ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Caring Relations: A Challenging Case
Author: Hackenberg, Amy
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Caring,Mathematics Teachers,Mathematics Education,Teacher Student Relationship,Mathematics Instruction,Talent,Student Characteristics,Self Concept,Mathematics Skills,Abstract Reasoning,Imagery,Trust (Psychology),Teacher Attitudes,Gifted,Middle School Students

Developed from Noddings's (2002) care theory, von Glasersfeld's (1995) constructivism, and Ryan and Frederick's (1997) notion of subjective vitality, a mathematical caring relation (MCR) is a quality of interaction between a student and a mathematics teacher that conjoins affective and cognitive realms in the process of aiming for mathematical learning. In this paper I examine the challenge of establishing an MCR with one mathematically talented 11-year-old student, Deborah, during an 8-month constructivist teaching experiment with two pairs of 11-year-old students, in which I (the author) was the teacher. Two characteristics of Deborah contributed to this challenge: her strong mathematical reasoning and her self-concept as a top mathematical knower. Two of my characteristics also contributed to the challenge: my request that Deborah engage in activity that was foreign to her, such as developing imagery for quantitative situations, and my assumption that Deborah's strong reasoning would allow her to operate in the situations I posed to her. The lack of trust she felt at times toward me and the lack of openness I felt at times toward her impeded our establishment of an MCR. Findings include a way to understand this dynamic and dissolve it to make way for more productive interaction. (Contains 6 figures and 1 footnote.)
Modelling Problem-Solving Situations into Number Theory Tasks: The Route towards Generalisation
Author: Papadopoulos, Ioannis
Date: 2010-00-00
Type: Journal Articles
Subjects: Number Concepts,Grade 10,Problem Solving,Geometric Concepts,Decision Making,Mathematical Models,Case Studies,Algebra,Teaching Methods,Mathematics Instruction

This paper examines the way two 10th graders cope with a non-standard generalisation problem that involves elementary concepts of number theory (more specifically linear Diophantine equations) in the geometrical context of a rectangle's area. Emphasis is given on how the students' past experience of problem solving (expressed through interplay among different modes of thinking and actions that show executive control and decision-making skills) supported them in their route towards generalisation. (Contains 4 figures and 1 table.)
Developmental Dyslexia: Perspectives on Teacher Training and Learning Disabilities in Portugal
Author: Carvalhais, Lenia
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Needs,Learning Disabilities,Dyslexia,Measures (Individuals),Foreign Countries,Inservice Teacher Education,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Questionnaires,Academic Achievement

The focus of this study was to explore primary teachers' attitudes and perceptions toward their training experiences, instructional practices, and supports received in their schools toward working with students with dyslexia in Portugal. Primary school teachers from the centre of Portugal, working with children between the first and fourth grades, were asked to complete a questionnaire, organized into two parts: the first part, consisted of 5 questions related to teachers personal information; while the second part, included 7 questions, which related to teachers knowledge and training experiences toward working with children with dyslexia. Results indicated from the questionnaire that teachers believe there is a significant gap in their training needs and further in-service trainings are warranted to working with children with dyslexia to promote their academic success in the classroom.
Understanding Mathematical Learning Disabilities: A Case Study of Errors and Explanations
Author: Lewis, Katherine E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Problem Solving,Grade 12,Multiplication,Mathematics,Tutoring,Mathematics Education,Mathematics Instruction,Longitudinal Studies,Error Patterns,Intervention,Educational Strategies,Computer Assisted Instruction,Adolescents,Case Studies

When solving basic number fact problems (e.g., 4x5=20), students with mathematical learning disabilities (MLDs) make qualitatively different kinds of errors than both typically achieving and low-achieving students. This study explores the origin of these qualitative differences through a detailed analysis of one student with an MLD. Data were drawn from a longitudinal study of weekly videotaped tutoring sessions during the student's eighth through twelfth grade years. An error analysis was conducted on the student's responses to a computerized multiplication fact program (Math Master), which confirmed that she demonstrated a similar error profile to that documented in students with MLDs. A microgenetic analysis of a subset of tutoring sessions (19 sessions total) focused on the student's math fact usage while she was engaged in more complex problem solving, specifically fraction reduction. Although her math fact errors appear on the surface to be unrelated, the detailed analysis revealed the origin of these errors to be her atypical and cognitively cumbersome strategy for solving multiplication problems. An intervention, which functioned to decrease the cognitive load of her multiplication strategy, increased her accuracy on fraction reduction problems. This research suggests that a detailed analyses of students' problem solving can reveal the origins of the qualitative differences that typify MLD, and provide information that can contribute to strategies for remediation. (Contains 7 figures and 2 footnotes.)
Norms and Goals of Appraisal of German Teachers for Students with Learning Disabilities
Author: Wilbert, Jurgen
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Learning Disabilities,Special Education Teachers,Special Education,Norm Referenced Tests,Comparative Analysis,Comparative Testing,Academic Achievement,Student Motivation,At Risk Students,Student Evaluation,Evaluation Research,Foreign Countries,Measurement Objectives

Although there is an ongoing debate about which achievement feedback is most useful, the majority of researchers agree that social comparisons and a focus on competition are inappropriate for students with learning disabilities and otherwise academically-challenged students. They are highly at-risk to be unfavorably influenced by inappropriate responses that teachers give concerning aspects of their performance. Students' achievement and motivation are broadly affected by the type of reference norm that educators use for their feedback. It makes an enormous difference, whether the performance is compared to a learner's former achievements (intra-individual reference norm) or to the achievements of others (social reference norm). The purpose of this study was to investigate the extent to which different kinds of reference norms are used by special education teachers for students with learning disabilities when appraising achievement. (Contains 2 tables and 2 figures.)
Use of Kidspiration[C] Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities
Author: Wade, Erin
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Story Grammar,Learning Disabilities,Computer Software,Educational Technology,Grade 3,Computer Uses in Education,Reading Skills,Elementary School Students,Grade 4,Program Effectiveness,At Risk Students,Special Education,Childrens Literature

The aim of this research brief was to explore the efficacy of story mapping, with the integration of Kidspiration[C] software, to enhance the reading comprehension skills of story grammar components for elementary-age students. Three students served as the participants, two in third grade and one in fourth, with specific learning disabilities (SLD). Using an ABC single-subject design (Alberto &amp; Troutman, 2009), we investigated the use of a computer-based story mapping procedure on the acquisition of nine specific story grammar components. Results showed a dramatic increase in the comprehension levels, as all three of the participants improved from the baseline to the intervention phase, with no overlaps in the data. Furthermore, during the final phase, all three of the participants continued to show an increase in their scores from the baseline measures. Finally, limitations of the study and considerations for future research implications to using story maps, with the infusion of technology-based applications, are discussed. (Contains 1 table and 3 figures.)
Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment
Author: Wilbert, Jurgen
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Motivation,Learning,College Students,Special Education Teachers,Models,Foreign Countries

The evaluative feedback teachers provide to learners may reference (a) individual learning progress (individual feedback), (b) social comparisons (social feedback), or (c) task criteria (criterial feedback). Various models have been proposed to explain the effects various forms of feedback have on learning and motivation with partly contradictory results. This study was designed to further examine which type of evaluative feedback best influences task performance, as defined (1) by the rate of learning and motivation and (2) by testing the hypothesis that feedback focusing on task completion (criterial feedback) is most beneficial, whereas individual and social feedback inhibits task performance. In this study, 140 university students were randomly assigned to four analogue experimental conditions: (1) individual, (2) social, (3) criterial and (4) no-feedback; furthermore, they were given a novel artificial language learning task to complete. Results showed that criterial feedback had the best results in task performance. Low-performing participants showed highest motivation in the criterial condition and lowest in social feedback, whereas their motivation in the individual feedback condition was average. Implications regarding the type of feedback that special education teachers provide are discussed. (Contains 3 figures.)
Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics
Author: Thanheiser, Eva
Date: 2010-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Mathematics,Methods Courses,Numbers,Knowledge Base for Teaching,Teaching Methods,Mathematics Education,Pedagogical Content Knowledge,Task Analysis,Geometric Concepts,Mathematics Curriculum

In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed. (Contains 8 figures.)
The Impact of Content Courses on Pre-Service Elementary Teachers' Mathematical Content Knowledge
Author: Matthews, Michael
Date: 2010-12-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Elementary Education,Preservice Teacher Education,Pedagogical Content Knowledge,Comparative Analysis,Student Attitudes,Mathematics Anxiety,Universities

In response to research documenting the mathematical deficiencies of pre-service elementary teachers, many teacher preparation programs are requiring mathematical content courses specifically focusing on the mathematics taught at the elementary level. This study considers what impact two such courses (one course focusing on Arithmetic, and the other course focusing on Geometry and Measurement) had on the mathematical content knowledge and attitude towards mathematics by comparing a group of pre-service elementary teachers who took these courses to a group of pre-service elementary teachers who took only a more general mathematics course (such as College Algebra). Results indicated that those teachers who took the specialized content courses had significantly higher mathematical content knowledge compared to those pre-service elementary teachers who took more general mathematics courses, but not significantly better attitudes towards mathematics. (Contains 3 tables.)
Reducing the Mismatch of Geometry Concept Definitions and Concept Images Held by Pre-Service Teachers
Author: Cunningham, Robert F.
Date: 2010-09-00
Type: Journal Articles
Subjects: Textbooks,Definitions,Instructional Materials,Geometric Concepts,Teaching Methods,Elementary Education,Preservice Teacher Education,Undergraduate Students,Educational Strategies,Pretests Posttests,Females

Twenty-three female elementary pre-service teachers were assessed on their ability to answer questions involving geometry concepts. Despite being given the definitions of the altitude of a triangle and the diagonal of a polygon on the pretest, limited understanding of these concepts was evident. A treatment using both graphic organizer and concept attainment teaching strategies improved performance on the posttest but not to the level required for teachers to supplement textbooks that lack adequate definitions or non-prototypical examples. Careful attention to challenging geometry concepts is needed so that pre-service teachers will be able to provide their students with improved conceptual understanding. (Contains 1 table and 2 figures.)
Special Education and General Education Teachers' Knowledge and Perceived Teaching Competence in Mathematics
Author: Flores, Margaret M.
Date: 2010-08-00
Type: Journal Articles
Subjects: General Education,Special Education Teachers,Mathematics Skills,Mathematics Instruction,Special Education,Teacher Competencies,Pedagogical Content Knowledge,Knowledge Base for Teaching,Teaching Skills,Teacher Surveys,Student Teacher Attitudes,Elementary School Curriculum,Secondary School Curriculum

The purpose of this study was to conduct a survey of special education and general education teachers' mathematical skill and perception of competence. The participants (n=206) were current (n-32) or future (n=174) elementary (K-6) and middle level (4-8) general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and reported their perceived level of teaching competence. Findings indicate no differences in mathematics skills by certification area, but significant differences exist by grade level and perceived level of competence in teaching mathematics. The results have implications for teacher preparation. (Contains 1 table.)
Opening Opportunities through Math Board Games: Collaboration between Schools and a Teacher Education Program
Author: Jimenez-Silva, Margarita
Date: 2010-08-00
Type: Journal Articles
Subjects: Graduate Students,Public Schools,Teacher Education Programs,Partnerships in Education,Cooperation,Grade 8,Mathematical Concepts,Universities,Urban Areas,Computer Assisted Instruction

As the recession that began in 2008 continues to impact schools at every level, collaboration among educational entities is a matter of survival because public schools and universities are strapped for resources. Therefore, they must reach out and combine their efforts to provide needed services at a minimum cost. A natural partnership exists between public schools and institutions of higher learning that provide the lifeline to schools via their teacher preparation programs. When properly coordinated, collaboration between a college of education and public schools can benefit everyone involved. This article outlines the collaborative efforts between a university and a school district focusing on a math program, the eX-Games Project, a community-based project that brings together pre-service and in-service teachers, graduate students, and K-8th grade students to develop an understanding of various mathematical concepts through board games.
The Impacts of a Service-Learning Experience on Pre-Service Mathematics Teachers
Author: Lee, Kyong-Hee
Date: 2010-09-00
Type: Journal Articles
Subjects: Preservice Teachers,After School Programs,Student Journals,Mathematics Teachers,Learning Experience,Teaching Methods,Cognitive Style,Tutoring,Mathematics Instruction,Females,Outcomes of Education

This study examines the benefits that can be achieved by pre-service teachers tutoring mathematics in after school programs. Analysis of student journal entries show enhanced ability to meet National Council of Teachers of Mathematics' (NCTM) process standards and methods of assessment, as well as greater awareness of the need to teach to children's different learning styles and to deal with the child in total life context and a perceived need to move beyond drill and memorizing in the classroom.
A Study Exploring Exceptional Education Pre-Service Teachers' Mathematics Anxiety
Author: Gresham, Gina
Date: 2010-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Education Majors,Methods Courses,Teacher Education Curriculum,Teacher Education Programs,Mathematics Anxiety,Elementary Education,Surveys,Data Collection,Mathematical Concepts,Legislation

Fifty-two exceptional education pre-service teachers getting a K-6 endorsement were involved in this study that investigated the changes in levels of mathematics anxiety before and after a mathematics methods course for education majors. The changes were measured with respect to the use of manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p less than 0.001). Results of the study have implications for teacher education programs concerning the measurement of mathematics anxiety levels among exceptional education pre-service teachers and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced. (Contains 2 tables.)
Experiencing the Power of Learning Mathematics through Writing
Author: McCormick, Kelly
Date: 2010-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Writing Across the Curriculum,Elementary School Teachers,Mathematics Instruction,Teaching Methods,Integrated Curriculum,Writing (Composition),Mathematical Logic,Validity,Undergraduate Students

As part of the Writing Across the Curriculum movement, teachers are asked to integrate writing into their teaching of mathematics; however, this can be a difficult task given that most elementary school teachers have had little experience using writing as a tool to learn and communicate their understanding of mathematics. To give students in my mathematics content courses the valuable experience of writing mathematical explanations, writing has become an integral part of my courses for preservice teachers. The paper that follows focuses on how I support strong written explanations in my mathematics content courses for elementary school teachers.
Pre-Service Teachers' Exposure to Using the History of Mathematics to Enhance Their Teaching of High School Mathematics
Author: Burns, Barbara A.
Date: 2010-09-00
Type: Journal Articles
Subjects: History,Methods,Secondary School Curriculum,Mathematics,Mathematics Education,Preservice Teachers,High Schools,Evaluation Methods,Student Attitudes,Integrated Curriculum,Undergraduate Students,Graduate Students

The history of mathematics is an important component in the learning of mathematics. This study examines how pre-service teachers view the role of history of mathematics in the high school curriculum. Quantitative and qualitative methods were used. Results showed significant changes in beliefs about how the history of mathematics should be integrated as well as preparedness to incorporate the history of mathematics in teaching. (Contains 1 table.)
A Qualitative Investigation of the Referral Process from School Counselors to Mental Health Providers
Author: Lemberger, Matthew E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Services,Mental Health,School Counselors,Referral,Qualitative Research,Surveys,Incidence,Cooperation,Mental Health Workers,Counselor Attitudes,Decision Making

This qualitative study explores the referral process to mental health providers by school counselors, as perceived by school counselors. Using an open-ended survey instrument, school counselors were asked to describe the referral process, including prevalence, decisional factors, follow-up, and evaluation. Results suggest that school counselors value mental health providers, engage in collaborative relationships, and utilize these relationships throughout referral situations, but that communication and teaming between these two sets of professionals may be lacking after the referral is made. Implications for mental health professionals and school counselors and recommendations for best practices are presented. (Contains 2 tables.)
Prepared for School Violence: School Counselors' Perceptions of Preparedness for Responding to Acts of School Violence
Author: Chambers, Rebecca Anne
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Environment,Violence,National Standards,Counselor Training,Metropolitan Areas,School Counseling,School Counselors,Counselor Attitudes,Surveys

Analyses of 103 St. Louis metro area school counselors' using the National School Violence Survey (Astor et al., 1997; Astor et al., 2000; Furlong et al., 1996) suggests school counselors' perceptions of school violence and their preparedness to respond to said violence vary by both community setting and years of experience. Discussion frames the findings within the American School Counseling Association's National Standards, includes suggestions for school counselors to prepare for acts of school violence and concludes with implications for school counselor training. (Contains 3 tables and 2 figures.)
School Counselor Perceptions and Attitudes about Collaboration
Author: Gibbons, Melinda M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,Cooperation,School Counselors,Academic Achievement,Professional Associations,Surveys,Semantic Differential,Attitude Measures,Stakeholders,Measures (Individuals),School Counseling

The American School Counselor Association's increased focus on collaboration in the schools indicates the importance of this activity. School counselors are charged with constructing collaborative relationships with stakeholders focused on academic success for all students. This study explores K-12 school counselors' perceptions and attitudes about collaboration in one southeastern state through survey research methods. Results show that school counselors collaborate regularly and with various stakeholders. School counselors indicated the terms needed, preferred and valuable most strongly expressed their attitudes toward collaboration. Implications for practice and future research are discussed. (Contains 2 tables.)