ethanporcaro/eric-fulltext-meta huggingface dataset:
At the Crossroads of Mathematical Vocabulary, Writing, and the Secondary Mathematics Teacher
Author: O'Kelley, Sharon K.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Content Area Writing,Graduate Students,Secondary School Mathematics,Teaching Methods,Teacher Attitudes,Questionnaires,Interviews,Vocabulary,Writing for Publication,Electronic Publishing,Educational Technology,Qualitative Research

Although much research has been done citing the benefits of using writing in mathematics lessons, little has been done that examines teachers' responses to writing about mathematics and how those responses may shape teacher attitudes about using writing in the classroom. In this study, I examined the experiences of six teachers as they explored mathematics in a graduate class in secondary mathematics education and prepared written reports for Internet publication. After analyzing their work and their responses on questionnaires and in interviews, I found that several of the participants struggled with using the technical vocabulary of mathematics in their writings and that some of them had differing beliefs about the use of the vocabulary. Based on these findings, I recommend that mathematics educators use activities that challenge teachers to view vocabulary as mathematical content and that hone their skills in using it in their writings. [For the complete proceedings, see ED584829.]
Developing the Mathematics Education of English Learners Scale (MEELS)
Author: Fernandes, Anthony
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Test Construction,Mathematics Education,English Language Learners,Preservice Teachers,Student Attitudes,Content Validity,Test Validity,Test Items,Factor Analysis,Construct Validity,Likert Scales,Statistical Analysis,Test Reliability

In this paper, we describe the initial stage of reliability and validity testing for the Mathematics Education of English Learners Scale (MEELS), which is designed to measure preservice teachers' beliefs about the mathematics education of English learners. To address the content validity, we consulted with experts within the field of mathematics education to assess the relevance and representation of specific items. We used Principal Component Factor Analysis to determine construct validity. Finally, we tested reliability of the factors using Cronbach's coefficient alpha. After sharing the findings from these analyses, we describe the next stages in the development of MEELS. [For the complete proceedings, see ED584829.]
The Role of Technological Tools in Relation to Students&apos; Mathematical Thinking during Classroom Tasks
Author: Sherman, Milan
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Technology Uses in Education,Educational Technology,Figurative Language,Cognitive Processes,Thinking Skills,Pedagogical Content Knowledge,Technological Literacy,Qualitative Research,Observation,Interviews,Grade 6,Grade 9,Grade 10,Grade 11,Secondary School Mathematics

This study uses the Mathematical Tasks Framework (Stein &amp; Smith, 1998) to assess the cognitive demand of mathematical tasks implemented in four mathematics classrooms, and to investigate the role of technology in both low- and high-level cognitive demand tasks. The metaphor of using technology as an amplifier or reorganizer (Pea, 1987) is used to characterize technology use. Results indicate that when technology is used as an amplifier, it has no influence on the thinking demands of a mathematical task, but when used as a reorganizer it is intimately related to the supporting students' high-level mathematical thinking. Furthermore, this distinction can be an important part of mathematics teachers' technological pedagogical content knowledge (TPACK) (Mishra &amp; Koehler, 2006; Niess et al., 2009) by providing ways to distinguish uses of technology along dimensions that matter for students' mathematical thinking and learning. [For the complete proceedings, see ED584829.]
Prospective Teachers&apos; Perceptions, Beliefs, and Dispostions toward Students&apos; Family, Community, and Culture
Author: Foote, Mary Q.
Date: 2012-11-00
Type: Reports - Research
Subjects: Preservice Teachers,Mathematics Instruction,Student Diversity,Cultural Awareness,Student Attitudes,Cultural Differences,Family Environment,Beliefs,Interpersonal Relationship,Interviews,Methods Courses,Elementary School Teachers,Middle School Teachers,Likert Scales,Surveys,Educational Resources,Cultural Influences

Research has repeatedly documented that teachers are underprepared to teach mathematics effectively in diverse classrooms. We believe critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support capitalizing on children's cultural, linguistic, and community-based knowledge and experiences in mathematics instruction. This study examined beginning perceptions, beliefs, and dispositions of prospective teachers (PSTs) toward students' family, community, and culture. Results indicate that PSTs hold a range of beliefs based on how they see the resources and supports available to students in the home and community, how they compare and contrast themselves with their students and the students with each other, and how they see the nature of the relationships that can and should be formed by teachers with students and families. [For the complete proceedings, see ED584829.]
Young Children&apos;s Understanding of Angle in a Dynamic Geometry Environment
Author: Kaur, Harpreet
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Geometry,Mathematics Instruction,Geometric Concepts,Kindergarten,Computer Software,Concept Formation,Nonverbal Communication,Motion,Spatial Ability,Foreign Countries,Rural Schools,Teaching Methods

This paper examines the effect of the use of dynamic geometry environments on children's thinking about angle. Using a driving angle model in Sketchpad, kindergarten children were able to develop an understanding of angle as &quot;turn,&quot; that is, of angle as describing an amount of turn. Gestures and motion played an important role in their developing conceptions. [For the complete proceedings, see ED584829.]
Digital Technologies in Mexican High-Schools
Author: Miranda, Ma. de Lourdes
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,High Schools,Public Schools,Educational Technology,Technology Uses in Education,Technology Integration,Mathematics Instruction,Teaching Methods,Teacher Competencies,Technological Literacy,Pedagogical Content Knowledge,Secondary School Teachers,Teacher Surveys,Statistical Analysis

In this paper we present some of the issues in Mexican public high-schools related to the incorporation of digital technologies in mathematics classrooms; noting that the inclusion of technologies is very isolated, and that schools still lack proper facilities. We also present some of the didactical approaches of teachers in using digital technologies during their lessons; we observe lack of preparation of these lessons and conflictive situations for the learning processes arising from difficulties in the implementation of technologies and generated by deficient technical content and pedagogical knowledge. [For the complete proceedings, see ED584829.]
Developing TPACK Alongside Professional Vision of Teaching Mathematics with Technology
Author: Harper, Suzanne R.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Mathematics Instruction,Problem Solving,Preservice Teacher Education,Technological Literacy,Pedagogical Content Knowledge,Secondary School Mathematics,Reflection,Pretests Posttests,Surveys,Student Attitudes,Qualitative Research,Statistical Analysis

This study questions the extent to which a course in Mathematical Problem Solving with Technology was developing TPACK in mathematics preservice teachers. In order to measure the development of TPACK, both quantitative and qualitative data were collected. Preliminary findings are promising. Preservice teachers developed a vision of technology use in the classroom that better aligned with the vision outlined in the NCTM Technology Principle. Students reported they had sufficient opportunities to work with different technologies throughout the course. Moreover, students reported they could choose technologies that enhance the mathematics for a lesson. [For the complete proceedings, see ED584829.]
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Maryland
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Maryland's accomplishments, lessons learned, challenges, and strategies Maryland will implement to address those challenges. Maryland received one of twenty Race to the Top - Early Learning Challenge Fund Grant (RTTT-ELC) awards in the amount of $50 million over four years. The current Governor's State Advisory Council on Early Care and Education (ECAC), working with the Division of Early Childhood Development (DECD) and the Division of Special Education/Early Intervention Services (DSE/EIS) staff, implemented the ELC projects over the four years.
Fostering Strategic Competence for Teachers through Modeling Rational Numbers Problem Tasks
Author: Suh, Jennifer
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Number Concepts,Faculty Development,Summer Programs,Thinking Skills,Elementary School Teachers,Middle School Teachers,Mathematical Concepts,Problem Solving,Institutes (Training Programs),Lesson Plans,Teacher Attitudes,Video Technology,Concept Mapping,Reflection,Critical Incidents Method

The purpose of the study was to examine how teachers enhance their knowledge of rational numbers focused on modeling problem tasks using multiple representations. The professional development summer institute and the follow-up Lesson Study (Lewis, 2002) throughout the academic year focused on engaging teachers in rational numbers and proportional reasoning problem solving tasks, exploring pedagogical strategies, utilizing mathematics tools and technology, and promoting connections in the elementary and middle school curricula. This research report has two aims: (1) identify ways in which focusing on modeling rational numbers with multiple representations impacted teachers' understanding of rational numbers and proportional reasoning concepts; and (2) examine what strategic competence (NRC, 2001) looks like in teachers as they learn to model rational numbers concepts using multiple models. [For the complete proceedings, see ED584829.]
Teachers&apos; Noticing of Children&apos;s Understanding of Linear Measurement
Author: Wickstrom, Megan H.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Grade 1,Elementary School Teachers,Elementary School Students,Mathematical Concepts,Measurement,Attention,Learning Strategies,Teacher Role,Communities of Practice,Faculty Development,Case Studies,Urban Schools,Video Technology,Journal Writing,Interviews,Comprehension

This article is a report on the findings of a case study that focuses on a first grade teacher's noticing of children's understanding of linear measurement along a learning trajectory, extending Jacobs and her colleagues' framework (Jacobs, Lamb, &amp; Philipp, 2010). It documents what the teacher noticed in terms of attending to and interpreting student strategies in four different contexts during her participation in a lesson study. The findings indicate that the teacher was overall more successful in attending to student strategies than interpreting mathematical understanding reflected in the strategies when she used a learning trajectory as a tool to notice student understanding. More interestingly, we found that her level of noticing differed depending of the role that she took in the process of lesson study. [For the complete proceedings, see ED584829.]
Teachers&apos; Attributions for Students&apos; Mathematical Work
Author: Sztajn, Paola
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Attribution Theory,Mathematics Skills,Mathematics Instruction,Elementary School Teachers,Teacher Attitudes,Faculty Development,Thinking Skills,Mathematics Achievement,Cultural Context,Task Analysis,Difficulty Level,Teaching Methods,Summer Programs,Partnerships in Education

This paper reports on a design experiment within a professional development context purposefully planned to teach teachers about students' mathematics thinking and learning. We examine the factors to which participating elementary teachers attributed student mathematics success or failure when engaging with the projects' professional learning tasks. [For the complete proceedings, see ED584829.]
Why Order Does Not Matter: An Appeal to Ignorance
Author: Chernoff, Egan J.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Probability,Mathematical Logic,Misconceptions,Accuracy,Preservice Teachers,Serial Ordering,Data Analysis

Within the limited field of research on teachers' probabilistic knowledge, incorrect, inconsistent and even inexplicable responses to probabilistic tasks are most often accounted for by utilizing theories, frameworks and models, which are based upon heuristic and informal reasoning. More recently, the emergence of new research based upon informal logical fallacies has been proving effective in accounting for certain normatively incorrect responses to probabilistic tasks. This article contributes to this emerging area of research by demonstrating how a particular informal logical fallacy, known as &quot;an appeal to ignorance,&quot; can be used to account for a specific set of normatively incorrect responses to a novel probabilistic task, which were provided by prospective elementary and secondary mathematics teachers. [For the complete proceedings, see ED584829.]
Culturally-Mathematically Relevant Pedagogy (CMRP): Fostering Urban English Language Learners&apos; Multiplicative Reasoning
Author: Tzur, Ron
Date: 2012-11-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Mathematics Instruction,Teaching Methods,Cultural Background,Urban Schools,English Language Learners,Mathematical Concepts,Concept Formation,Task Analysis,Algebra,Number Concepts,Multiplication,Thinking Skills,Pilot Projects,Addition

In this paper we articulate an approach, termed culturally-mathematically relevant pedagogy (CMRP), for fostering urban English language learners' mathematical progression. CMRP integrates three aspects, the use of (1) adaptive teaching to build on students' funds of knowledge for mathematics, (2) tasks that make sense to students given their current mathematical conceptions, and (3) manipulatives and representations that, for the students, meaningfully signify quantities linked to numbers and operations used in a task. To situate CMRP, we use a continuum of conceptual transitions in multiplicative reasoning, which are critical for supporting students' development of algebraic reasoning. [For the complete proceedings, see ED584829.]
Cognitive Obstacles and Mathematical Ideas Related to Making Connections among Representations
Author: Moon, Kyunghee
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Education,Pedagogical Content Knowledge,Algebra,Mathematical Concepts,Cognitive Processes,Difficulty Level,Misconceptions,Intervention,Secondary School Mathematics,Undergraduate Students,Majors (Students),Definitions,Graphs

This study investigates cognitive difficulties and mathematical ideas that are related to making connections among representations. A three-week intervention was designed and implemented to help prospective secondary mathematics teachers develop understanding of big ideas that are critical to connection of representations in algebra. This study finds that most participants had difficulties with the concept of variable, the Cartesian connection, and its related idea, graph as a locus of points, and held incomplete concept definitions and concept images of conic curves. During the intervention, however, many showed signs of progress. Many who were initially dependent on memorized forms of algebraic formulas made efforts to consider aspects of the Cartesian connection to make sense of their work. [For the complete proceedings, see ED584829.]
Teaching Practices, Technology and Student Learning
Author: Doerr, Helen M.
Date: 2012-11-00
Type: Reports - Research
Subjects: Teaching Methods,Academic Achievement,Secondary School Mathematics,Technology Uses in Education,Thinking Skills,Computers,Computer Simulation,Mathematics Instruction,Pedagogical Content Knowledge,Technological Literacy,Simulated Environment,Motion,Mathematical Logic

While computing technologies are widely available in secondary schools, these technologies have had only limited impact on changing classroom practices. Partly, this can be attributed to an underdeveloped understanding of the role of the teacher in engaging in classroom practices that can support student learning with technology. In this study, we analyzed the teaching practices that supported students' learning of a conceptually rich and deep topic (the average rate of change) when using an exploratory computer simulation environment. The results illustrate the demands placed on teachers when faced with the multiplicity of student ideas generated by their interactions with the simulation and three aspects of a teaching practice in response to those demands. These findings contribute to evolving frameworks for understanding meaningful and productive technology use in teaching secondary mathematics. [For the complete proceedings, see ED584829.]
The Use of CAS in the Simplification of Rational Expressions and Emerging Paper-and-Pencil Techniques
Author: Martínez, Cesar
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Mathematics Instruction,Algebra,Mathematical Concepts,Problem Solving,Equations (Mathematics),Measurement Techniques,High School Students,Interviews,Foreign Countries,Grade 10

In this paper we analyze and discuss students' performance in a CAS environment related to the simplification of rational expressions. Results indicate that if students have more initial paper-and-pencil techniques, the CAS environment spurs them to deeper theoretical reflections than for students who have fewer techniques. [For the complete proceedings, see ED584829.]
Prospective Teachers&apos; Conceptions of Proof
Author: Zeybek, Zulfiye
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Validity,Mathematical Logic,Preservice Teachers,Elementary School Teachers,Persuasive Discourse,Females,Geometry,Geometric Concepts,Qualitative Research,Semi Structured Interviews,Observation

What types of mathematical justifications do pre-service elementary teachers find convincing? To investigate this question, a task-based interview which was designed to elicit arguments of what students find convincing was administered to two female students who were enrolled in a geometry course at a large Midwestern university. These arguments were categorized according to the proof schemes crafted by analyzing different studies dealing with proof. A qualitative analysis of the data revealed that the two preservice elementary teachers (PSTs) who were interviewed have difficulties in following or constructing formally presented deductive arguments and in understanding how deductive arguments differ from inductive arguments. They also held explicit misconceptions about proving (or disproving) statements such as: &quot;a couple of examples constitute proof&quot; or &quot;one counterexample is not sufficient to disprove a statement.&quot; [For the complete proceedings, see ED584829.]
A Retrospective Analysis of Students&apos; Thinking about Volume Measurement across Grades 2-5
Author: Kara, Melike
Date: 2012-11-00
Type: Reports - Research
Subjects: Longitudinal Studies,Mathematics Instruction,Measurement,Interviews,Geometry,Spatial Ability,Geometric Concepts,Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,Elementary School Mathematics

This paper describes a retrospective analysis of data collected during a 4-year longitudinal study on children's thinking about measurement through a teaching experiment methodology. It focuses on results from individual interviews with two students on volume measurement. Data analysis was guided by Sarama and Clements' (2009) learning trajectory on volume measurement. Results indicate that (1) both students progressed through levels of the learning trajectory during the study, (2) different representations of 3-D objects (e.g., physical objects, cubes, pictorial representations) influenced their strategies, and (3) their individually constructed definitions for the term &quot;volume&quot; affected their decisions in volume comparisons. [For the complete proceedings, see ED584829.]
&quot;Wrong, but Still Right&quot;--Teachers Reflecting on MKT Items
Author: Fauskanger, Janne
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Reflective Teaching,Mathematics Tests,Multiple Choice Tests,Test Format,Written Language,Teacher Evaluation,Accuracy,Responses,Data Analysis

The mathematical knowledge for teaching (MKT) measures have become widely used among researchers both within and outside the U.S. Despite the apparent success, the MKT measures and underlying framework have been subject to criticism. The multiple-choice format of the items has been criticized, and some critics have suggested that opening up the items might be an option. One way of opening up the items is to include commentary boxes that allow teachers to explain their thinking. This paper reports on a Norwegian study where commentary boxes were added to MKT items in order to investigate the connection between teachers' responses to the items and their written reflections. The results indicate that there is a mismatch between the answers given by the teachers on the MKT items and their written reflections. Teachers' written reflections do not always support their responses to the MKT items. [For the complete proceedings, see ED584829.]
From Recursive Pattern to Correspondence Rule: Developing Students&apos; Abilities to Engage in Functional Thinking
Author: Stephens, Ana C.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Grade 3,Grade 4,Grade 5,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Thinking Skills,Algebra,Pretests Posttests,Experimental Groups,Control Groups,School Districts,Mathematics

Third- through fifth-grade students participating in a classroom teaching experiment investigating the impact of an Early Algebra Learning Progression completed pre- and post-assessment items addressing their abilities to engage in functional thinking. We found that after a sustained early algebra intervention, students grew in their abilities to shift from recursive to covariational thinking about linear functions and to represent correspondence rules in both words and variables. [For the complete proceedings, see ED584829.]