ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Stories: Making Mathematics Learning Visible
Author: Lim, Rachel
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Interviews,Mathematics Activities,Play,Learning Activities,Student Evaluation,Evaluation Methods,Educational Practices,Early Childhood Education,Mathematics Achievement,Narration,Teacher Attitudes,Data Collection

In early childhood settings narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool. However, in the New Zealand context there is increasing concern that learning stories currently downplay domain knowledge. Data from teacher interviews and samples of learning stories suggest that many teachers prefer to document and analyse mathematics learning that occurs within explicit mathematics activities rather than within play that involves mathematics.
Probabilistic Reasoning and Prediction with Young Children
Author: Kinnear, Virginia
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Probability,Mathematical Logic,Thinking Skills,Young Children,Statistics,Predictive Measurement,Qualitative Research,Research Methodology,Foreign Countries,Picture Books,Problem Solving

This paper reports findings from a classroom based study with 5 year old children in their first term of school. A data modelling activity contextualised by a picture story book was used to present a prediction problem. A data table with numerical data values provided for three consecutive days of rubbish collection was provided, with a fourth day left blank. Children were asked to predict the amount of rubbish collected on the fourth day and to explain their prediction. The results revealed children's intuitive probabilistic reasoning competencies and the influence of task design on their reasoning.
Students' Willingness to Engage with Mathematical Challenges: Implications for Classroom Pedagogies
Author: Sullivan, Peter
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Preferences,Mathematics Activities,Difficulty Level,Middle School Students,Secondary School Students,Pretests Posttests,Learning Strategies,Mathematics Achievement,Teaching Methods,Foreign Countries

As part of a project exploring various aspects of teachers' choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students for fear of adverse reactions, many students reported that they prefer tasks to be somewhat challenging and many prefer to work on the tasks before having the process explained by the teacher. An important finding was the diversity of student preferences. There are implications for the information that educators offer to teachers on structuring their lessons.
The Complexity of One-Step Equations
Author: Ngu, Bing
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Equations (Mathematics),Cognitive Processes,Difficulty Level,Problem Solving,Number Concepts,Mathematics Instruction,Teaching Methods

An analysis of one-step equations from a cognitive load theory perspective uncovers variation within one-step equations. The complexity of one-step equations arises from the element interactivity across the operational and relational lines. The higher the number of operational and relational lines, the greater the complexity of the equations. Additionally, the presence of a special feature increases the complexity of the one-step equations when the number of operational and relational lines is kept constant.
Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools
Author: Owens, Kay
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Instruction,Elementary School Mathematics,Teacher Competencies,Culturally Relevant Education,Faculty Development,Workshops,Technology Uses in Education,Educational Technology,Interviews,Questionnaires

A design of principles for teacher professional learning was developed to improve the teaching of &quot;Cultural Mathematics&quot; in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has been in different ecologies and through workshops with different numbers and diversity of languages of teachers attending. This paper outlines the design of the principles and the structure of the workshop.
Opportunities to Promote Mathematical Content Knowledge for Primary Teaching
Author: Livy, Sharyn
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Primary Education,Elementary School Mathematics,Case Studies,Preservice Teacher Education,Practicums,Foreign Countries,Mathematics Tests,Teacher Competencies,Longitudinal Studies,Observation

Understanding the development of pre-service teachers' mathematical content knowledge (MCK) is important for improving primary mathematics' teacher education. This paper reports on a case study, Rose and her opportunities to develop MCK during the four years of her program. Program opportunities to promote MCK when planning and practicing primary teaching included: coursework experiences and responding to assessment requirements. Discussion includes the Knowledge Quartet: &quot;foundation knowledge,&quot; &quot;transformation,&quot; &quot;connection&quot; and &quot;contingency.&quot; By fourth-year, Rose demonstrated development of different categories of MCK during practice teaching.
Young Australian Indigenous Students' Growing Pattern Generalisations: The Role of Gesture When Generalising
Author: Miller, Jodie
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Generalization,Nonverbal Communication,Grade 2,Grade 3,Elementary School Students,Minority Group Students,Indigenous Populations,Case Studies,Cultural Influences,Interviews,Mathematics Instruction,Semiotics,Mathematical Logic,Video Technology,Pattern Recognition,Geometric Concepts

This paper explores how young Indigenous students' (Year 2 and 3) generalise growing patterns. Piagetian clinical interviews were conducted to determine how students articulated growing pattern generalisations. Two case studies are presented displaying how students used gesture to support and articulate their generalisations of growing patterns. This paper presents a hypothesised cultural learning semiotic model that was a result of the interactions that occurred between the non-Indigenous researcher, the Indigenous students and the Indigenous Education Officers.
Learning from Assessment: NAPLAN and Indigenous Students
Author: Leder, Gilah
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Numeracy,Mathematics Achievement,Mathematics Tests,Literacy,Trend Analysis,Comparative Analysis,Annual Reports,Correlation,Scores,Reading Achievement,Writing Achievement,Spelling,Grammar,National Competency Tests,Standardized Tests,Foreign Countries

In this paper we report trends over time of performance of non-Indigenous and Indigenous students on the Numeracy component of the NAPLAN tests. Possible links between student performance on the NAPLAN Numeracy test and the four components--Reading, Writing, Spelling, and Grammar--of the NAPLAN Literacy test were also explored. While the performance of both groups of students at all grade levels have remained fairly consistent over time, there were differences in the aspects of literacy most strongly related to the numeracy performance of the two groups.
Developing Pre-Service Teacher Capacity to Make Appropriate Choices of Tasks and Resources through Diagnostic Assessment of Children's Work
Author: Hurst, Chris
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Diagnostic Teaching,Minimum Competency Testing,Instructional Material Evaluation,Media Selection,Mathematics Achievement,Mathematical Aptitude,Cohort Analysis,Pedagogical Content Knowledge,Task Analysis,Numbers,Value Judgment,Number Concepts,Content Area Reading,Content Area Writing,Numeracy,Foreign Countries,Interviews

This paper reports on one phase of a long-term project investigating mathematical content knowledge of pre-service teachers. A cohort of second year PSTs conducted a diagnostic assessment and a series of associated tutoring sessions with a primary aged child. The focus here is on the PSTs' ability to make appropriate task choices following the diagnostic process. Results of the study suggest that PSTs are capable of making sound choices of tasks and associated resources based on their mathematical and pedagogical content knowledge following a targeted diagnostic assessment process.
Design-Based Research for Professional Learning for &quot;Cultural Mathematics&quot;
Author: Kravia, Geori
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Workshops,Faculty Development,Research Design,Educational Principles,Elementary School Teachers,Research Methodology,Elementary School Mathematics,Cultural Relevance,Training Methods

Design-based research is being used to develop and refine the principles used in professional learning workshops with teachers from three different Papua New Guinean ecologies: highlands, coastal, and inland in a coastal province. The appropriateness of the design of principles for Papua New Guinean Elementary Schools is tried over several phases and improved with each evaluation. This design-based research approach is proving suitable for the Papua New Guinean context.
Undergraduate Mathematics Study Groups: What Mathematical Talk Actually Takes Place?
Author: Dalitz, James
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Study,Group Activities,Undergraduate Students,Mathematics Instruction,College Mathematics,College Faculty,Mathematics Teachers,Case Studies,Foreign Countries,College Freshmen,Mathematical Concepts

This paper reports on a study that investigated the nature of the students' mathematical talk in an undergraduate mathematics study group. Study groups to support the learning of first year mathematics students are encouraged by mathematics educators. From nine recorded sessions, a session with a high quantity of mathematical talk and unfamiliar topics was chosen as a case study. The students used several different interactions but they developed mostly low level cognitive conversations. Four proposed causes limiting the cognitive level of the student's mathematical talk are the lack of prior preparation, avoidance of high level cognitive questions and the inability to recognise and then develop opportunities.
Evolution of Singapore's School Mathematics Curriculum
Author: Kaur, Berinderjeet
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Mathematics Curriculum,Foreign Countries,Mathematics Instruction,Problem Solving,Mathematical Concepts,Mathematics,Thinking Skills,Algebra,Course Descriptions,Secondary School Mathematics,Secondary School Students

The evolution of Singapore's school mathematics curriculum is in tandem with developments in the education system of Singapore. In the last six decades, economic policies of the government that are necessary for the survival of Singapore in a fast changing world have shaped the aims of the school mathematics curriculum. The present day curriculum can best be described as one that caters for the needs of every child in school. It is based on a coherent framework that has mathematical problem solving as its primary focus.
Using Video Diaries to Record Student Attitudes and Emotions towards Mathematics in Year Three and Year Six Students
Author: Larkin, Kevin
Date: 2014-00-00
Type: Reports - Research
Subjects: Student Attitudes,Emotional Response,Diaries,Video Technology,Mathematics Instruction,Handheld Devices,Foreign Countries,Grade 2,Grade 5

Accessing children's feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This paper explores a method using iPads and a video diary technique not dissimilar to the &quot;Big Brother&quot; room with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method.
Defining Mathematical Giftedness
Author: Parish, Linda
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Mathematics Skills,Elementary School Students,Academic Aptitude,Mathematical Concepts,Learning Processes,Elementary School Mathematics,Mathematics Instruction

This theoretical paper outlines the process of defining &quot;mathematical giftedness&quot; for a present study on how primary school teaching shapes the mindsets of children who are mathematically gifted. Mathematical giftedness is not a badge of honour or some special value attributed to a child who has achieved something exceptional. Mathematically gifted children possess unusually high natural aptitudes for understanding mathematical concepts, and subsequently differ substantively to their peers in the way they view, understand and learn mathematics.
Using Coaching to Improve the Teaching of Problem Solving to Year 8 Students in Mathematics
Author: Kargas, Christine Anestis
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Mathematics Instruction,Grade 7,Foreign Countries,Thinking Skills,Mathematics Teachers,Secondary School Mathematics,Secondary School Students,Coaching (Performance),Pretests Posttests,Teacher Role,Teacher Improvement

This study investigated how to improve the teaching of problem solving in a large Melbourne secondary school. Coaching was used to support and equip five teachers, some with limited experiences in teaching problem solving, with knowledge and strategies to build up students' problem solving and reasoning skills. The results showed increased confidence by all teachers in the range and use of problem solving strategies, and for students increased use of strategies and improved reasoning skills to solve problems.
Different Versions of the Same Lesson Plan: Implications on the Lesson Design
Author: Greenlees, Jane
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Lesson Plans,Classroom Techniques,Teaching Methods,Educational Practices,Pedagogical Content Knowledge,Video Technology,Classroom Environment,Curriculum Design,Teaching Styles,Classroom Observation Techniques,Student Participation,Instructional Effectiveness,Protocol Analysis,Geometry,Mathematics Instruction,Secondary School Mathematics,Intermode Differences,Foreign Countries,Achievement Tests,International Assessment,Elementary Secondary Education,Mathematics Tests,Science Achievement,Mathematics Achievement,Science Tests

The World Bank 2007 TIMSS Video Study provided a distinctive insight into the practices of the Indonesian classroom and identified key strengths and weaknesses of current teaching. This investigation considered this evidence in the development of a structured lesson design that specifically addressed the instructional practices of the teaching and the actions of the participants. Watson's (2008) framework was used to analyse two teachers implementation of the lesson. Findings revealed that the teacher's initial content-based decisions on how to frame the lesson were most influential in how the lesson was shaped and impacted greatly on the level of student involvement.
Does Inquiry Based Learning Affect Students' Beliefs and Attitudes towards Mathematics?
Author: McGregor, Darren
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Active Learning,Inquiry,Beliefs,Student Attitudes,Mathematics Instruction,Educational Environment,Problem Solving,Mathematics,College Students,College Mathematics,Observation,Interviews

Ill-structured tasks presented in an inquiry learning environment have the potential to affect students' beliefs and attitudes towards mathematics. This empirical research followed a Design Experiment approach to explore how aspects of using ill-structured tasks may have affected students' beliefs and attitudes. Results showed this task type and learning environment created situations that exposed and challenged students' beliefs and attitudes and required them to defend their position. Insights regarding factors that may influence students' beliefs and attitudes are discussed.
Supporting the Development of Number Fact Knowledge in Five- and Six-Year-Olds
Author: Young-Loveridge, Jenny
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Numbers,Number Concepts,Elementary School Students,Elementary School Mathematics,Multiplication,Arithmetic,Intervention,Difficulty Level,Problem Solving,Correlation,Mathematics Achievement,Mathematics Activities,Foreign Countries

This paper focuses on children's number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. After a series of focused lessons, children's knowledge of number facts, including single digit addition, subtraction, and doubles had improved. However, they did not always apply this knowledge to relevant problem-solving situations. The magnitude of the numbers did not necessarily determine the difficulty level for achieving automaticity of number fact knowledge.
Mathematics Education Development Research in Teaching &lt;- -&gt; Learning in Practice
Author: Jaworski, Barbara
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: National Curriculum,Foreign Countries,Teaching Methods,Mathematics Teachers,Mathematical Concepts,Mathematics,Professional Personnel,Secondary School Mathematics,Secondary School Teachers,Mathematics Education

According to Stenhouse (1984), &quot;research is systematic 'inquiry' made public&quot;. By bringing &quot;inquiry&quot; into teaching practice we promote learning in three layers: learning of mathematics; learning of the &quot;teaching&quot; of mathematics; and learning of the processes through which mathematics teaching and learning develop. Through examples of developmental practice from school-based research in the UK and Norway, and research in university-based mathematics teaching in the UK, I discuss ways in which mathematics teachers and mathematics educators can form communities of inquiry to promote development in learning and teaching and look critically at some of the issues involved. These issues raise challenges for promoting development within a philosophy of educational practice and at scale, with reference to the wider dimensions of society, system and culture.
Teachers Repositioning Culturally Diverse Students as Doers and Thinkers of Mathematics
Author: Leach, Generosa
Date: 2014-00-00
Type: Reports - Research
Subjects: Student Diversity,Cultural Differences,Classroom Environment,Classroom Communication,Interaction,Student Participation,Learner Engagement,Thinking Skills,Teacher Response,Mathematical Logic,Mathematics Skills,Teaching Methods,Teaching Styles,Elementary School Students,Elementary School Mathematics,Questionnaires,Video Technology,Likert Scales,Interviews,Transcripts (Written Records),Inquiry,Foreign Countries,Observation

Interaction and dialogue are seen as essential components of mathematics classrooms of the 21st century. In this paper we explore the pedagogical actions a teacher takes to reposition his diverse learners as active and engaged participants in the classroom. The findings illustrate the need for explicit teacher modelling of ways for students to participate and explain and justify reasoning. We illustrate how teacher actions led to agentic students and a shift from social to sociomathematical norms in the construction of mathematical explanations, justification and generalisations.
Pre-Service Teachers' Use of Library Databases: Some Insights
Author: Lamb, Janeen
Date: 2014-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Library Materials,Library Services,Electronic Libraries,Use Studies,Mathematics Education,Animation,Search Strategies,Interviews,Pretests Posttests,Student Surveys,Search Engines,Online Searching,Intervention,Incidence,Foreign Countries,Qualitative Research,Statistical Analysis

The aim of this study is to investigate if providing mathematics education pre-service teachers with animated library tutorials on library and database searches changes their searching practices. This study involved the completion of a survey by 138 students and seven individual interviews before and after library search demonstration videos were released to them. Results indicate that although students' confidence in conducting database searches increased, ongoing support will be needed before their searching practices could be considered sufficiently sophisticated to access the depth of literature necessary for teaching and learning primary mathematics. [This study was supported by an Australian Catholic University grant funded through the Mathematics Teaching and Learning Research Centre.]
Mathematics Teaching as Praxis
Author: Grootenboer, Peter
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Praxis,Educational Practices,Theory Practice Relationship,Mathematics Teachers,Music Teachers,Professional Identity,Decision Making,Individualized Instruction,Teaching Methods,Foreign Countries,Semi Structured Interviews,Elementary Secondary Education,Observation

In this paper we argue that mathematics teaching can be conceptualised as a form of praxis. Viewing mathematics teaching as praxis foregrounds the moral nature of teaching and the educational practices that are developed in response to the educational needs in particular sites. The case for praxis in mathematics education is then made by drawing on practice theory and, classroom observation and interview data. Finally the implications of a praxis perspective of mathematics teaching are presented.
The Value of Emoticons in Investigating Student Emotions Related to Mathematics Task Negotiation
Author: D'Agostin, Fabio
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Grade 10,Emotional Response,Nonverbal Communication,Prompting,Interviews,Feedback (Response),Student Attitudes,Foreign Countries,Video Technology

&quot;Emoticons&quot; are simple face icons expressing common feelings such as happiness, interest and boredom and are popularly used in electronic communication. Emoticons were utilised in this study as experience sampling devices. Year 10 students selected emoticons to indicate their emotional states at set intervals during classroom tasks. Marked emoticons provided important information regarding the quality and timing of experienced emotions. As prompts in post-lesson interviews, emoticons were found to elicit rich feedback concerning associations between emotional experiences and task properties. In combination with interviews, emoticons facilitate probing of student emotions.