ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring High School Students&apos; Funds of Knowledge for Learning Mathematics = Medición de los Fondos de Conocimiento de los Estudiantes de Secundaria al Aprender Matemáticas
Author: Pruitt-Britton, Tiffini
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Knowledge Level,Mathematics Education,Mathematics Activities,Culturally Relevant Education,Cultural Capital,Minority Group Students,Supplementary Education

Mathematics experienced by students can be derived from the contextually situated &quot;real world&quot; experiences of the educator, which is typically White and middle class and not a reflection of the demographics of many classrooms in the United States. Activities where students find connections to their lives and interests have shown promise in enhancing student performance and experiences in mathematics classrooms. In this study, mathematics funds of knowledge are assessed in a novel survey instrument, reinforcing the salience of relating math experiences to students' lives and acknowledging skills and knowledge originating from experiences outside of the math classroom. [For the complete proceedings, see ED629884.]
Understanding Instructional Capacity for High School Geometry as a Systemic Problem through Stakeholder Interviews
Author: Margolis, Claudine
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Geometry,Educational Improvement,Mathematics Instruction,Stakeholders,Barriers,Attitudes,Preservice Teacher Education,Capacity Building

This paper reports an ongoing effort to address the problem of instructional capacity for high school geometry from a systems improvement perspective. In an effort to understand the system that contains the high school geometry instructional capacity problem, we identified key stakeholders and conducted preliminary interviews to learn about the problem from their perspective. We use these interview data to describe the system in more detail and to identify six major factors contributing to the high school geometry instructional capacity problem. [For the complete proceedings, see ED629884.]
Assessing Readability by Filling Cloze Items with Transformers
Author: Olney, Andrew M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Readability,Cloze Procedure,Scores,Prediction,Models,Readability Formulas,Correlation,Outcome Measures

Cloze items are a foundational approach to assessing readability. However, they require human data collection, thus making them impractical in automated metrics. The present study revisits the idea of assessing readability with cloze items and compares human cloze scores and readability judgments with predictions made by T5, a popular deep learning architecture, on three corpora. Across all corpora, T5 predictions significantly correlated with human cloze scores and readability judgments, and in predictive models, they could be used interchangeably with average word length, a common readability predictor. For two corpora, combining T5 and Flesch reading ease predictors improved model fit for human cloze scores and readability judgments.
New Discoveries in High School Arts Participation and the Implications for Equity. Publication 19.49
Author: Andrews, Melissa D.
Date: 2021-03-00
Type: Reports - Research
Subjects: School Districts,High School Students,Equal Education,Art Activities,Student Participation,Student Characteristics,Student Diversity,Program Effectiveness,Art Education,Institutional Characteristics,Visual Arts,Music Education,Credits,Graduation Requirements,Advanced Courses,College Readiness,College Attendance,Dance Education,Theater Arts

In this report, students were grouped into three distinct categories for analysis, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school. A separate research brief report also was published. [For the Research Brief, see ED629939.]
New Discoveries in Arts Participation: Implications for Equity at the High School Level. Publication 19.49RB
Author: Andrews, Melissa
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Districts,High School Students,Equal Education,Art Activities,Student Participation,Student Characteristics,Student Diversity,Program Effectiveness,Art Education,Institutional Characteristics,Visual Arts,Music Education,Credits,Graduation Requirements,Advanced Courses,College Readiness,College Attendance,Dance Education,Theater Arts

In this brief report, students were grouped into three distinct categories for analysis, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school. A separate full report also was published. [For the full report, see ED629938.]
Development of Space Reasoning in Early Ages through Variation Activities = Diseño de actividades para el desarrollo de razonamiento espacial en edades tempranas a través de manipulativos
Author: Ortiz-Rocha, Yudi Andrea
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Thinking Skills,Learning Activities,Skill Development,Elementary School Students,Grade 3,Puzzles

Spatial reasoning skills are necessary to perform activities at school, at work and in everyday life, in general. Different studies indicate the importance of its development at an early age, since it allows the reading of a three-dimensional world and its interpretation in two-dimensional representations. Our research focuses on the design of activities, using the Theory of Variation, to enhance spatial reasoning skills in seven to eight year-old students. In this document, we present characteristics of the design of an activity based on the use of pentominoes (two-dimensional puzzles). The results show that spatial reasoning skills develop when the following actions are favored: comparing, overlapping, rotating, moving, visualizing, and imagining movements, positions and locations of the pentomino pieces. [For the complete proceedings, see ED629884.]
Children&apos;s Durational Organization of Everyday Experiences: A Mathematical Perspective of a Linguistic Study
Author: Smith, Amy
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Young Children,Early Experience,Time,Concept Formation,Organization,Activities

How do children reason about the durations of daily experiences? Following Tillman and Barner's (2015) linguistic study, three children (age five, six, and seven) were asked to organize four everyday activities from the shortest duration to longest duration: watching a movie, brushing their teeth, sleeping at night, and eating lunch. After creating their &quot;timeline&quot;, each child was asked why they ordered the events as they did. By allowing the children the opportunity to reflect on common experiences and explain how they reasoned about durations, we can begin to recognize how children understand time as a quantity. Their responses showed that reflections on lived durational experiences were heavily influenced by physical acts, such as speed of actions or movement of the sun. These findings were consistent with past research on children's conception of physical time (Long &amp; Kamii, 2001; Piaget, 1969). [For the complete proceedings, see ED629884.]
Interpretive Model of the Conceptualization of the Congruence of Polygons (MICP) = Modelo interpretativo de la conceptualización de la congruencia de polígonos (MICP)
Author: Peña Acuña, Cristian Andrey
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Plane Geometry,Concept Formation,Models,High School Students,Mathematics Instruction,Mathematics Education,Foreign Countries

The document presents a set of categories for the analysis of the conceptualization of the congruence of polygons--a central theme in school mathematics--and details the application of the analytical tools used, derived from Grounded Theory, in this construction. This set of categories is called 'Interpretive Model of the Conceptualization of Polygon Congruence' (MICP). This model emerged from the interpretive analysis of empirical data recollected during the investigation. The MICP categories can be used by teachers or researchers to cover different didactic objectives (e.g., interpret the resolution of tasks with congruence content; prepare student profiles or identify their difficulties. See Peña, 2019) and it is relevant because it does not seem to exist in the literature a similar model that covers the previously stated objectives. [For the complete proceedings, see ED629884.]
Elementary Mathematics Teacher Agency: Examining Teacher and Ecological Capacity
Author: Nguyen, Phi
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Mathematics Instruction,Professional Autonomy,Teacher Attitudes,Teaching Experience

We investigated how 53 elementary teachers interpreted the impact of the contexts in which they work on their mathematics instruction, and what those interpretations reveal about the agency individual teachers were able to achieve. Latent class analysis revealed two distinct classes, with teachers in one class perceiving that their contexts had a greater and more supportive impact than teachers in the other class. Interviews of four elementary mathematics specialists then revealed that the extent to which agency was achieved depended on not only their evaluations of the constraints and affordances of their contexts, but also their past experiences and future goals. [For the complete proceedings, see ED629884.]
Predicting the Mathematics Pathways of English Language Learners: A Multilevel Analysis
Author: Runnalls, Cristina
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,English Language Learners,Mathematics Achievement,Grade 9,Student Characteristics,Socioeconomic Status,Learner Engagement,Predictor Variables,Institutional Characteristics,Educational Environment,Student Attitudes,Longitudinal Studies

This study employed hierarchical linear modeling to investigate the student- and school-level factors associated with the secondary mathematics achievement of English language learners (ELLs) and non-ELL students among a nationally representative sample of ninth graders in the United States. While certain characteristics, such as socioeconomic status, attitudes and interest in mathematics, and school engagement and belonging were predictive of access to and achievement in mathematics for both student groups, the direction and relative magnitude of the predictors differed. School-level variables, such as whether the school was public or private and administrator perceptions of school climate, were only predictive of mathematics grade point average (GPA) for non-ELLs. Implications of the findings are discussed. [For the complete proceedings, see ED629884.]
Numerical Estimation Skills, Epistemic Cognition, and Climate Change: Mathematical Skills and Dispositions That Can Support Science Learning
Author: Thacker, Ian
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Computation,Mathematics Skills,Cognitive Processes,Epistemology,Intervention,Climate,Undergraduate Students,Science Instruction,Interdisciplinary Approach,Mathematical Logic,Misconceptions,Scientific Concepts

Texts presenting novel statistics can shift learners attitudes and conceptions about controversial science topics. However, not a lot is known about the mechanisms underlying this conceptual change. The purpose of this study was to investigate two potential mechanisms that underlie learning from novel statistics: numerical estimation skills and epistemic cognition. This research investigated two treatments--a numerical estimation and epistemic cognition intervention--that were expected to enhance people's ability to make sense of key numbers about climate change. Results indicated that undergraduate students (N = 516) who were given instruction on numerical estimation strategies before shown novel climate change statistics had fewer misconceptions when compared with people who did not. Findings provide emerging evidence that supporting mathematical reasoning skills can enhance conceptual change in science. [For the complete proceedings, see ED629884.]
Why Theorizing Affect Matters for Mathematics Education Research
Author: Ziols, Ryan
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Educational Theories,Affective Behavior,Psychological Patterns,Educational History,Educational Change,Humanities,Social Sciences

This paper briefly examines theories of affect and some of its possibilities and limits for mathematics education research. First, psychological, socio-cultural, embodied, and new materialist perspectives are considered. The paper juxtaposes emerging and older theories of affect in mathematics education with alternative approaches in the humanities and social sciences. Then, the paper briefly historicizes some of the changing and enduring economies for affect in mathematics education across three historicized &quot;moments&quot; of U.S. mathematics education reform circa the 1830s, 1890s, and 1930s. This section aims to consider some of the ways 'bodies' have become differently legible for theorizing affect in problematic ways with potential implications for future research. [For the complete proceedings, see ED629884.]
Students&apos; Reasoning about Multivariational Structures
Author: Jones, Steven R.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematical Concepts,Mathematical Logic,Mathematics Instruction,Undergraduate Students

Covariation and covariational reasoning are key themes in mathematics education research. Recently, these ideas have been expanded to include cases where more than two variables relate to each other, in what is termed multivariation. Building on the theoretical work that has identified different types of multivariation structures, this study explores students' reasoning about these structures. Our initial assumption that multivariational reasoning would be built on covariational reasoning appeared validated, and there were also several other aspects of reasoning employed in making sense of these structures. There were important similarities in reasoning about the different types of multivariation, as well as some nuances between them. [For the complete proceedings, see ED629884.]
&quot;Dyslexia Is Naturally Commutative&quot;: Insider Accounts of Dyslexia from Research Mathematicians
Author: Lambert, Rachel
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Dyslexia,Mathematics,Professional Personnel,Researchers,Experience,Cognitive Processes,Memorization,Resilience (Psychology),Learning Trajectories,Personal Narratives,Barriers

Using neurodiversity as our theoretical framework, rather than a deficit or medical model, we analyze the narratives of five dyslexic research mathematicians to find common strengths and challenges for dyslexic thinkers at the highest level of mathematics. We report on 3 themes: (1) highly visual and intuitive ways of mathematical thinking; (2) pronounced issues with memorization of mathematical facts and procedures; and (3) resilience as a strength of dyslexia that matters in mathematics. We introduce the idea of Neurodiversity for Mathematics, a research agenda to better understand the strengths (as well as challenges) of neurodiverse individuals and to use that knowledge to design better mathematical learning experiences for all. [For the complete proceedings, see ED629884.]
Inductive Reasoning in Mathematics Teachers When Resolving Generalization Tasks = Razonamiento Inductivo en Maestros de Matemáticas al Resolver Tareas de Generalización
Author: Nuñez-Gutiérrez, Karina
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Mathematics Teachers,Middle School Teachers,Mathematics Instruction,Middle School Mathematics,Generalization,Problem Solving,Foreign Countries,Public School Teachers

This study reports an analysis of inductive reasoning of Mexican middle school mathematics teachers, when solving tasks of generalization of a quadratic sequence in the context of figural patterns. Data was collected from individual interviews and written answers to generalization tasks. Based on Cañadas and Castro's inductive reasoning model, we found that most of the teachers followed four stages to obtain a general rule: observation of particular cases, search of patterns, conjecture formulation and generalization. [For the complete proceedings, see ED629884.]
Constrasting Social and Sociomathematical Norms of Two Groups of Students in a Postsecondary Precalculus Class
Author: Fifty, David
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Calculus,Problem Solving,Social Behavior,Norms,Mathematics Skills,Developmental Studies Programs

This paper characterizes the engagement of two groups of students in a Precalculus course at a four-year public university. A set of &quot;Multiple Solutions Activities&quot; was designed for the course to expose groups of students to alternative solution methods, allowing instructors to explicitly negotiate productive norms to foster students' flexible knowledge. Over the duration of the semester, the groups developed contrasting social and sociomathematical norms. One group's norms seem to be particularly influenced by students' experience taking the same course the prior semester in a more traditional format. [For the complete proceedings, see ED629884.]
Experienced Secondary Teachers&apos; Decisions to Attend to the Independent Variable in Exponential Functions
Author: Troudt, Melissa
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: High School Teachers,Mathematics Instruction,Instructional Design,Decision Making,Mathematics,Mathematical Concepts,Mathematics Activities,Teacher Attitudes,Influences,Algebra,Calculus,Mathematics Teachers

We report our findings and perspective to document the knowledge exhibited by three experienced high school teachers in their instructional decisions for lessons on the equation of an exponential function. We describe the nature of the mathematical ideas and connections teachers promoted in discourse and the decisions that supported the emergence and connections of the mathematics. Despite similarities in the structure of the mathematical activities, differences existed in the ideas that emerged in the three teachers' discussions regarding the relationship between the exponent value and the independent variable. We describe links between collections of teacher decisions to their influences on the mathematics discourse. [For the complete proceedings, see ED629884.]
CARES Keeps Our AISD Family Connected Making AISD a Place to Learn, Work, Thrive. CARES Activity Summary Fall 2018 to Fall 2020. Publication 19.55
Author: Minney, Dana
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: School Districts,COVID-19,Federal Aid,Federal Legislation,Pandemics,Program Effectiveness,Achievement,Scores,Training,Ancillary School Services

This one-page document illustrates highlights of Austin Independent School District's (AISD's) CARES program activities and achievements. CARES, now in its second year of implementation, was able to maintain high quality of service standards, while experiencing a dramatic increase in volume. Further, CARES team members served vital functions during the unexpected challenges of the 2019-2020 school year.
CARES 2019-2020 Evaluation: A Brief Review of the Second Year of Implementation. Publication 19.56
Author: Minney, Dana
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Pandemics,Federal Aid,COVID-19,Program Evaluation,Program Implementation,School Districts,Program Design,Feedback (Response),Scores,Educational Improvement,Organizational Culture,Student Surveys,Parent Surveys,Educational Environment

This report describes the activities and accomplishments of Austin Independent School District's (AISD's) CARES team during the second year of implementation, school year 2019-2020. Highlights include how CARES team members were able to: maintain and in many cases exceed high-quality standards, continue progress monitoring, and provide support and resources for families, staff and community members during the first few months of the pandemic, a time of great uncertainty. CARES also expanded aspects of their feedback functions and adapted their planned implementation goals in response to staff and families' expressed needs.
Understanding Teachers&apos; Professional Development through Their Interactions with Resources: A Multilingual Project
Author: Trouche, Luc
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Interaction,Resources,Multilingualism,Secondary School Teachers,Documentation,Language Usage,Didacticism,Translation,Mathematics Education

The Documentational Approach To Didactics (DAD) aims to study teachers' professional development through their interactions with their resources for/from teaching. It has been introduced in the French community of didactics of mathematics in 2007, then extended at an international level. It has been introduced as an entry in the Encyclopedia of Mathematics Education in 2020. The DAD-Multilingual project (2020-2021) is dedicated to gather and confront the translations of this entry towards 14 languages. The project main goals are: making available -- for students as well as for researchers -- a presentation of DAD in various languages; deepening the DAD concepts themselves in thinking their possible instantiations in different languages; questioning the translation processes; and questioning the notion of resource itself, resource for/from teaching. The lecture presents this project, and draws some lessons from its first steps. [For the complete proceedings, see ED629884.]