ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology in Mathematics Education: A Discussion of Affordances
Author: Gresalfi, Melissa Sommerfeld
Date: 2013-11-00
Type: Reports - Research
Subjects: Mathematics Education,Technology Uses in Education,Technology Integration,Learner Engagement,Data Analysis,Learning Theories,Educational Change,Appropriate Technology,Video Games,Affordances

This paper details a framework for evaluating the potential of particular forms of technology for supporting student engagement with mathematics. I propose that, focusing on the strength of affordances to engage in particular ways allows us to begin to build an analytic frame that serves two purposes: (1) to begin to document learning as an interaction with larger bodies of data; and (2) to make and evaluate conjectures about the potential of different technologies for supporting high quality engagement with mathematics. I describe design iterations from previous work that leveraged this framework as an example of how this framework could be used and why it has proven to be valuable. [For the complete proceedings, see ED584443.]
A Stochastic Modeling of a Student&apos;s Units Coordination Activity
Author: Boyce, Steven
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Grade 6,Fractions,Mathematics Instruction,Teaching Methods,Models,Number Concepts,Research Methodology,Concept Formation,Constructivism (Learning),Interviews,Mathematical Models,Probability

In this proposal, I introduce a method for modeling the dynamics of a sixth-grade student's accommodation of his fractions scheme to include a disembedding operation (Steffe &amp; Olive, 2010). I will describe a three-part approach consisting of a constructivist teaching experiment, retrospective analysis, and stochastic modeling of the student's activity across ecologies within the teaching experiment (cf. Steffe &amp; Thompson, 2000). As disembedding requires coordination of two levels of units--a disembedded part and an unadulterated whole (Steffe, 2001)--the results also serve as an initial model for describing the dynamics of an individual's units coordinating within and across contexts. [For the complete proceedings, see ED584443.]
How Preservice Teachers Respond to Student-Invented Strategies on Whole Number Multiplication
Author: Son, Ji-Won
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Learning Strategies,Number Concepts,Multiplication,Accuracy,Problem Solving,Elementary School Mathematics,Elementary School Students,Generalizability Theory,Mathematical Logic,Teacher Response

Although students' invented strategies typically prove to be effective in the improvement of students' mathematical understanding, little is known about how preservice teachers interpret and respond to student-invented strategies on whole number multiplication. This study investigated the nature of 25 preservice teachers' interpretations of and responses to students' correct and incorrect strategies for whole number multiplication. Results suggest that the mathematical depth of their responses and their consideration of student thinking differed based on the correctness of the student work. Implications for teacher educators and future researchers are discussed in accordance with the findings of the study. [For the complete proceedings, see ED584443.]
Teachers&apos; Positioning of Students in Relation to Ability/Achievement in a Professional Development Setting
Author: Myers, Marrielle
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Faculty Development,Elementary School Teachers,Elementary School Mathematics,Mathematics Achievement,Mathematical Logic,Thinking Skills,Teacher Education,Teacher Attitudes,Teacher Student Relationship

This paper reports on elementary teachers' positioning of students as learners of mathematics related to their perceived ability level or previous achievement in mathematics. This work, which is a part of a larger design experiment on teacher learning of mathematics learning trajectories, examines the ways in which LTs influenced teachers' positioning of students and the changes we observed in teachers' discourse as teachers engaged in various professional learning tasks throughout the professional development. [For the complete proceedings, see ED584443.]
Accommodating the English Language Leaner in Mathematical Discussions
Author: Judson, Darlene
Date: 2013-11-00
Type: Reports - Research
Subjects: English Language Learners,Mathematics Instruction,Discussion (Teaching Technique),Algebra,Geometric Concepts,Mathematical Concepts,Case Studies,Bilingualism,Communication Strategies,Comprehension,Secondary School Mathematics

This study explores the communicative accommodation strategies employed by a bilingual tutor and an ELL student during the discussion of word problems involving secondary algebra and geometry concepts. Mathematics discussions are conceived as communicative events wherein ELL student comprehension is promoted through provision of simplified linguistic input. The reported findings reveal that ELL student accommodation entails multiple dimensions, taking multiple (non)verbal forms with varied degrees of orientation toward language versus ideas and relative focus on literalness versus metaphoricity. [For the complete proceedings, see ED584443.]
Elementary Preservice Teachers Reading of Educative Curriculum: Attending to Examples of Students&apos; Mathematical Thinking
Author: Tyminski, Andrew M.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Preservice Teachers,Standards,Mathematics Instruction,Thinking Skills,Curriculum Design,Knowledge Base for Teaching,Teacher Education,Lesson Plans

We present research on how PSTs attended to and made sense of educative features of Standards-based curriculum designed to support teachers' knowledge of students' mathematical thinking. Data analyzed from 47 PSTs' written responses to five mathematics lessons demonstrate PSTs attended to these features roughly 25% of the time, but often made sense of them in an educative manner when doing so. [For the complete proceedings, see ED584443.]
Constructing Identifications with Mathematics Pedagogies, Dis/Abilities and &quot;Our Dominican Selves&quot;
Author: Lambert, Rachel
Date: 2013-11-00
Type: Reports - Research
Subjects: Middle School Students,Hispanic American Students,Grade 7,Secondary School Mathematics,Learning Disabilities,Mathematics Skills,Cultural Awareness,Cultural Influences,Individualized Education Programs,Self Concept,Academic Ability,Ethnography,Interviews,Poverty,Low Income Students,Urban Schools,Mathematics Instruction,Teaching Methods,Language Usage,Ethnicity,Sex,Equal Education

How do children develop identifications with mathematics over time, seeing themselves as agents in their math classrooms (or not)? This ethnographic and interview study followed nine Latino/a children with and without learning dis/abilities through two years of mathematics in a high-poverty urban school. The children participated in two distinct mathematical pedagogies (discussion-based and procedural-based) that differently constructed ability and dis/ability in mathematics. Individual children constructed unique and dynamic self-understandings as math learners over time, using the cultural resources of the multiple contexts in which they participated, including positioning through language use, ethnicity, gender, and dis/ability. Children made connections between equity and discussion-based mathematics, and between procedural mathematics and fixed conceptions of mathematical ability. [For the complete proceedings, see ED584443.]
Mathematics Professional Development: Examining Facilitation and Discourse
Author: Starling, Tina
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Discourse Analysis,Mathematics Instruction,Elementary School Teachers,Teaching Methods,Program Descriptions,Video Technology,Fidelity,Coding,Group Discussion,Protocol Analysis,Learning Activities

The authors present an analysis of facilitation across three cohorts of a phase-two professional development project. Four types of discourse are introduced and defined (correcting, eliciting, probing, and responsive). The analysis attends to implementation fidelity and facilitator moves in light of these four types of discourse. Conjectures about the impact of facilitation moves on implementation fidelity and discourse are explored, and implications for conducting professional development are considered. [For the complete proceedings, see ED584443.]
Secondary Teachers&apos; Talk about the Mathematics Register
Author: Herbel-Eisenmann, Beth A.
Date: 2013-11-00
Type: Reports - Research
Subjects: Secondary School Teachers,Mathematics Instruction,Teaching Methods,Vocabulary Development,Teacher Role,Discourse Analysis,Teacher Student Relationship,Classroom Communication,Teacher Education,Faculty Development,Middle School Teachers,Mathematics Teachers

The mathematics register refers to the forms of meaning and styles of communication characteristic to the mathematics disciplinary community. An important role of teachers is to support students in developing facility with the mathematics register in order to support students' learning. This study focuses on the ways in which a group of secondary mathematics teachers talked about the mathematics register over the course of a year-long study group. In particular, we analyze their discourse to identify themes and shifts in the ways they collectively made sense of the mathematics register. We found that the teachers came to discuss the mathematics register as more than specialized vocabulary, and we anticipate that their understanding of the mathematics register will continue to deepen as they use this academic idea in the context of their own teaching practice. [For the complete proceedings, see ED584443.]
The Effects of Framing on Mathematics Student Teacher Noticing
Author: Stockero, Shari L.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Student Teachers,Preservice Teacher Education,Teacher Education Programs,Teaching Methods,Mathematics Teachers,Beginning Teachers,Secondary School Mathematics,Teacher Expectations of Students

Teacher education programs have increasingly incorporated activities to support novice teachers in learning to attend to student ideas that surface during mathematics instruction. These efforts have been found to be effective at the end of a particular course, but less is known about their longer-term effects on teaching practice. A related study of the noticing of prospective mathematics teachers who had engaged in such activities found that they demonstrated a focus on students during their own instruction; however, this focus was not always on student ideas. Here, the cases of two of these prospective teachers are used to explore the nuances of their noticing of students, and how the ways in which they framed their instruction--in terms of their knowledge of students and their own expectations of students--affected this noticing. Implications for teacher education programs are discussed. [For the complete proceedings, see ED584443.]
Why Is the Metaphor of English Learners &quot;Bringing&quot; Resources to Mathematics Classrooms Not Helping Teachers?
Author: Dominguez, Higinio
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Figurative Language,Mathematics Instruction,English Language Learners,Grade 3,Elementary School Students,Problem Solving,Interviews,Student Attitudes,Teacher Student Relationship,Faculty Development,Teacher Education,Video Technology,Hispanic American Students,Spanish Speaking,Language Usage,Teaching Methods

While the metaphor of students bringing linguistic, cultural, and community resources to classrooms abounds in mathematics education research with non dominant students, teachers seem not to benefit from such metaphoric language as most of them struggle to figure out how such resources can be used during mathematics instruction. This paper urges a revision of this metaphor by proposing a new perspective on resources. The revised perspective is illustrated with an interaction with a third grade English learner working on a volume problem. During this interaction, the student and the interviewer recognized resources that did not pre-date the interaction but instead shared and sustained the life of the interaction. Revising this metaphor is important for helping teachers build common resources with English learners. [For the complete proceedings, see ED584443.]
Pre-Service Teachers&apos; Mathematical Horizon: The Case of an Irregular Hexagon
Author: Mamolo, Ami
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Mathematics Instruction,Geometric Concepts,Problem Solving,Pedagogical Content Knowledge,Questionnaires,Teaching Methods

This paper analyses pre-service secondary mathematics teachers' responses to a hypothetical situation concerning a student's struggle to determine the area of an irregular hexagon. The analysis focuses on individuals' Knowledge at the Mathematical Horizon, as it relates to philosophical notions of inner and outer horizons. Specifically, the paper attends to common features in participants' understanding of the mathematical task, and explores the interplay between their personal solving strategies and professed preferences when advising a student. Implications for teacher education and further avenues of research are suggested. [For the complete proceedings, see ED584443.]
The Timing of Teaching Practice: Teacher Knowledge and the Case for Children&apos;s Mathematical Thinking
Author: Jacobson, Erik
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Children,Mathematics Instruction,Thinking Skills,Teacher Education Programs,Hierarchical Linear Modeling,Preservice Teacher Education,Pedagogical Content Knowledge,Elementary School Teachers,Teacher Characteristics,Elementary School Mathematics,Student Teaching,Teacher Surveys

This study explores the hypothesis that experience with children's mathematical thinking facilitates the development of teachers' professional knowledge. Multilevel models of a data set representative of US public institutions preparing K-6 teachers from the Teacher Education and Development Survey in Mathematics (Brese &amp; Tatto, 2012) suggested that the timing of some teaching practice prior the last year of the preparation program (i.e., concurrent with or preceding some coursework) had a positive effect on prospective teachers' content knowledge and was moderated by the length of teaching practice. Teachers' pedagogical content knowledge was not associated with the timing or length of teaching practice. The findings corroborate prior experimental work at a single institution (Philip et al., 2007) and raise questions about how pedagogical content knowledge develops during teacher education. [For the complete proceedings, see ED584443.]
Fine-Grained Analysis of Teacher Knowledge: Proportion and Geometry
Author: Orrill, Chandra Hawley
Date: 2013-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematical Concepts,Geometry,Interviews,Middle School Teachers,Knowledge Base for Teaching,Mathematical Logic,Qualitative Research,Educational Technology,Technology Uses in Education,Assignments,Multiplication,Concept Formation

In this study, we considered how four teachers reasoned about proportional situations involving geometry. We used pilot interviews conducted with in-service middle grades teachers around a set of proportional tasks. Analysis relied on a knowledge in pieces lens to uncover the resources that each teacher used in solving the tasks and which resources seemed to support the reasoning. Our findings suggest that this is an area of proportional reasoning in which multiplicative comparisons are important, but insufficient, for supporting reasoning. We also found that these teachers did not invoke the constant of proportionality in ways that supported their reasoning. [For the complete proceedings, see ED584443.]
Using Toulmin&apos;s Model to Develop Prospective Teachers&apos; Conceptions of Collective Argumentation
Author: Wagner, Patty Anne
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Models,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Mathematical Logic,Mathematics Instruction,Cooperative Learning,Methods Courses,Classroom Communication,Questioning Techniques

As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate productive arguments. Toulmin's (1958/2003) model of argumentation has been useful in analyzing arguments in mathematics education research, raising the question whether it would assist mathematics teachers as well. In this study, we examine how using the model affected prospective secondary teachers' development of conceptions of collective argumentation. Our findings suggest that Toulmin's model facilitated appropriate understandings of what collective argumentation looks like in the mathematics classroom and provided the prospective teachers with a lens for analyzing their observations of practice. This study suggests the use of Toulmin's model in teacher education can be a promising step in helping teachers develop their conceptions of collective argumentation. [For the complete proceedings, see ED584443.]
Developing Mathematical Knowledge for Teaching through Mentor-Guided Lesson Study
Author: Bieda, Kristen
Date: 2013-11-00
Type: Reports - Research
Subjects: Preservice Teachers,Knowledge Base for Teaching,Mentors,Interaction,Communities of Practice,Peer Influence,Cooperative Learning,Inquiry,Mathematics Instruction,Secondary School Teachers,Grounded Theory,Diaries,Pedagogical Content Knowledge

Field experience can be a rich site for prospective teachers to develop the knowledge and skills they need for effective teaching, however little is known about how structures for supporting interactions between mentor and prospective teachers can maximize prospective teachers' learning. Lesson study has been shown to enhance practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this paper, we discuss the use of mentor-guided lesson study to support mentor and prospective teachers' collaboration in the field and provide evidence showing its potential to strengthen prospective teachers' mathematical knowledge for teaching. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework. [For the complete proceedings, see ED584443.]
Teacher Positioning and Agency to Act: Talking about &quot;Low-Level&quot; Students
Author: Suh, Heejoo
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Faculty Development,Secondary School Teachers,Mathematics Teachers,Secondary School Students,Attitude Change,Equal Education,Social Bias,Student Characteristics,Maturity (Individuals),Track System (Education)

In this paper, we share our dilemma of disrupting teachers' deficit frames of students. The data comes from a professional development program with nine secondary mathematics teachers. In particular, we attended to when teachers talk about &quot;low-level&quot; students. Drawing on Harré and van Langenhove's (1999) idea of positioning, we examined teachers' self positioning and their associated storylines. By noticing and attending to positionings and storylines in professional development, we suggest, mathematics teacher educators can consider how to disrupt these deficit frames by recasting positionings and storylines. [For the complete proceedings, see ED584443.]
Effects of Instructional Conditions on Comprehension from Multiple Sources in History and Science
Author: Wiley, Jennifer
Date: 2018-00-00
Type: Reports - Research
Subjects: Information Sources,Task Analysis,History Instruction,Science Instruction,Educational Research,Educational Theories,Inquiry,Barriers,Assignments,Teaching Methods,Comprehension,Cognitive Processes

Starting with early research on multiple source comprehension that primarily emerged from work in history, researchers have explored several types of instructional manipulations including altering the features of the inquiry task that is given (such as being asked to write a narrative or an argument); changing features of the task environment (such as the format of the source documents or features of the document set); and varying the instructional context (such as having students engage in a particular activity or training prior to engaging in a multiple-source inquiry task). These three broad categories continue to represent the main types of manipulations that have been studied as this literature has expanded to also include explorations into the comprehension of scientific phenomena from multiple-source inquiry tasks. This chapter provides an overview discussing the kinds of processes that are theoretically involved in multiple-source comprehension; articulates the challenges that readers face when they attempt to engage in multiple-source inquiry tasks; and summarizes the empirical research that has attempted to explore multiple source comprehension processes using manipulations of the inquiry task, the task environment, and the instructional context. [This paper was published in: J. L. G. Braasch, I. Bråten, &amp; M. T. McCrudden (Eds.) &quot;Handbook of Multiple Source Use&quot; (p341-361). New York, NY: Routledge.]
ELT Mentors&apos; and Mentees&apos; Awareness Levels of Social Skills in Their Profession
Author: Mutlu, Aynur Kesen
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Mentors,Interpersonal Competence,Language Teachers,Teacher Qualifications,Lifelong Learning,Decision Making,Self Esteem,Goal Orientation,Learning Motivation,Coping,Teacher Education Programs,Measures (Individuals),Correlation,Semi Structured Interviews,Teacher Attitudes,Foreign Countries,Mixed Methods Research,College Students

The debate over the qualifications that a teacher should have has long been going on and the discussions among scholars have gone far beyond academic skills of teachers as a result of emerging concepts, one of which is the social skills. In the field of English language teaching, these skills seem crucial as the learning environment additionally causes difficulty for the learners since they both try to learn a language and try to overcome their fears and anxiety at the same time. It becomes more crucial for the language teachers to provide a fruitful and most importantly relaxing environment in which social and lifelong learning can take place. Similarly, for the English teacher mentors and mentees who continuously hold conversations and are in the process of planning and decision making about building self- esteem and boosting motivation; setting goals and finding the best ways to achieve goals; coping with every possible situation in the language classroom, having social skills seem to be of great importance. The purpose of this study is to deal with the first step of a social skills training program for English mentors and mentees; and specifically search into the level of awareness of English teacher mentors and mentees towards social skills in teaching. The study aims to shed light on how to integrate social skills development training into teacher training curriculum in the field of English Language Teaching.