ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Performance of Mathematics Teachers through Preparing a Research Lesson on the Topic of Maximum and Minimum Values of a Trigonometric Function
Author: Gholami, Hosseinali
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Improvement,Mathematics Teachers,Trigonometry,Problem Solving,Lesson Plans,Foreign Countries,Mathematics Instruction,Instructional Improvement,Student Attitudes,Misconceptions

In each educational curriculum, trigonometry is an important subject at upper secondary schools and pre university level that apply in many other subjects such as algebra, calculus, geometry and physics. Many of students have serious problem in learning the trigonometric materials because usually mathematics educators transfer the trigonometric concepts to students through traditional methods that encourage students to memorize the trigonometric concepts. The purpose of this qualitative case study is to introduce the Lesson Study as a new teaching method based on problem solving approach in order to increase the performance of teachers in teaching trigonometry. In this study, a group of three mathematics teachers from an international pre-university centre in Malaysia and the researcher contributed in preparing a research lesson on the topic of the maximum and minimum values of a trigonometric function. Also, this research lesson improved in an existing class containing 10 students. Data collected through observations of discussion meetings and analyzed descriptively. In this research lesson, the researcher discussed teaching the maximum and minimum values of a trigonometric function through variety of solutions and likely misconceptions among students. Maybe this article helps mathematics educators to have better performance in teaching trigonometry through Lesson Study based on problem solving approach.
Private Financing and Access to Higher Education in India during 2010 to 2020
Author: Gandhi, Vishakha
Date: 2022-03-00
Type: Journal Articles
Subjects: Higher Education,Privatization,Foreign Countries,Access to Education,Expenditures,Educational Finance,Federal Aid,Private Financial Support,Enrollment,Universities

The trend towards privatization of higher education has been a dominant feature in India, particularly during the decade 2010-20. The main research question enquired in the current research is regarding the evolution of privatization in India during the period 2010 to 2020 and its consequences for access to higher education in India. The methodology used in the paper is descriptive analysis, based on secondary data. It was observed that, while the absolute expenditure of the government on higher education has amplified, the expenditure as a percentage of GDP has reduced during 2010-20. The proportionate share of private institutes and enrolments has increased consistently and rapidly, and that of the public sector has either stagnated or reduced.
To Be or Not to Be Responsible? Academic Research and Social Responsibility
Author: Avramovic, Aleksandar
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Research,Social Responsibility,Higher Education,Foreign Countries,Educational Quality,Educational Development,Social Problems,Discourse Analysis,Universities,Governance,Interdisciplinary Approach

Publicly funded universities have been under increasing pressure to provide evidence regarding the economic value of their core activities, not least when it comes to the social benefits accrued from the research mission. This study offers a glimpse of Nordic perspectives on the social impact of research from the positions of policymakers, university leadership, and academics. From a macro perspective, the paper investigates to what extent Norwegian policy actors rely on the excellence/relevance discourse in their plans for the future development of higher education. At the meso level, the study explores how academic leaders make sense of internal and external pressures (drivers and strategic agendas) to produce and transfer knowledge that addresses social problems. Perry and May's (2006) typology of the relevance-excellence interplay is used as a framework for interpreting the findings. The findings reveal a complex mix of logics underpinning hegemonic discourses, strategic actions, and postures. Excellence and relevance were found to be deeply embedded in the activities of sub-units, academic groups, and individual academics.
Understanding and Applying the Key Elements of Knowledge Diplomacy: The Role of International Higher Education, Research and Innovation in International Relations
Author: Knight, Jane
Date: 2022-03-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,International Relations,International Cooperation,Foreign Countries,Intercollegiate Cooperation,Networks

Few would question the changing landscape of international higher education, research and innovation (IHERI) or the increased complexities and interconnectedness of the relationships between and among countries of the world. But paradoxically, there is a lack of research on the intersection of these two evolving phenomenon. This article aims to address this by proposing the concept of knowledge diplomacy, instead of soft power, to understand the role of IHERI in building bilateral and multi-lateral relationships based on collaboration, reciprocity and mutuality of benefits. A definition and conceptual framework for knowledge diplomacy are proposed and examined in detail. Three IHERI initiatives -- The Pan African University, the German Jordanian University and RENKEI -- a research network between Japanese and UK universities -- are examined to illustrate how the major elements and principles of the knowledge diplomacy framework can be applied. The article ends by posing questions about the future of knowledge diplomacy and the need for further research.
Investigation of Students&apos; Algebraic Conceptual Understanding and the Ability to Solve PISA-Like Mathematics Problems in a Modeling Task
Author: Edo, Sri Imelda
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Mathematical Concepts,Problem Solving,Word Problems (Mathematics),Mathematical Models,College Students,Misconceptions,Mathematics Activities,Foreign Countries

Several studies related to mathematics understanding found that many undergraduate students lack some basic knowledge of algebra. They memorized only a few topics, formulas, and algorithms without understanding them conceptually, even though they could manipulate those limited number of points correctly or incorrectly. In comparison, most high-achieving students have incomplete solutions in Modeling Mathematics PISA-like tasks in levels 5 and 6, related to the content of change and relationship. In contrast, students with moderate achievement can solve the problem using instinct, trial and error, and logic. Therefore, this study aims to analyze students' algebraic conceptual understanding related to their modeling competence in solving a mathematical problem that is an adapted PISA task, using qualitative research as an appropriate method. It emphasizes a holistic description of the phenomena studied concerning how students work with algebraic conceptual problems and Mathematics task-like PISA problems. This study involved 244 new vocational college students in 5 study programs. Data collection used in this research is students' worksheets, video recording, and interviewing some students to obtain more profound information about their thinking processes. Furthermore, the data was analyzed by holistic description. Interpretation and conclusion using the definition of equation and algebra expression and indicator of modeling competence, mathematical literacy refers to the proficiency level of PISA question given as a guideline to interpret and make a conclusion. Some discovered strategies for solving the problem and implications regarding their mathematical literacy skills related to these tasks are discussed.
Stimulating Reflection through Self-Assessment: Certainty-Based Marking (CBM) in Online Mathematics Learning
Author: Caspari-Sadeghi, Sima
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,College Mathematics,Mathematics Education,Computer Science Education,Electronic Learning,Web Based Instruction,Self Evaluation (Individuals),Peer Evaluation,Student Evaluation,Reflection,Student Attitudes,Interrater Reliability,Evaluation Methods,Questioning Techniques,Multiple Choice Tests,Student Centered Learning

This collaborative action research highlights the need for developing students' evaluative competence and self-reflection by embedding self-and-peer assessment into online instruction. Over the course of a semester in an online master program in mathematics and computer sciences, students conducted research on assigned topics, held presentations, formulated meaningful questions for peer-assessment, and finally engaged in Certainty-based Marking (CBM) by rating how certain they are that their answer is correct. The goal of using CBM was to foster students' careful reflection and provide feedback to teachers about students' status of knowledge. A mixed-method approach was used to triangulate data from two sources: (a) assessment artifacts, i.e., student-generated questions and CBM, as evidence of learning, and (b) students' attitude captured through 'Task Perception Questionnaire'. Assessment data were analyzed by three domain experts based on their judgement of 'quality' and Kappa measure was used to assess inter-rater consistency. Quantitative analysis of questionnaire data, coupled with instructors' observation, indicated positive attitudes (engaging and useful) towards CBM among students. We conclude with a discussion of limitations as well as implications of this classroom research project.
Making Research-Practice Partnerships Work for You: What Might Researchers Want You to Know
Author: Bellara, Aarti P.
Date: 2022-09-00
Type: Journal Articles
Subjects: Researchers,Principals,Teachers,Teamwork,Evidence Based Practice,Educational Research,Cooperation,Sampling,Participation,Research Methodology,Interpersonal Relationship,Ethics,College School Cooperation,College Faculty

Partnerships between educational researchers and school-based administrators and educators is imperative to successfully identifying evidence-based practices to improve pedagogy, curriculum, and student outcomes. In this paper, we recognize how being approached by educational researchers can be overwhelming for administrators and educators. We offer a perspective that may help school-based personnel understand the motivation behind research requests and how administrators can frame their response to these requests using a critical lens to ensure these partnerships are beneficial to their school community.
Students&apos; Analytical Questions and Interaction Patterns in Group Discussion Facilitated with a Scientific Approach Learning
Author: Wijaya, Agung Putra
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Science Process Skills,Questioning Techniques,Learning Processes,Abstract Reasoning,Thinking Skills,Secondary School Students,Mathematics Skills,Group Discussion,Interaction,Problem Solving

Analytical questions are the types of questions that can lead students to gain an understanding of a concept and explore reasoning. This research is a descriptive, qualitative study investigating the emergence of analytical questions and their interaction patterns in group discussions facilitated by a scientific approach to learning. The subjects of this study were 30 students aged 14 years with heterogeneous mathematical abilities; they were distributed into five groups. Data were collected through observation with a video recorder as a tool. Method triangulation was carried out for the data validation process. The data were analyzed through data reduction, data presentation, and conclusion. The results showed that in group discussions: (1) observing is the dominant stage in raising analytical questions, (2) students with low mathematical abilities were dominant in triggering the emergence of analytical questions, and (3) dominant interactions occurred between students with low mathematical ability as the questioner and students with high mathematical ability as the answerer.
Exploring Directions for Professional Learning to Enhance Behavior Screening within a Comprehensive, Integrated, Three-Tiered Model of Prevention
Author: Briesch, Amy M.
Date: 2022-10-00
Type: Journal Articles
Subjects: Prevention,Multi Tiered Systems of Support,Student Behavior,Screening Tests,Knowledge Level,Barriers,Leadership Responsibility,Teamwork,Evidence Based Practice,School Districts

Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.
The Relationship between Argumentation Skills and Cognitive Flexibility of Preservice Science Teachers
Author: Cankaya, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Persuasive Discourse,Cognitive Processes,Correlation,Foreign Countries,Problem Solving,Thinking Skills

The present study aims to investigate the relationship between pre-service science teachers' argumentation skills and cognitive flexibility levels. Within the scope of the study, an argumentation-based science laboratory application was applied to first year science teaching students for 4 weeks. The arguments were assessed by eight faculty members and doctoral students. The Argumentation Assessment Rubric (Choi, 2008) was used to assess the quality of the written arguments. The quality of the arguments and descriptions used by the students in the reports were evaluated as total writing scores. The &quot;Cognitive Flexibility Inventory&quot; developed by Dennis and Vander Wal (2010) was employed to assess the cognitive flexibility levels of pre-service teachers. Simple Correlation analysis and Simple Linear Regression analysis methods were used to determine the relationship between the sub-dimensions of cognitive flexibility inventory and argumentation skills of pre-service science teachers and the effect of cognitive flexibility levels on argumentation skills. The results showed that there was a significant relationship between pre-service teachers' cognitive flexibility levels and argumentation skills.
Early Grade Mathematics in Ethiopia: Alignment of Contents in the Textbooks with the Corresponding Syllabuses
Author: Tsebella, Aynalem Tesfaye
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Foreign Countries,Alignment (Education),Textbooks,Course Descriptions,School Effectiveness

An alignment of textbooks with their corresponding syllabuses contributes to effective learning. This study examined the alignment of the Ethiopian early grade (grades 1-4) mathematics textbooks (EEGMTB) with their corresponding syllabuses. Four early grade mathematics teachers at Halaba Zone of South Nations and Nationalities Peoples Reginal State (SNNPRS) participated in this study. In addition, curriculum experts at the zone and the ministry of education (MoE) participated. Data were collected through interview and document analysis by using a content analysis protocol developed by reviewing different studies on textbook quality (Bhatti, Jumani, &amp; Bilal, 2015; Fuchs, 2013; Hashmi, Hussain, &amp; Shoaib, 2018; Sunday, 2014; Taye, 2011), and validated. The data were analyzed qualitatively and the percentage was used to summarize the findings. The findings of this study depict that EEGMTBs were not completely aligned with the corresponding syllabuses as expected. Therefore, the study recommends special focus to be given to the alignment of textbooks with the corresponding syllabuses, especially in considering the learning outcomes when developing the textbooks. The study also suggests further research on the adequacy of the contents of early grade textbooks to equip early children with the necessary knowledge and skills expected at the level.
Teachers&apos; Skills for Attending, Interpreting, and Responding to Students&apos; Mathematical Creative Thinking
Author: Kurniasih, Ary Woro
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Skills,Teaching Methods,Teacher Student Relationship,Mathematics Skills,Thinking Skills,Creative Thinking,Comparative Analysis,Knowledge Level,Mathematics Teachers,Questioning Techniques,Foreign Countries,Junior High School Teachers,Teacher Attitudes

This study aimed to explore the mathematics teachers' skills in attending, interpreting, and responding to students' mathematical creative thinking. The data of this study comprised of the teachers' skills in attending, interpreting, and responding to students' mathematical creative thinking gained from observing a recorded video of the teachers' teaching enactment. The data were collected inductively with open coding to examine classroom teaching. Findings suggest that the mathematics teachers raise the attending skills in two categories: activities directly related to students' mathematical creative thinking and activities that support students' mathematical creative thinking. They interpret mathematical understanding in various ways: excluding the justification of right or wrong answers; focusing on right or wrong; focusing on the only correct solution; focusing on deficiencies in the student's working process; focusing on how they wrote and drew on grid paper and anything else indirectly connected to mathematical thinking; stating that working on the problem is easy; comparing the thinking process of the teachers and students. The mathematics teachers responded by giving comments or questions about their students' knowledge, idea, procedure, or mathematical thinking and based on mathematical creative thinking; giving general comments or questions; giving comments or questions to trigger students to share their opinions; asking other students to comment or ask questions about certain students' thinking ideas; asking other students to explain certain students' thoughts; giving comments or questions about students' mathematical creative thinking/open-ended problem/critical thinking.
The Students&apos; Abilities on Mathematical Connections: A Comparative Study Based on Learning Models Intervention
Author: Son, Aloisius Loka
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematical Logic,Thinking Skills,Learning Processes,Problem Solving,Mathematics Achievement,Mathematical Concepts,Syntax,Mathematical Models

Mathematical connections are essential to emphasize in the learning process, to make students see mathematics as useful, relevant, integrated, and able to solve various mathematical problems. This study was conducted to analyze the comparison of achievement and improvement of students' abilities on mathematical connections based on learning model interventions. This comparative study used quasi-experimental types in three groups of students, namely 50 students who learned through the Connecting, Organizing, Reflecting, and Extending models with Realistic Mathematics Education (CORE RME), 49 students who learned through the CORE model, and 46 students who learned through the conventional model. The mathematical connections test is used as an instrument in this study. The finding in this study is that learning through the CORE RME model can facilitate students' mathematical connections abilities. This finding is based on the results of a survey that the achievement and improvement of the mathematical connections abilities of students who learned through the CORE RME model were better than the attainment and progress of the mathematical connections abilities of students who learned through the CORE model, and students who learned through the conventional model. Therefore, it is recommended for teachers to use the CORE RME model as an alternative to facilitate students' mathematical connection abilities.
The Theory on Loops and Spaces. Part 1
Author: Sharma, Sameer
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Elementary School Mathematics,Graphs,Mathematical Formulas,Problem Solving,Mathematical Logic

We are all fascinated by loops and their formation in space. When a line cuts itself, it forms an intersection point and creates a space. This is an experimental study done by analyzing several loops, forming a concrete formulation by visualizing the patterns observed, and then proving the formulations proposed using the known standard mathematical methods. This piece of mathematics is studied under graph theory and forms the basis for understanding and developing thinking of the graph theory at the elementary level of mathematics. This article develops the thinking behind how to analyze patterns in nature and write them in the form of mathematical statements or formulas This article has been inspired by a YouTube video posted by the mathematician Dr. James Tanton on 27th September 2021 on his YouTube Channel.
Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management
Author: Chen, Pei-Yu
Date: 2022-10-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Middle School Students,Grade 6,Reading Instruction,Task Analysis,Time on Task,Intervention,Teacher Student Relationship

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, and a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of the self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed. [For the Grantee Submission, see ED616821.]