ethanporcaro/eric-fulltext-meta huggingface dataset:
Sticking with It or Doing It Quickly: What Performances Do We Encourage in Our Mathematics Learners?
Author: Darragh, Lisa
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Longitudinal Studies,Semi Structured Interviews,Mathematical Concepts,Mathematics Teachers,Foreign Countries,Mathematics,Secondary School Mathematics,Secondary School Teachers

What types of performance do we encourage in our mathematics students? How do these performances reflect students' identity constructions? This paper uses a performance metaphor for identity to analyse interviews with teachers and students in their first year of secondary school. &quot;Perseverance&quot; is valued by teachers, yet many mathematics classrooms appear not to provide the opportunities to persevere and students do not perform identities of perseverance. Rather, &quot;quickness&quot; and &quot;just knowing&quot; the answer are considered part of a successful mathematics identity.
Noticing Young Children's Mathematical Strengths and Agency
Author: Dockett, Sue
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Academic Ability,Relevance (Education),Teaching Methods,Observation,Student Interests

This paper promotes the importance of noticing young children's mathematical strengths. It draws on the philosophical positions of children's rights and competence to propose a shift in the ways in which all involved might notice the mathematical engagement, understandings, experiences and practices of young children. Noticing children's mathematics generates the potential for educators to document learning and to respond in ways that promote ongoing engagement in areas that are of relevance and interest for young children.
Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching
Author: Dayal, Hem Chand
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary School Teachers,Student Attitudes,Mathematics Teachers,Teacher Competencies,Teacher Characteristics,Writing Assignments,Workshops,Reflection,Pacific Islanders

Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course during their third year of University study were asked to write reflections on their personal mathematical memories. Results indicate that pre-service teachers rate good mathematics teachers using a varied combination of characteristics.
Researchers Noticing Young Children's Mathematics
Author: Clarke, Barbara
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Young Children,Semi Structured Interviews,Down Syndrome,Participation,Interpersonal Communication,Child Behavior

Noticing young children's mathematics can involve talking to them and watching as they undertake mathematical tasks or answer questions. Interviews are a key methodology for researchers who focus on young children's mathematical learning, providing opportunities to notice what children are doing and gain insights into their thinking. This paper focuses on one-to-one task based interviews as a tool for noticing young children's mathematics and particularly the use of flexible, semi-structured interviews with children with Down syndrome. Such flexible approaches maximised the chances of children with Down syndrome showing what they knew and could do mathematically.
Thoughts behind the Actions: Exploring Preservice Teachers' Mathematical Content Knowledge
Author: Daniel, Leah
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Skills,Pedagogical Content Knowledge,Mathematics Instruction,Secondary School Mathematics,Video Technology,Mathematical Concepts,Foreign Countries

Teacher educators need to identify those aspects of preservice teacher (PST) mathematical content knowledge (MCK) that need developing. A methodology that unpacks the MCK that PSTs use in their teaching is presented in this paper. MCK in the teaching acts themselves and in the PST reflections on those acts is categorised and evaluated. The process is illustrated with a lesson excerpt from a secondary mathematics PST. The benefits and limitations associated with this methodology are also discussed.
Designing Tasks to Promote and Assess Mathematical Transfer in Primary School Children
Author: Clark, Julie
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Mathematics Skills,Elementary School Mathematics,Transfer of Training,Foreign Countries,Interviews,Problem Solving,Word Problems (Mathematics),Prompting

This study aims to design learning situations and tasks that promote and assess the capacity of primary school children to transfer mathematical knowledge to new contexts. We discuss previous studies investigating mathematical transfer, and particularly the strengths and limitations of tasks used to assess transfer in these studies. We describe some pilot tasks that were used with upper primary children and provide some responses to teacher prompts. We describe some design principles for the construction of tasks and an associated categorisation of prompts that might be used as the basis of further research into mathematical transfer.
New Mexico Math Pathways Taskforce Report
Author: New Mexico Higher Education Department
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Mathematics Instruction,Mathematics Teachers,Algebra,College Mathematics,Student Placement,Remedial Mathematics,Holistic Approach,Student Needs,Academic Advising,Majors (Students)

In April 2015 New Mexico faculty, Dana Center staff, and New Mexico Higher Education (NMHED) co-presented the need for better math pathways statewide. Faculty from 6 institutions (New Mexico State University, New Mexico Highlands University, Dine College, Eastern New Mexico University, El Paso Community College, and San Juan College) participated in a preliminary math task force. The task force collaborated to help facilitate speakers and participants at the New Mexico Math Summit hosted by NMHED in Santa Fe October 2, 2015. At this summit a number of math faculty statewide expressed a desire to learn more about pathways including alternatives to college algebra. In January 2016, New Mexico Higher Education Department (NMHED) established a statewide Mathematics Task Force in order to determine the need for statewide alternative math pathways and make recommendations for implementation. It was important to stakeholders that a new system of pathways for college mathematics was developed that did not lower the rigor of mathematics at each of its institutions. The task force was given a deadline of July 15, 2016. Per the request of the Secretary of NMHED, Dr. Barbara Damron, presidents of each institution of higher education in the state nominated members to the New Mexico Math Pathways Task Force. A task force of faculty from each higher education sector in the state was convened. The work was carried out under the leadership of Alicia O'Brien, Math Department Chair of San Juan College, under the advisement of Senior Policy Analyst Bridgette Noonen. This report discusses what is the &quot;Right Math?&quot; and presents recommendations that have been made: (1) Meet with degree granting departments at each institution and align 100 and 200 level courses with the students' academic program of study; (2) Develop a holistic placement procedure for students; (3) Cultivate an advising process that supports a: Statistics Pathway, Quantitative Reasoning Pathway, and College Algebra Pathway; and (4) Build on Existing Institutional Math Pathways. The following are appended: (1) References; and (2) Task Force Members.
Accelerating the Mathematics Learning of Low Socio-Economic Status Junior Secondary Students: An Early Report
Author: Cooper, Tom
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Secondary School Students,Low Income Groups,Underachievement,Foreign Countries,Mixed Methods Research,Mathematics Curriculum,Learning Modules,Teaching Methods

The &quot;Accelerating the Mathematics Learning of Low Socio-Economic Status Junior Secondary Students&quot; project aims to address the issues faced by very underperforming mathematics students as they enter high school. Its aim is to accelerate learning of mathematics through a vertical curriculum to enable students to access Year 10 mathematics subjects, thus improving life chances. This paper reports upon the theory underpinning this project and illustrates it with examples of the curriculum that has been designed to achieve acceleration.
Productive Mathematical Noticing: What It Is and Why It Matters
Author: Choy, Ban Heng
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Case Studies,Foreign Countries,Lesson Plans,Elementary School Mathematics,Mathematical Concepts,Elementary School Teachers,Vignettes,Observation

Teacher mathematical noticing is a key component of mathematics teaching expertise and has been a focus of recent professional development efforts. In this paper, I propose and describe explicitly the notion of &quot;productive&quot; mathematical noticing, which surfaces from a case study involving a group of seven mathematics teachers who collaborated as part of a lesson study team at a primary school in Singapore. Two vignettes--one that happened during the planning stage, and the other taken from the actual lesson--are discussed to illustrate the notion of productive mathematical noticing.
Guidelines: Intellectual Disabilities in Educational Settings
Author: North Dakota Department of Public Instruction
Date: 2013-09-00
Type: Tests/Questionnaires
Subjects: Federal Legislation,Disabilities,Equal Education,Educational Legislation,Intellectual Disability,Student Needs,Guidelines,Special Education,Vocabulary,Evaluation Methods,Student Evaluation,Intervention,Student Placement,Economically Disadvantaged,Minority Group Students,English Language Learners,Student Characteristics,Observation,Worksheets,Academic Accommodations (Disabilities),Individualized Education Programs,Eligibility,Student Behavior

The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. &quot;Guidelines: Intellectual Disabilities in Educational Settings&quot; is intended as new clarification of the special education processes for evaluation, identification, eligibility, development and provision of services, and placement in the least restrictive environment. The guidelines reference the regulations of 2006 of the federal &quot;Individuals with Disabilities Education Act&quot; (IDEA). The purpose for these guidelines is to: (1) Replace previous guidelines; (2) Update language to achieve common understanding; (3) Uniformly define the intellectual disability category; (4) Promote appropriate assessments and evaluations of children suspected of having an intellectual disability that yield useful information for educational programming; (5) Establish consistent criteria to be used across the state in the process of determining eligibility; (6) Promote non-biased considerations for children who are economically disadvantaged, children who are diverse in race and ethnicity, and children who communicate in a language other than English; (7) Improve appropriate instruction for children with intellectual disabilities; and (8) Improve placement procedures and practices which provide the necessary supports and services in the least restrictive environment. The following are appended: (1) Evaluation and Reevaluation Support Documents; (2) Eligibility Support Documents; and (3) Least Restrictive Environment and Placement Support Documents. Contains a list of resources. [This report was produced by the staff at the North Dakota Department of Public Instruction, Office of Special Education.]
New Mexico English Remediation Taskforce Report
Author: New Mexico Higher Education Department
Date: 2016-07-00
Type: Tests/Questionnaires
Subjects: Remedial Instruction,Remedial Programs,Educational Change,Higher Education,School Holding Power,Academic Persistence,Acceleration (Education),Remedial Reading,English Instruction,Program Improvement,Writing (Composition),Developmental Studies Programs,Early Intervention,Laboratories,Tutors,Shared Resources and Services,Program Evaluation,Mastery Learning,Student Placement

In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the &quot;New Mexico Corequisite Remediation at Scale Policy Institute&quot; in order to learn about the results of the latest national reform efforts from Complete College America, share models of remediation currently in place in New Mexico at several institutions, and begin collaboration on the New Mexico Remediation Task Force Recommendations Report due July, 2016. Faculty members from seven different New Mexico higher learning institutions served as Task Force members. The work was carried out under the leadership of Bridgette Noonen, Senior Policy Analyst, New Mexico Higher Education Department. Complete College America provided national as well as state data on remediation. After the initial meeting, Task Force members contacted English faculty at all higher education institutions and retrieved as much information and data as possible given the very restricted time frame, collectively developed a stronger sense of the current state of remedial education across New Mexico, and established this series of recommendations to help institutions best support, retain, accelerate, and graduate students who begin college underprepared. These recommendations are designed to assist individual institutions in identifying and adopting remediation models that best suit the needs of their students. This report discusses the following recommendations for improving remedial English in New Mexico: (1) Use multiple measures (WritePlacer, high school GPA's, advising sessions, and diagnostic essays) to supplement standard placement tests (Accuplacer) and to more accurately place students; (2) Offer accelerated co-requisite composition courses to move the majority of developmental students into college-level writing courses with additional support; (3) Continue to offer traditional remedial courses but increase (or maintain) the level of support to move students more quickly into college-level composition; (4) Implement or support existing Early Alert systems to provide guidance to struggling students and increase their chances of course completion; (5) Support Writing Centers so that Writing Center Directors and tutors can serve students and support faculty to the best of their ability; and (6) Create a statewide system for sharing resources and collecting comparable data. The following are appended: (1) Template--Report on Writing Program and Student Success; and (2) Members of the Taskforce.
2015-16 Veterans Enrollment Report
Author: Nevada System of Higher Education, Office of Academic and Student Affairs
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Veterans Education,Enrollment Trends,Higher Education,Access to Education,Barriers,Student Personnel Services,State Legislation,Annual Reports,Public Policy,Eligibility,Graduation Rate,School Holding Power,Federal Legislation,Veterans,Transitional Programs,Mentors,Peer Relationship

The Nevada System of Higher Education (NSHE) is dedicated to supporting student veterans and their families in pursuing their educational goals. Student veterans are growing in number not only in Nevada, but across the nation. This particular student population often faces unique challenges in assimilating back into civilian life. It is the goal of NSHE and its institutions to provide the necessary services to support student veterans, in order to ensure their success in achieving their educational goals. The purpose of this report is to meet the reporting requirements of Nevada Revised Statutes (NRS) 396.507. This provision requires the Board of Regents to submit an annual report to the Legislature, or to the Legislative Committee on Education when the Legislature is not in regular session, which includes: (1) the number of students who are veterans or who are receiving payments or benefits from the United States Department of Veterans Affairs; (2) information about how policy changes may have affected the number of students who are veterans enrolled in the Nevada System of Higher Education; (3) the number of students who are veterans who graduated during the immediately preceding academic year; and (4) the efforts undertaken by each institution within the System to retain and graduate students who are veterans.
Using Rasch Modeling and Option Probability Curves to Diagnose Students' Misconceptions
Author: Herrmann-Abell, Cari F.
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Item Response Theory,Probability,Elementary School Students,Middle School Students,Misconceptions,Scientific Concepts,Energy,Instructional Program Divisions,Statistical Analysis,Multiple Choice Tests

Understanding students' misconceptions and how they change is an essential part of supporting students in their science learning. This paper presents results from distractor-driven multiple-choice assessments that target students' misconceptions about energy. Over 20,000 elementary, middle and high school students from across the U.S. participated in the study. Rasch modeling was used to estimate item and student measures. Option probability curves were used to represent the distribution of correct answers and misconceptions across the range of student achievement levels. Analysis of the shapes of the curves and where they occur as a function of student achievement provides insights on changes in students' thinking as they learn more about a topic. These data can then be used to inform instruction.
Using Rasch Modeling to Investigate a Learning Progression for Energy Ideas
Author: Herrmann-Abell, Cari F.
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Item Response Theory,Science Tests,Scientific Concepts,Energy,Multiple Choice Tests,Elementary Secondary Education,Elementary School Students,Middle School Students,High School Students,Science Achievement,Comparative Analysis,Test Items,Difficulty Level,Knowledge Level,Testing,Statistical Analysis,Psychometrics

Energy is a core concept in the teaching of science. Therefore, it is important to know how students' thinking about energy develops so that elementary, middle, and high school students can be appropriately supported in their understanding of energy. This study tests the validity of a proposed theoretical model of students' growth of understanding about energy that moves from a phenomenological understanding, to being able to explain phenomena using basic energy-related concepts, to being able to explain phenomena using more advanced energy-related concepts, often involving atomic/molecular explanations. The study examines results from the administration of 372 distractor-driven, multiple-choice test items aligned to a wide range of energy ideas from energy forms and transformations, to energy transfers, to energy dissipation and degradation, to energy conservation. Over 20,000 students from across the U.S. participated in the study. Rasch modeling provided linear measures of student performance and item difficulty. For most of the 14 targeted energy ideas, an analysis of the item difficulties validated the study's proposed theoretical model of the growth of understanding of the energy concept. Additionally, a cross-sectional analysis of student performance revealed that the high school students outperformed the middle school students and the middle school students outperformed the elementary school students.
Why Thought Experiments Should Be Used as an Educational Tool to Develop Problem-Solving Skills and Creativity of the Gifted Students?
Author: Tortop, Hasan Said
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Experiments,Teaching Methods,Creative Thinking,Skill Development,Academically Gifted,Persuasive Discourse,Evidence Based Practice,Educational Benefits,Intuition,Science Process Skills,Learning Activities

Many educational tools that are recommended for the training of normal students are often encountered in programs that do not work very well and are subsequently abandoned. One of the important points that program developers should now consider is that teaching tools are presented in accordance with individual differences. It is seen that the instructional approach suggested as argument-based learning is tried to be applied in Turkey. However, the tools used are the basic argumentation tools. It has been argued in this study that the use of &quot;thought experiment&quot;, one of the advanced argumentation tools, is appropriate for gifted students rather than normal students. The evidence-based data on thought experiments in which important scientists used in the history of science rather limited. In this study, the thought experiments are explained and the arguments about why the thought experiments should be used in gifted education are presented by providing information about important thought experiments and types.