ethanporcaro/eric-fulltext-meta huggingface dataset:
Spatial Metaphors of the Number Line
Author: Edmonds-Wathen, Cris
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Figurative Language,Foreign Countries,Mathematics Instruction,English,Mathematical Concepts,Spatial Ability,Cultural Influences,Indigenous Populations,Language of Instruction,Numbers

This paper examines spatial metaphors in the English language associated with the number line, in particular metaphors of direction and motion, and how these are manifested in actual spatial practices associated with number. It considers how these metaphors are culturally influenced, and how the influences of other cultures, such as Arabic, produce inconsistencies that can contribute to confusion in the classroom. It also considers how the metaphors of number vary in some other languages, and how this leads to both different spatial representations of numbers and more challenges in multilingual and multicultural classrooms. In particular, it pays attention to the implications of variety in these metaphors for the mathematics education of Indigenous students in Australia being taught by English speaking teachers.
Young Children's Metarepresentational Competence in Data Modelling
Author: English, Lyn
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Young Children,Longitudinal Studies,Grade 1,Grade 2,Grade 3,Mathematics Education,Thinking Skills,Mathematical Logic,Foreign Countries,Grade 7,Focus Groups

This paper reports findings from an activity implemented in the final year of a 3-year longitudinal study of data modelling across grades 1-3. The activity engaged children in designing, implementing, and analysing a survey about their new playground. Data modelling involves investigations of meaningful phenomena, deciding what is worthy of attention (identifying complex attributes), and then progressing to organising, structuring, visualising, and representing data. The core components of data modelling addressed here are children's structuring and representing of data, with a focus on their display of metarepresentational competence (diSessa, 2004). Such competence includes students' abilities to invent or design a variety of new representations, explain their creations, understand the role they play, and critique and compare the adequacy of representations. Reported here are the ways in which the children structured and represented their data, the metarepresentational competence displayed, and links between their metarepresentational competence and conceptual competence.
Reinventing the Wheel: Historical Perspectives on Theories for Interpreting Discourse Patterns in Mathematics Classrooms
Author: Ellerton, Nerida F.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics,Equations (Mathematics),Mathematical Concepts,Mathematics Teachers,Mixed Methods Research,Teaching Methods,Pretests Posttests

Many key aspects of modern theory relating to classroom discourse in mathematics education, especially the theory of didactical situations, have not progressed much further than theories put forward in the 1840s by the North American educator David Page. Aspects of Brousseau's (1997) description of what he called the Topaze effect, are remarkably similar to Page's idea of &quot;drawing out&quot;--a mode of questioning that was likely to remove the cognitive challenge for learners engaged in non-trivial mathematical tasks.
Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics
Author: de Guzman, Niño Jose P.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Mathematics Skills,Misconceptions,Word Problems (Mathematics),Grade 5,Elementary School Students,Teaching Methods,Mathematical Concepts,Pretests Posttests,Experimental Groups,Control Groups,Statistical Analysis,Mathematics Tests

The teaching of mathematics involves problem solving skills which prove to be difficult on the part of the pupils due to misrepresentation of the word problems. Oftentimes, pupils tend to represent the phrase &quot;more than&quot; as addition and the word difference as &quot;- &quot;. This paper aims to address the problem solving skills of grade five pupils employing the block model approach which is based on concrete--representation--abstract principle of teaching mathematics.
Constructing and Consolidating Mathematical Entities in the Context of Whole-Class Discussion
Author: Dooley, Thérèse
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Mathematics Skills,Problem Solving,Mathematics Instruction,Mathematics Achievement,Abstract Reasoning,Foreign Countries,Elementary School Students,Interviews

In this paper, the RBC+C framework (Hershkowitz, Schwartz, &amp; Dreyfus, 2001) is used to analyse and describe construction and consolidation of mathematical knowledge by primary pupils in a whole-class setting. I describe a lesson that concerned what is commonly termed the Handshakes problem. One pupil spontaneously established a connection with a related problem in which the class had engaged a month previously. There followed a conversation in which an older construct was consolidated while a new construct emerged--the nature of this intertwined construction and consolidation is discussed.
Male Students' Perspectives Concerning the Relevance of Mathematics--Pilot Study Findings
Author: Easey, Michael
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Males,Secondary School Students,Relevance (Education),Student Attitudes,Foreign Countries,Student Surveys,Focus Groups,Statistical Analysis

A pilot study was conducted with Year 10 males (N = 154) preparing to make their senior mathematics subject choice. Survey data revealed that students did not understand the different dimensions of relevance of mathematics. Additionally, a statistically significant difference in the level of agreement concerning relevance was identified between students choosing Mathematics A and those choosing both Mathematics B and C. Students choosing both Mathematics B and C perceived mathematics as relevant for facilitating their career pathway, while Mathematics A aspirants acknowledged the relevance of mathematics was less influential, reporting their choice was guided by their mathematical ability.
Concept Cartoons as a Way to Elicit Understandings and Encourage Reasoning about Decimals in Year 7
Author: Davidson, Samone
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Teaching Methods,Cartoons,Prior Learning,Females,Fractions,Concept Mapping,Middle School Students

This paper is located within the research into encouraging learners to reason mathematically and become engaged with concepts rather than just procedures. It reports on a research in progress examining two techniques to be used at the beginning of a sequence of lessons in order to elicit students' prior knowledge and understanding of topics about to be studied. The research will be conducted with two Year 7 classes of girls as they are introduced to units of work on decimals and fractions. Two techniques will be used to elicit the students' prior understandings: Concept Maps and Concept Cartoons. This paper reports on the ideas behind Concept Cartoons and the development of Concept Cartoons for eliciting understandings of decimals. The paper briefly outlines the research into difficulties with decimals before discussing the rationale and design of the cartoons. The paper is concluded with a discussion of how concept cartoons may or may not elicit different understandings to using concept maps.
MERGA 2012: Where We've Been, Where We Are, and Where We're Going
Author: Clements, M. A.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Curriculum,Mathematics Education,Foreign Countries,Teaching Methods,Mathematics Teachers,Mathematics,Professional Personnel,Mathematical Concepts,Conferences (Gatherings)

Why have an organisation like MERGA? This question will be addressed from past, present and future perspectives (1976, 2012, and 2025). One focus of the paper will be the need to improve mathematics curricula, and to improve the teaching and learning of mathematics, at all levels. I shall argue that we have not done enough to make sure that MERGA has delivered, is still delivering, and will continue to deliver the goods on such basic curriculum/teaching/learning issues. Part of the difficulty is that we researchers have not reached agreement on what we mean by &quot;improvement&quot;. That is as much a political issue as anything else, of course, but the MERGA community needs to do more to make sure that the responsibility for defining what improvement means, and how it is assessed, is not in the wrong hands. A second focus of the paper will be some reflections on what the &quot;A&quot; in MERGA might represent. This Conference is being held in Singapore, and the challenge is for a wider vision of MERGA's role in Asia to be formulated and implemented.
Characteristics of Problem Posing of Grade 9 Students on Geometric Tasks
Author: Chua, Puay Huat
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Solving,Grade 9,Geometry,Geometric Concepts,Mathematics Instruction,Mathematics Skills,Knowledge Level

This is an exploratory study into the individual problem-posing characteristics of 480 Grade 9 Singapore students who were novice problem posers working on two geometric tasks. The students were asked to pose a problem for their friends to solve. Analyses of solvable posed problems were based on the problem type, problem information, solution type and domain knowledge. With the open-ended task, the students tend to over-condition their problems and to produce more problems with implicit assumption. How the findings can contribute to research in problem posing in schools is discussed.
Alternative Starting Point for Teaching Fractions
Author: Cortina, Jose Luis
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Fractions,Teaching Methods,Elementary School Mathematics,Interviews,Elementary School Students,Mathematical Concepts,Grade 3,Concept Formation

We investigate the viability of a new approach to initial fraction instruction. We establish the need to empirically investigate whether the proposed approach shares the strengths of currently used approaches, specifically, whether students will (a) construe problems based on the proposed approach as experientially real, and (b) bring up ideas that could be build upon in subsequent fraction instruction. We then present an analysis of sixteen student interviews from a school in southern Mexico (ages 8 and 9). The analysis supports the conjecture that the proposed approach to initial fraction instruction can be viable, and thus warrants further research attention.
Student Academic Support as a Predictor of Life Satisfaction in University Students
Author: Akin, Ahmet
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Life Satisfaction,College Students,Social Support Groups,Correlation,Multiple Regression Analysis,Factor Analysis

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support and life satisfaction were examined using correlation analysis and stepwise regression analysis. Life satisfaction was predicted positively by informational support, esteem support, motivational support, and venting support. The results were discussed with respect to the related literature. Academic support has been shown to be an important variable for understanding life satisfaction and well-being.
Designing Drama Activities Based on Nasreddin Hodja Jokes for English as a Foreign Language (EFL) Classrooms
Author: Ekmekçi, Emrah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,Teaching Methods,Humor,Second Language Instruction,English (Second Language),Integrated Activities,Language Usage,Instructional Design,Communicative Competence (Languages),Educational Benefits,Content Analysis,Qualitative Research,College Students,Preservice Teachers,Learning Activities,Learner Engagement,Familiarity,Outcomes of Education,Instructional Effectiveness

Employing drama activities in foreign language classes has proved to help language learners improve their skills. Within the context of drama course offered in an English Language Teacher Education program in Turkey, the present study suggests some drama activities based on well-known Nasreddin Hodja jokes. The study aims to find answers to whether Nasreddin Hodja jokes can be exploited in the foreign language classes and integrated in drama activities. It also tries to find out that whether the junior students could find out linguistic elements to be used in the drama activities. The document analysis method has been employed in the study. Students have been asked to analyse 470 Nasreddin Hodja jokes on the purpose of determining the linguistic elements and communicative functions of the jokes. The study concludes that drama activities based on Nasreddin Hodja jokes have numerous linguistic elements and communicative functions to be exploited and they can be used in designing drama activities in the foreign language leaning context
The Effectiveness of Using Corpus-Based Materials in Vocabulary Teaching
Author: Paker, Turan
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Computational Linguistics,Vocabulary Development,Experimental Groups,Control Groups,Statistical Analysis,Qualitative Research,Likert Scales,Pretests Posttests,Questionnaires,Language Tests,Language Proficiency,Textbooks,Dictionaries,Content Analysis,Turkish,Native Language,Student Attitudes,College Students,Private Colleges,Interviews,Diaries,Item Analysis,Foreign Countries

Our study aimed at finding out the effectiveness of corpus-based vocabulary teaching activities as well as students' attitudes towards concordance-based materials when corpus-based tasks in English vocabulary learning are used. The study was conducted in a preparatory school in a private university. The participants were 28 intermediate level students whose native language was Turkish and they were between the age of 17 and 20. They were placed into two intact groups as experimental and control group as a result of a pre-test. While the participants in the experimental group were taught through corpus-based vocabulary teaching activities, those in the control group were taught vocabulary activities through the tasks in their text book and dictionary. The data were collected through a proficiency exam, pre- and posttests and a 12 item-questionnaire based on a 5-point Likert scale as quantitative instruments and through interviews and learner diaries as qualitative instruments. The quantitative data were analyzed through descriptive analysis and independent samples t-tests, and qualitative data were analyzed through content analysis by observing themes in students' responses during the interviews and learner diaries. The statistical analysis indicated that using corpus-based vocabulary tasks were more effective than the tasks in the textbook. Additionally, our findings indicated that the attitudes of the students were positive in the use of corpus-based vocabulary tasks.
The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students
Author: Dilekli, Yalçin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,Cognitive Style,Gifted,Secondary School Students,Measures (Individuals),Regression (Statistics),Correlation,Scores,Sex,Attendance,Science Teaching Centers,Likert Scales,Statistical Analysis

The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary schools and high schools. The data were gathered using the Kolb Learning Style Inventory and the Critical Thinking Scale and analyzed using Chi-Square, t test, ANOVA and regression analyses. The findings revealed that gender was not a significant variable for learning styles but it was a significant variable for critical thinking skills. Gifted students had high scores on the Critical Thinking scale. Relationships were also found between gifted students' learning styles and their critical thinking skills except in the analysis dimension of the Critical Thinking scale. Gifted students who achieved the highest scores on the scale had assimilating and converging learning styles.
Exploring District-Level Expenditure-to-Performance Ratios. REL 2017-267
Author: Lavigne, Heather J.
Date: 2017-03-00
Type: Reports - Research
Subjects: School Districts,Budgets,Cost Effectiveness,Expenditures,Performance,Academic Achievement,Enrollment,Expenditure per Student,Costs,Mathematics Achievement,Scores,Standardized Tests,Geographic Location,School District Size,Poverty,Computation,Elementary Secondary Education,Statistical Analysis

State education budgets have shrunk since the economic recession of 2007-09. During the 2012-13 school year 35 states provided less funding for education than they had five years earlier (Leachman, Albares, Masterson, &amp; Wallace, 2016; Levin et al., 2012; Oliff, Mai, &amp; Leachman, 2012). As a result, districts across the country are seeking ways to increase their efficiency by using fewer resources while maintaining or even improving education outcomes. This study examines the expenditure-to-performance ratio, a measure that can be used along with other information to examine districts' use of resources as a proxy measure of efficiency. District expenditure-to-performance ratios offer a simple descriptive method of simultaneously assessing spending and student outcomes using publicly available data. However, expenditure-to-performance ratios can use different measures of expenditure and performance, and research has not always explicitly considered how variability in the choice of measures and of district characteristics (such as locale, student enrollment size, and student poverty status) can affect outcomes. Conducted by Regional Educational Laboratory (REL) Northeast &amp; Islands in partnership with the REL Northeast &amp; Islands Northeast Rural Districts Research Alliance, this study used state department of education of data to create six expenditure-to-performance ratios, each calculated by dividing one of three district-level measures of per pupil expenditures by one of two district-level measures of performance. The six ratios were then used to rank the 98 sample districts in the example REL Northeast &amp; Islands Region state. Key findings included: (1) The rank of each district varied according to which of the six expenditure-to-performance ratios was being considered; (2) Districts' ranks may show more movement when comparing ratios calculated using different measures of performance than when comparing ratios using different measures of expenditures; and (3) Nearly half (43) of the 98 districts ranked among the top 25 districts on at least one ratio, but only 8 districts ranked among the top 25 on all six ratios. This study demonstrates how, at least within one state, conclusions about district efficiency may vary depending on which measures of expenditure and performance are considered. Two appendices are included: (1) Data and Methodology; and (2) Supplemental Statistical Tables and Figures.
A Study on the Effects of Meditation on Anxiety and Foreign Language Vocabulary Learning
Author: Önem, E. E.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Intervention,Anxiety,Vocabulary Development,Second Language Instruction,English (Second Language),College Students,Control Groups,Experimental Groups,Likert Scales,Pretests Posttests,Knowledge Level,Program Effectiveness,Olfactory Perception,Relaxation Training,Statistical Analysis

This study aimed to find whether meditation can be effective in terms of anxiety and vocabulary learning in a foreign language learning context. To test this, an experimental pre-test and post-test study was designed. 61 students (14 male-47 female) from the English Language Teaching Department of a state university in Turkey were assigned into control and experiment groups to study a group of words in English. Before the experiment phase, an anxiety test (State-Trait Anxiety Inventory) and vocabulary test were administered to both groups as pre-tests to determine their level of anxiety and knowledge of words in the beginning. During the experiment phase, both groups were taught a group of target words by using the same teaching and learning materials for 2 hours in 2 weeks, but only the experiment group did meditation sessions before the experiment phase. After the experiment phase, the same anxiety and vocabulary tests were administered as post-tests and &quot;t-test&quot; was employed to compare the results. The post-test results showed that meditation led to a statistically significant difference in the anxiety and learning levels between two groups. Discussion of the results as well as implications for future research is presented. [This paper was published in: &quot;Journal of Language and Literature Education&quot; n15 p134-148 2015.]
Interactive Approaches for Vocabulary Teaching
Author: Lin, Grace Hui Chin
Date: 2009-11-06
Type: Reports - Research
Subjects: Teaching Methods,Vocabulary Development,English (Second Language),Second Language Instruction,Foreign Countries,College Students,Interaction,Memorization,Student Centered Learning,Statistical Analysis,Group Activities,Cooperative Learning,Tests,Conventional Instruction,Grades (Scholastic),Scores,Comparative Analysis

Vocabulary acquisition research has been paid attention these years (e.g. Beck, McKeown &amp; McCaslin, 1983; Harley, 1996; Huckin, Haynes, &amp; Coady, 1993; Zahar, Cobb &amp; Spada, 2001). A serious methodologies had been reported, including applying learner dictionaries (Nesi, 1999; Tribble, 2003), using forms of visual glossing (Al-Seghayer, 2001), and so on. This study argues that because the research of vocabulary teaching methods has not a long history, since 1999 as Read (2004) mentions, English teachers should pay additional efforts in learning how to raise our students' vocabulary proficiencies through updated ways that have been provided to be effective. This study aims on investigating the pedagogies of language vocabulary. In addition, it reports the author's perceptions for specialized and modernized techniques of teaching vocabularies through interactive approaches that River (2000) suggests and provides the results of a research plan conducted in National Sun Yat-sen University, Kaohsiung of Taiwan where twenty-six learners learned higher-intermediate level vocabularies in a required general English course.