ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Errors Made by High Performing Candidates Writing the National Benchmark Tests
Author: Bohlmann, Carol A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Competency Tests,Mathematics Tests,Benchmarking,Mathematics Achievement,Mathematics Skills,Error Patterns,High Achievement,High Stakes Tests,College Students,Mathematical Concepts,Trigonometry,Geometry,Algebra

When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students' academic and quantitative literacy, and mathematical competence, assess the relationships between higher education entry-level requirements and school-level exit outcomes, provide a service to higher education institutions with regard to selection and placement, and assist with curriculum development, particularly in relation to foundation and augmented courses. We recognise there is a need for better communication of the findings arising from analysis of test data, in order to inform teaching and learning and thus attempt to narrow the gap between basic education outcomes and higher education requirements. Specifically, we focus on identification of mathematical errors made by those who have performed in the upper third of the cohort of test candidates. This information may help practitioners in basic and higher education. The NBTs became operational in 2009. Data have been systematically accumulated and analysed. Here, we provide some background to the data, discuss some of the issues relevant to mathematics, present some of the common errors and problems in conceptual understanding identified from data collected from Mathematics (MAT) tests in 2012 and 2013, and suggest how this could be used to inform mathematics teaching and learning. While teachers may anticipate some of these issues, it is important to note that the identified problems are exhibited by the top third of those who wrote the Mathematics NBTs. This group will constitute a large proportion of first-year students in mathematically demanding programmes. Our aim here is to raise awareness in higher education and at school level of the extent of the common errors and problems in conceptual understanding of mathematics. We cannot analyse all possible interventions that could be put in place to remediate the identified mathematical problems, but we do provide information that can inform choices when planning such interventions.
The Quantitative Literacy of South African School-Leavers Who Qualify for Higher Education
Author: Prince, Robert
Date: 2017-00-00
Type: Journal Articles
Subjects: Numeracy,Mathematics Instruction,Foreign Countries,Dropouts,Higher Education,Mathematics,Correlation,College Mathematics

There is an articulation gap for many students between the literacy practices developed at school and those demanded by higher education. While the school sector is often well attuned to the school-leaving assessments, it may not be as aware of the implicit quantitative literacy (QL) demands placed on students in higher education. The National Benchmark Test (NBT) in QL provides diagnostic information to inform teaching and learning. The performance of a large sample of school-leavers who wrote the NBT QL test was investigated (1) to demonstrate how school-leavers performed on this QL test, (2) to explore the relationship between performance on this test and on cognate school-leaving subjects and (3) to provide school teachers and curriculum advisors with a sense of the QL demands made on their students. Descriptive statistics were used to describe performance and linear regression to explore the relationships between performance in the NBT QL test and on the school subjects Mathematics and Mathematical Literacy. Only 13% of the NBT QL scores in the sample were classified as proficient and the majority of school-leavers would need support to cope with the QL demands of higher education. The results in neither Mathematics nor Mathematical Literacy were good predictors of performance on the NBT QL test. Examination of performance on selected individual items revealed that many students have difficulty with quantitative language and with interpreting data in tables. Given that QL is bound to context, it is important that teachers develop QL practices within their disciplinary contexts.
Pre-Service Mathematics Student Teachers&apos; Conceptions of Nominal and Effective Interest Rates
Author: Makonye, Judah P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Mathematics Teachers,Knowledge Level,Credit (Finance),Mathematical Concepts,Mathematics Skills,Problem Solving,Algebra,Mathematical Formulas,Prompting,Comprehension,Knowledge Base for Teaching,Schemata (Cognition),Learning Processes

The general public consumes financial products such as loans that are administered in the realm of nominal and effective interest rates. It is debatable if most consumers really understand how these rates function. This article explores the conceptions that student teachers have about nominal and effective interest rates. The APOS theory illuminates analysis of students' levels of conception. Seventy second-year mathematics students' responses to Grade 12 tasks on effective and nominal interest rates were analysed, after which 12 students were interviewed about their mathematical thinking in solving the tasks. The findings varied. While some students could not do the tasks due to erratic use of formulae (algebra), I ascertained that some students obtained correct answers through scrupulous adherence to the external prompt of formulae. Most of those students remained stuck at the action and process stages and could not view their processes as mathematical objects. A few students had reached the object and schema stages, showing mature understanding of the relationship between nominal and effective interest rates. As most students remained at the operational stages rather than the structural, the findings accentuate that when teaching this topic, teachers ought to take their time to build learners' schema for these notions. They need to guide their learners through the necessary action-process-object loop and refrain from introducing students to formulae too soon as this stalls their advancement to the object and schema stages which are useful in making them smart consumers of financial products.
The Application of the Percentage Change Calculation in the Context of Inflation in Mathematical Literacy
Author: Bansilal, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Instruction,Computation,Numeracy,Economic Climate,Mathematics,Foreign Countries,Inservice Teacher Education,Mathematics Teachers,Equations (Mathematics)

The school subject Mathematical Literacy requires application of mathematics procedures in various contextual settings, but not much is known about the ways in which students engage with contextual settings such as inflation. This qualitative study was conducted with in-service Mathematical Literacy teachers in South Africa with the purpose of exploring the extent to which the teachers recognised the contextual constraints involved in applying the percentage change calculation to the inflation context. The written responses of the 406 Mathematical Literacy teachers were scrutinised to identify their interpretations of the contextual constraints involved in applying the percentage change procedure to the context of inflation. The item required the application of two successive percentage change operations (corresponding to the inflation rates for the 2 years). Of the 406 responses that were analysed, 260 (65%) were unable to take account of all the contextual constraints. There were 108 teachers who reduced the procedure to a one-step calculation while 64 teachers interpreted the context as a percentage decrease scenario. A large number of teachers (162) struggled with the interpretation of the role of the year, k, in the relationship between the quantities. The findings indicate that engagement with and understanding of the concept of inflation is dependent on a synthesis of the contextual constraints into the mathematical procedures. This article provides some insights into the struggles with making sense of the contextual nature of inflation which is an area that has received little attention in mathematics education studies. The teachers' struggles likely mirror learners' struggles and hence the research applies in a similar way to learners.
Acquiring Mathematics as a Second Language: A Theoretical Model to Illustrate Similarities in the Acquisition of English as a Second Language and Mathematics
Author: Ledibane, Maureen
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Mathematics Instruction,Teaching Methods,Foreign Countries,Linguistic Input,Feedback (Response),Interdisciplinary Approach,Vocabulary Development,Language Processing,Learning Strategies,Communication Strategies,Scaffolding (Teaching Technique)

Mathematics has been defined by researchers as a 'second or third language' and, as a result, it should be taught as a second language. Results of the literature reviewed from the theories on the teaching of mathematics and English as a second language, as well as on mathematics learning and English as a second language acquisition, have resulted in the emergence of four themes, which are similar to the ones on the teaching and learning of both mathematics and English as a second language; these are: comprehensible input, language processing and interaction, output, and feedback. In this article, the themes are illustrated in a theoretical model and discussed to show how English as a second language and mathematics can be acquired simultaneously. (English as a second language in the South African context is referred to as English as a first additional language.)
Does Cultural Capital Matter in Professional Settings? Educational Value Profiles among the Personnel in Kindergartens
Author: Olsen, Bent
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Capital,Kindergarten,Correlation,Foreign Countries,Social Class,Educational Theories,Age Differences,Teacher Attitudes,Values,Teacher Aides,Administrator Attitudes,Social Capital,Work Environment,Socioeconomic Background,Teacher Characteristics,Administrator Characteristics

This article presents a study on plausible correlations between social background and educational values in a group of 700 employees in 80 Danish kindergartens. It investigates whether the pedagogical efforts of the staff are indebted to their living milieus of upbringing. The basic premises of research are developed along Pierre Bourdieu's theory of practice, outlined in the concept of &quot;normative acts&quot;, which also serves as a point of departure for the research design. Employing the multiple correspondence analyses in continuation of the theoretical framework of Pierre Bourdieu, the first section of the questionnaire used gathers information on the respondents' capital assets. In the second section, participants are asked a number of value questions based on the framework of Mary Douglas. Subsequently, I examine the structural interrelationship between the two sections. The research results show that the respondents typically share pedagogical values across social background, age, and position in the professional job hierarchy. However, it also shows that there are correlations between the possession of acquired capital and particular educational values.
When &quot;Words Do Not Work&quot;: Intervening in Children&apos;s Conflicts in Kindergarten
Author: Skoglund, Ruth Ingrid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Conflict Resolution,Child Behavior,Behavior Problems,Conflict,Kindergarten,Young Children,Democracy

Conflict situations occur in daily life in kindergarten. Often children find solutions by negotiations and compromises, but sometimes they also can use physical force against each other. The focus in this article is kindergarten practitioners' interventions in conflict situations when children use physical force and do not stop when they are told. This may cause new conflicts between the child and the practitioner who intervenes. The aim is to contribute to a discussion about ways to meet children in conflict situations when words do not work. Data consist of semi-structured group interviews with practitioners from a Norwegian kindergarten for children from 1 to 6 years of age. Excerpts from the interviews underwent thematic and dialogic analysis. When children do not obey oral directions as the practitioners demand, they get angry and use physical force themselves. Analysis reveals that words as well as feelings and physical behavior influence actions not only for children but also for practitioners. The practitioners were not comfortable with this means of handling the situation, acknowledging the need to explicitly discuss, with each other, what to do. Exploring and understanding more of the complexity of intervening in children's conflicts when words do not work, can contribute to choosing strategies that don't undermine overarching democratic aims for conflict solutions in kindergartens.
Linking Theory to Practice: Science for Students with Visual Impairment
Author: Kizilaslan, Aydin
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Science Instruction,Visual Impairments,Instructional Effectiveness,Instructional Design,Scientific Concepts,Science Achievement,Individualized Instruction,Learning Problems,Academic Accommodations (Disabilities)

This study examined the effectiveness of instructional design to teach science concepts to visually impaired students. The study was conducted through case study. The study consisted of three stages. The first stage identified the visually impaired students' learning needs related to the concepts of the structure of matter. The second stage designed and developed the instructional materials, activities, and instruction. The third stage analyzed the effectiveness of the instructional design. The study's sample consisted of seven students. Data were collected through multiple choice tests and interviews. Significant differences in the academic performances indicated that instructional design had positive effects in teaching and learning science concepts for visually impaired students. As a result, students with visual impairment need appropriate adaptations and individual instructional design to compete and advance in learning the science concepts.
School Gardening in Early Childhood Education in Oman: A Pilot Project with Grade 2 Students
Author: Ambusaidi, Abdulla
Date: 2019-00-00
Type: Journal Articles
Subjects: Gardening,Science Instruction,Teaching Methods,Pilot Projects,Foreign Countries,Grade 2,Program Descriptions,Educational Benefits,Health Promotion,Heart Disorders,Diseases,Eating Habits,Physical Activity Level,Intervention,Pretests Posttests,Outcomes of Education,Gender Differences,Elementary School Students,Student Attitudes

While school gardens are familiar in many Western contexts and research has reported significant pedagogical and affective is correct benefits of these resources, there is limited reporting of their use in non-western contexts. A pilot school gardening project involving a quasi-experimental mixed method design was undertaken in the Sultanate of Oman with several Grade 2 and Grade 7 classes to determine if this resource might provide benefits in this particular context. This paper reports on the findings for the Grade 2 cohort. While these findings were somewhat mixed and need to be treated tentatively given that the study was a pilot, they do suggest that school gardens in Oman could provide affective and possible health benefits for students. The potential health benefits could be particularly significant because the Omani population is beginning to exhibit a rapid increase in &quot;lifestyle diseases,&quot; most notably diabetes and cardiovascular illnesses. These illnesses appear to be linked to poor dietary habits and a more sedentary lifestyle among the younger generation.
Exploring the Factorial Validity of the Beliefs about Nature of Science Questionnaire
Author: Shaakumeni, Simson N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Principles,Questionnaires,Test Validity,Student Attitudes,Attitude Measures,Grade 12,Foreign Countries,Factor Structure,Construct Validity,Test Reliability,Secondary School Students

The purpose of this study was to validate a new questionnaire for assessing students' beliefs about the nature of science (BANOS). Existing instruments have limitations in terms of psychometric validity. A new questionnaire termed &quot;BANOS&quot; was developed to address such limitations. The BANOS is based on dimensions of the nature of science as a theoretical framework. The BANOS was administered to 860 Grade 12 students in Namibia, using the paper-and-pencil method. Data analysis employed reliability analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and parallel analysis. The reliability of the BANOS was [alpha] = 0.87. EFA revealed a final interpretable five-factor structure, and the factor solution accounted for 67.73% of the total variance. However, parallel analysis revealed that only four factors had eigenvalues that were statistically significant and the resultant scree plot also supported the retention of four factors. CFA results showed that the measurement model had a poor statistical fit for the data. These findings indicate that the eight-dimensional framework could not be confirmed at EFA level. However, the BANOS had adequate construct validity and reliability. Results are discussed in terms of intricate similarities among the dimensions of nature of science.
High School Students That Consider Choosing Science, Technology, Engineering, and Mathematics (STEM) Fields for Their University Education
Author: Kizilay, Esra
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,STEM Education,Course Selection (Students),Gender Differences,Foreign Countries,Higher Education,Grade 9,Grade 10,Grade 11,Grade 12,High Schools,Institutional Characteristics,Preferences,Differences

The purposes of this study were to determine whether the departments that high school students consider choosing for their university education belong to science, technology, engineering, and mathematics (STEM) fields or not and to reveal the relationship between their choice and gender, grade, and type of institution. The research was conducted during the second semester of 2016-2017 academic year with 2129 students from five public schools located in the Kocasinan and Melikgazi districts of the Kayseri Province in Turkey. Data were collected through a survey instrument requesting students' demographic information and the departments that they selected for university education. Afterward, the departments mentioned by the students were coded as STEM-related and STEM-unrelated departments. Data analysis was conducted using SPSS 22.0 Statistic Software and frequencies, percentages, and Chi-square analysis were employed. Significant relationships were found between grade, gender, type of institution, and considering STEM-related department for university education. As a result, this study recommends that informative and stimulating activities involving STEM departments of universities should be organized for senior high school students to promote STEM fields.
Reference Frames and Astronomy Teaching: The Development of a Topocentric Approach to the Lunar Phases
Author: Galperin, Diego
Date: 2019-00-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Elementary School Science,Models,Teaching Methods,Schemata (Cognition),Grade 6,Foreign Countries,Science Activities,Instructional Effectiveness

Research related to the teaching and learning of the lunar phases reveals a low level of understanding of this astronomical phenomenon by most students of all educational levels. Therefore, there is a need to develop didactic materials to promote adequate comprehension of this phenomenon and which have been tried out in the classroom. Presented here is the implementation process of a didactic proposal for the teaching of the lunar phases at the primary school level, designed from a topocentric frame of reference. It includes the construction of an explanatory model of the phenomenon, based on observation of the Moon's motion in the sky. Its usefulness lies in that it does not require students to &quot;place themselves in outer space&quot; to describe the lunar movement and in its direct relationship with what they can observe with the naked eye every day. The proposal includes two diagrams that provide alternative images that support the construction of the model. The results obtained indicate that the proposal is effective in improving primary pupils' comprehension of the moon phases.
What Do Prospective Teachers Think about Educational Gamification?
Author: Pektas, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Games,Science Teachers,Foreign Countries,Positive Attitudes,Negative Attitudes,Student Evaluation

This case study investigated what prospective science education teachers think about the use of gamification in education. 44 pre-service science teachers were asked to provide their opinions about the use of gamification in education after a 4-week implementation of gamification. The participants revealed the benefits of gamification such as an increase in motivation, saving time, and preventing cheating, as well as limitations such as difficulty in classroom management and technological problems. Furthermoer, according to the participants, gamification applications could be used in the assessment of instruction. While this study was carried out with respect to the playing practices in the teacher training period, it would be beneficial to study different teaching levels and apply the practices in different courses to diversify the results.
Analyzing Pre-Service Science Teachers&apos; Physics Materials
Author: Özcan, Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Instruction,Physics,Material Development,Instructional Materials,Middle School Teachers,Secondary School Science,Science Curriculum,Scientific Concepts,Teaching Methods,Science Equipment

Recently, with the influence of science, technology, engineering, and mathematics education approach, the material design has become an important aspect within science courses. The material development course in science curriculums is a unique opportunity to evaluate pre-service teachers' material designs. In this study, student science teachers' physics materials were subjected to critiquing, while the authors discussed the advantages and disadvantages of their designs with a consideration of possible misconceptions. In the study, a content analysis technique, as one of the qualitative analysis methods was used. There were 27 materials and lesson plans in total, concerning the physics topics. The findings are presented under the titles of energy, light, sound, and electricity. Results showed that only three of the materials were linked to a misconception. Moreover, a fair amount of the participants chose to design either too simple, easy to build, easy to find, digital, or irrelevant teaching materials. This result can be recognized as a critical finding in this research and described as the unwillingness of the participant pre-service teachers. Findings are discussed with an effort to settle the misconceptions and the unwillingness of pre-service teachers.