midst of modifying to the question sequence and investigating the consequences of its enactment. [For complete proceedings, see ED581294.]
Exploring Elementary Mathematics Teachers&apos; Opportunities to Learn to Teach
Author: Cavanna, Jillian M.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Mathematics Teachers,Educational Opportunities,Interviews,Beginning Teacher Induction,Teacher Education Programs,Methods Courses,Field Experience Programs,Teaching Models,Teaching Styles,Teaching Methods,Educational Strategies,Teaching Skills,Teacher Attitudes

Mathematics teacher education is faced with the challenge of preparing new teachers for ambitious instruction, but we have limited understandings of what happens within the courses where this preparation occurs. This paper draws on interview data from of a larger investigation of novices' enactment of ambitious instruction in elementary mathematics and language arts across six teacher preparation programs. Findings describe the application of the framework developed by Grossman et al. (2009) to opportunities to learn to teach in elementary mathematics methods courses and associated field experiences, focusing on the range of activities described and their relation to the framework. [For complete proceedings, see ED581294.]
Evaluating Proofs and Conjectures Constructed by Pre-Service Mathematics Teachers
Author: Zeybek, Zulfiye
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Validity,Mathematical Logic,Concept Formation,Mathematical Concepts,Cooperative Learning,Video Technology,Problem Solving,Mathematics Instruction,Persuasive Discourse

This study focused on investigating the ability of 58 pre-service mathematics teachers' (PSMTs) to construct-evaluate mathematical conjectures-proofs in a mathematics course. The combined construction-evaluation activity of conjectures-and-proofs helps illuminate pre-service mathematics teachers' understanding of proof. The result of the study demonstrated that the number of instances where the PSMTs constructed conjectures were less than the number of instances where they constructed arguments to prove/disprove assertions during the semester. Additionally, the PSMTs usually constructed conjectures when they were explicitly asked to do so. The majority of the arguments that were constructed by the PSMTs attempted to provide an explanation for why the assertion held true which may show that the explanatory role of arguments indeed held an essential criterion for the PSMTs. [For complete proceedings, see ED581294.]
Interpreting and Representing Students&apos; Thinking in the Moment: Preservice Teachers&apos; Initial Number String Lessons
Author: Chen, Lizhen
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Preservice Teachers,Number Concepts,Numbers,Thinking Skills,Teaching Skills,Knowledge Base for Teaching,Concept Teaching,Questioning Techniques,Teaching Methods,Discussion (Teaching Technique),Problem Solving,Learning Strategies,Elementary School Mathematics

Being able to effectively interpret students' thinking and respond effectively in the moment are important skills that preservice teachers (PSTs) need to learn. This study zooms in on 14 PSTs' planning, teaching, and reflections involved in number string lessons, and investigates to what extent PSTs anticipate their students' strategies and incorrect answers. Further, through a lens focused on PSTs' talk moves, we explore how PSTs supported students' understanding of the strategies and concepts, and handled incorrect answers and unanticipated responses (strategies). Results show that PSTs were capable of anticipating many answers and strategies but need more improvement in making full use of various talk moves in their questioning. Implications are provided for mathematics methods instructors to plan activities to better support PSTs. [For complete proceedings, see ED581294.]