ethanporcaro/eric-fulltext-meta huggingface dataset:
Potential of an MEA to Advance Business Students&apos; Modeling Skills
Author: Montero-Moguel, Luis E.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Business Administration Education,Teaching Methods,Mathematics Instruction,Mathematical Models,Mathematical Concepts,Concept Formation,Mathematics Skills,Learning Activities,Calculus,College Freshmen,Microbiology,Food,Teamwork,Group Discussion,Video Technology

The development of modeling skills in mathematics is essential for individuals to understand, describe, control, and predict phenomena around them. This article describes the results of an investigation to find out how an activity -- based on a Models and Modeling Perspective -- stimulates the mathematics modeling skills of undergraduate students who are in the first quarter of a business degree. As a result, it was shown that the MEA [model-eliciting activity] enabled students to exhibit, develop, and refine different modeling skills, such as: identification of variables, assumptions based on the real-life context, identification of patterns, and construction of mathematical representations. [For the complete proceedings, see ED630210.]
College Students&apos; Input on the Design of Worked Examples for Online Environments
Author: Closser, Avery H.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Online Courses,Electronic Learning,Algebra,Technology Uses in Education,Mathematics Education,Curriculum Design

Worked examples have been shown to improve student learning in algebra. However, less is known about how to design worked examples to support student learning in online settings. We explore how college students react to worked examples that vary in their degree of extensiveness and dynamicness. In an online, within-subjects study, 109 college students viewed six worked example presentations: (1) static concise; (2) static extended; (3) sequential concise; (4) sequential extended; (5) dynamic history; and (6) dynamic no history. Students rated the helpfulness of each worked example and explained their rating. We found that students rated the static concise presentation as the most helpful and the dynamic no history presentation as the least helpful example. Responses were coded by researchers for common themes and revealed insights that may inform how researchers and teachers design worked examples for online environments. [For the complete proceedings, see ED630210.]
Offloading Cognitive Demands of Fractional Tasks on Working Memory through Drawings
Author: Stryker, Rachael
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Freehand Drawing,Mathematics Instruction,Problem Solving,Mathematical Logic,Short Term Memory,Fractions,Preservice Teachers,Elementary School Teachers,Instructional Effectiveness,Cognitive Processes

This study examined the role of student generated drawings to offload cognitive demands of a mathematical problem. We used Unit Transformation Graphs to compare students' thought processes when they had to solve the problem mentally, and when they were allowed to use pen and paper. The results indicated that the possibility to rely on drawings helped the participants to free up working memory resources and complete a cognitively demanding fractional task. [For the complete proceedings, see ED630210.]
A 2D Shape Composition Learning Trajectory of a Student with Difficulty in Mathematics
Author: Crawford, Angela
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Trajectories,Mathematics Education,Spatial Ability,Teaching Methods,Student Centered Learning,Students with Disabilities,Learning Disabilities,Elementary School Students,Grade 3,Special Education,Intervention,Instructional Effectiveness

This study explores a spatial reasoning learning trajectory of a student with difficulty in mathematics. Using a teaching experiment methodology across 15 instructional sessions, we observed how the student responded to instruction based on an established 2D shape composition learning trajectory (Sarama &amp; Clements, 2009). A narrative microgenetic analysis identified conditions that were likely to have promoted learning. The analysis shows the student's actual trajectory was similar to that of the hypothesized learning trajectory. Challenges to progress emerged around teacher-guided components of instructional support. We describe how a student-centered approach and mathematizing through specific praise was generative of learning, while explicit guidance was not. We discuss how the guiding conjecture of the teaching experiment evolved and how it is situated within the broader literature base. [For the complete proceedings, see ED630210.]
Understanding Preservice Teachers&apos; Noticing of Online Teaching
Author: Liu, Jinqing
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Electronic Learning,Technology Uses in Education,Online Courses,Educational Environment,Teacher Education,Professional Development,Mathematics Education

The rapid move to online teaching brought about by the global pandemic highlighted the need for the educational research community to develop new conceptual tools for characterizing these environments. In this paper, we propose a conceptual framework Instructional Technology Triangle (ITT) which extends the instructional triangle of teachers, students, and content to include technology as a mediating mechanism. We use the ITT framework to analyze noticing patterns in the written reflection of a prospective secondary teacher, Nancy, who, over the course of one semester taught online four lessons integrating reasoning and proof. The fluctuations in Nancy's noticing patterns, in particular, with respect to technology, shed light on her trajectory of learning to teach online and the role of reflective noticing in this process. We discuss implications for teacher preparation and professional development. [For the complete proceedings, see ED630210.]
English Language Learner Students&apos; Development of the Mathematics Register during a Problem-Solving Lesson
Author: Matute, Karla
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 5,English Language Learners,Elementary School Students,Mathematics Instruction,Problem Solving,Task Analysis,Barriers,Urban Schools,School Districts,Language Usage,Oral Language,Written Language,Teaching Methods,Learning Processes,Teacher Student Relationship,Classroom Communication,Lesson Plans,Language Variation

This paper describes how fifth-grade English Learner students (ELs) in an urban school district develop the mathematics register during a problem-solving lesson. It provides examples of students' work to illustrate how they use the mathematics register to communicate their mathematical ideas orally and in writing. The teacher implemented teaching practices such as mathematics discourse to facilitate their students' development of the mathematics register during the problem-solving lesson. Students were engaged in a problem-solving task that involved fractions. Findings provide insights into EL students' challenges when learning the mathematics register and inform instruction about the importance of incorporating teaching practices such as paraphrasing and assessing others' reasoning to support students in learning the mathematics register through problem-solving. [For the complete proceedings, see ED630210.]
Functional Concerns That Shape Teachers&apos; In-the-Moment Decision-Making
Author: Jasien, Lara
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Decision Making,Inquiry,Teaching Methods,Mathematics Instruction,Evidence Based Practice,Faculty Development,Teacher Attitudes,Video Technology,Coaching (Performance),Student Motivation,Profiles,Mathematics Curriculum,Relevance (Education)

As a field, we have a limited understanding of what teachers do, what motivates them, and how they learn (Kennedy, 2016). Here, we develop a grounded framework of inquiry-based teaching in mathematics classrooms by beginning with primary evidence of teachers teaching. We seek to articulate an evidence-based account of teachers' functional (rather than aspirational) concerns so that those who support teachers -- such as curriculum writers, professional learning specialists, coaches, and teacher educators -- can ground their support in the realities of the work of teaching. Our research question is: &quot;What are the functional concerns that shape teachers' decision-making in-the-moments of teaching?&quot;. [For the complete proceedings, see ED630210.]
Conducting a Whole Class Discussion about an Instance of Student Mathematical Thinking
Author: Stockero, Shari L.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Thinking Skills,Teaching Methods,Secondary School Students,Classroom Communication,Student Participation,Mathematics Teachers,Discussion (Teaching Technique),Skill Development,Instructional Effectiveness

Productive use of student mathematical thinking is a critical aspect of effective teaching that is not yet fully understood. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its third element, Conduct. Based on an analysis of secondary mathematics teachers' enactments of building, we describe the critical aspects of conducting a whole-class discussion that is focused on making sense of a high-leverage student contribution. [For the complete proceedings, see ED630210.]
Conceptions of Honduran Secondary School Teachers on the Number Line in Symbolic Management Tasks = Concepciones de profesores Hondureños de secundaria sobre la recta numérica en tareas de gestión simbólica
Author: Estrada, Sharon Samantha Membreño
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Secondary School Teachers,Numbers,Teacher Workshops,Teacher Attitudes,Models,Problem Solving,Task Analysis,Foreign Countries,Videoconferencing,Computer Software,Pedagogical Content Knowledge,Mathematics Teachers

The number line is a model that is used to measure, count, order and even operate, which requires a symbolic interpretation. Then, we investigate the conceptions of 72 in service secondary teachers, when they manage the model of the number line associated with order, spatial location and the relative position between numbers and marks. In a workshop carried out through Internet, we found that the participants consider that the usefulness of the model is in the manipulation, and they do not see the need to modify it, despite the requirements of the problem, taking for granted its usefulness and the control that resources could give them, such as the change of the numerical scale. They don't even realize the symbolic properties to interpret the numerability. [For the complete proceedings, see ED630210.]
Relationships between Teacher Questioning and Student Generalizing
Author: Hallman-Thrasher, Allyson
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Correlation,Mathematics Instruction,Teacher Student Relationship,Questioning Techniques,Generalization,Teaching Methods,Learning Activities,Mathematical Concepts,Student Centered Learning,Algebra,Classroom Communication,Thinking Skills,Masters Programs,Graduate Students,Teacher Education Programs,Video Technology,Lesson Plans,Self Evaluation (Individuals),High School Students,Grade 9,Grade 10

This study shares two frameworks for analyzing teacher actions that support students in generalizing and examines how those frameworks align with teacher questioning. One classroom teaching episode focused on the mathematical activity of generalizing is shared to illustrate effective generalizing promoting practices. We found several patterns of productive and unproductive generalizing promoting actions and questioning. Repeating generalizing promoting actions in succession were needed to produce student generalizations. Priming actions that set up for later generalizing promoting were helpful when students struggled to identify and state generalizations. Connection questions promoted generalizing, but justification and concept questions did not. Further research will explore the additional strategies to support teachers in fostering student-created generalizations. [For the complete proceedings, see ED630210.]
Teachers&apos; Motivations for and Enactments of Ambitious Mathematics Teaching: The Case of &quot;Rough Draft Math&quot;
Author: Jansen, Amanda
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Motivation,Mathematics Instruction,Teaching Methods,Comparative Analysis,Teacher Attitudes,Thinking Skills,Educational Objectives,Student Empowerment,Books,Faculty Development,Coaching (Performance),Kindergarten,Elementary Secondary Education,Learning Experience

The purpose of this study was to characterize variations in how teachers enacted an approach to ambitious mathematics teaching: &quot;rough draft math.&quot; We also examined teachers' motivations for their enactments. Thirty-two teachers from five states in the U.S.A. were recruited to participate in interviews based on recommendations from leaders of book studies focusing on this teaching practice. All participants enacted &quot;rough draft math&quot; by intentionally building their classroom culture to welcome students' draft thinking to achieve the goal of promoting students' productive dispositions. However, additional variations in enactments drew attention to potential tensions between multiple goals of ambitious mathematics teaching (empowering students and learning through revising). Findings suggest insights for supporting teachers' learning to teach ambitiously; findings also contribute to a knowledge base for teaching. [For the complete proceedings, see ED630210.]
The Role of a Boundary Object in a Study of Middle Grades Mathematics Instruction
Author: Crawford, Angela R.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Content Analysis,Teacher Attitudes,Goal Orientation,Barriers,Faculty Development,Guidelines,Communities of Practice,Educational Researchers,Professional Development,Mathematics Teachers

This report is about how a group of U.S. teachers (N = 98) and researchers used a boundary object in a collective study of grades 6-8 mathematics instruction. The focus is the teachers' engagement with a framework for effective instructional practices. Using qualitative content analysis of teachers' responses to use of the framework, we assessed its implementability and usefulness while supporting shared understandings of effective mathematics instruction. We found the framework supported shared understanding and implementation across varied contexts and was viewed as useful for meeting teachers' instructional and professional goals. Constraints were related to ambiguity around understanding and use of instructional practices related to student struggle. These findings demonstrate how a brief researcher-designed framework can serve as a bridge between teachers and researchers, meeting the professional goals of both. [For the complete proceedings, see ED630210.]
Self-Efficacy, Instructional Beliefs and the Use of the Standards for Mathematical Practice
Author: Roehrig, Amy E.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Self Efficacy,Mathematics Instruction,Standards,Teacher Effectiveness,Instructional Effectiveness,Teaching Methods,Decision Making,Mathematics Teachers,Grade 5,Grade 6,Elementary School Teachers,Kindergarten,Middle School Teachers

Teachers' beliefs, knowledge, and decisions can affect the way teachers teach, and, consequently, what students learn. Self-efficacy beliefs may also interact with beliefs about the most appropriate and effective teaching and the selection of instructional practices to implement. We examined the relationships among teachers' mathematics self-efficacy, mathematics teaching self-efficacy, instructional beliefs, and use of the Standards for Mathematical Practices (SMP; NGACBP &amp; CCSSO, 2010) for teachers who had been identified as effective teachers. We found that although the teachers scored similarly on beliefs surveys, there were some differences in their use of the SMP (NGACBP &amp; CCSSO, 2010). [For the complete proceedings, see ED630210.]
Aesthetic Dimensions of Student Mathematical Creativity
Author: Riling, Meghan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Aesthetics,Creativity,Mathematics Education,High School Students,Creative Teaching,Secondary School Mathematics,Student Attitudes,Student Satisfaction,High School Teachers

There is a popular myth that mathematical creativity is a trait possessed by a small group of people. This is perpetuated by the lack of understanding of what influences mathematical creativity, especially in the classroom. In particular, professional mathematicians often name aesthetic experiences as a critical aspect of their mathematical creativity. Therefore, this study examines aesthetic dimensions of episodes of student creativity from the high school classroom. Several types of aesthetic experiences arose across the episodes. Students were motivated to take creative action by experiences of mystery or discomfort. Furthermore, in some instances, taking a creative action was accompanied and propelled by a sense of craziness or satisfaction. [For the complete proceedings, see ED630210.]
Using Public Records to Support the Productive Use of Student Mathematical Thinking
Author: Freeburn, Ben
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Mathematical Logic,Teaching Methods,Secondary School Teachers,Secondary School Mathematics,Cognitive Processes,Difficulty Level,Records (Forms),Mathematics Instruction

The more researchers understand the subtleties of teaching practices that productively use student thinking, the better we can support teachers to develop these teaching practices. In this paper, we report the results of an exploration into how secondary mathematics teachers' use of public records appeared to support or inhibit their efforts to conduct a sense-making discussion around a particular student contribution. We use cognitive load theory to frame two broad ways teachers used public records--manipulating and referencing--to support establishing and maintaining students' thinking as objects in sense-making discussions. [For the complete proceedings, see ED630210.]
Exploring the Relationship between Qualitative Lesson Scores and Quantitative Qualities of Individual Codes
Author: Melhuish, Kathleen
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Educational Quality,Classification,Scoring Rubrics,Lesson Plans,Grade 4,Elementary School Students,Prediction,Learning Processes,Teacher Student Relationship,Video Technology,Teaching Methods,Student Characteristics

Describing and measuring instructional quality of mathematics lessons is a common goal amongst mathematics education researchers. Such work takes several forms such as classifying and coding instructional moves and student activity or providing high-level rubric-based scores in relation to categories. In this work, we share an innovative mixed methods approach to analyzing lesson data that includes both a time-based classification of instruction and an overall scoring component. Using the Math Habits framework, our project team analyzed a set of 97 fourth-eighth grade mathematics lessons including overall scores. From this qualitative analysis, we developed quantitative models to predict overall scores and better understand the ways that individual codes do or do not contribute to overall lesson score characterizations. [For the complete proceedings, see ED630210.]
Examining Elementary and Middle School Mathematics Instruction: Are We Promoting Equity and Access?
Author: Wilhelm, Anne Garrison
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Middle School Teachers,Mathematics Instruction,Equal Education,Access to Education,Educational Practices,Student Diversity,Standards,Teacher Behavior,Teacher Student Relationship,Differences,Classroom Environment

This descriptive study attended to the extent to which we see evidence of the presence of four practices that promote equity and access in 141 grades 3-8 mathematics lessons in the United States. We found that lessons generally showed evidence of some incorporation of the practices but often not at the highest level. Teachers in this sample engaged in social coaching at a relatively high level, across elementary and middle school classrooms. Teachers tended to do less with respect to supporting connection and engagement between student context and the math learning environment. We also found statistically significant differences between elementary and middle school lessons in positioning students as competent and supporting a nurturing environment by proactively building relationships and productive classroom culture. We offer possible interpretations and a few brief implications of these findings. [For the complete proceedings, see ED630210.]
Digitalized Interactive Item Components in Computer-Based-Assessment in Mathematics for K12 Students: A Research Synthesis
Author: Alhadi, Moosa A. A.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Testing,Mathematics Tests,English Language Learners,Geometry,Kindergarten,Elementary Secondary Education,Test Use,Problem Solving,Testing Accommodations,Classification,Learning Disabilities,Students with Disabilities,Numbers,Numeracy,Age Differences,Glossaries,Definitions,Vocabulary,Computer Software,Reading Difficulties,Test Items,Item Analysis

This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student mathematics performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies that categorized existing DICs according to the tools that provided language assistance to students and tools that supported students problem solving. We report on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on assessing geometry content and four studies targeted on number and operations understanding. For other studies included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the availability of DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs. [For the complete proceedings, see ED630210.]
Supporting Communities of Inquiry in Asynchronous, Online Mathematics Professional Development
Author: Knotts, Angela
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Mathematics Instruction,Intervention,Teacher Attitudes,Learning Processes,Asynchronous Communication,Mathematics Teachers,Instructional Design,Direct Instruction,Middle School Teachers,High School Teachers,Algebra

Asynchronous, online mathematics teacher professional development (PD) was designed to align with research on teacher professional learning as well as to support Communities of Inquiry (e.g., Garrison et al., 2000). The intervention included two actively facilitated formats and a structured independent condition, where facilitation was integrated into the design of the intervention. Participants' responses to intervention activities were analyzed using indicators of Garrison et al.'s Community of Inquiry framework, seeking to understand the ways in which the intervention enabled participant learning across facilitation formats. Analysis has implications for building the CoI framework into subsequent online asynchronous mathematics teacher PD as a way to increase teacher learning, build community, and effectively scale interventions. [For the complete proceedings, see ED630210.]