ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing
Author: Mitchell, Kim M.
Date: 2019-08-00
Type: Journal Articles
Subjects: Self Efficacy,Self Management,Undergraduate Students,Nursing Education,Writing Improvement,Anxiety,Grade Point Average,Revision (Written Composition),Help Seeking,Feedback (Response),Writing Processes,Student Behavior

Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students' understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.
Indigenous Internationalization: Indigenous Worldviews, Higher Education, and Tribal Colleges and Universities
Author: Huaman, Elizabeth Sumida
Date: 2019-08-26
Type: Journal Articles
Subjects: World Views,Indigenous Knowledge,Case Studies,American Indian Education,Tribally Controlled Education,Sustainability,Higher Education,Role,International Education,Disadvantaged,American Indian History,Power Structure,Western Civilization,Self Determination,Self Concept,Social Problems,Environment,Place Based Education,Foreign Policy,Federal Indian Relationship

This article examines the role of Indigenous knowledges in higher education through an exploration of internationalization at U.S. Tribal Colleges and Universities (TCUs). We affirm that examining internationalization efforts with historically marginalized and underserved populations provides an opportunity for interrogating inequitable power dynamics in knowledge construction, production, and transference vis-à-vis education and within a Western hegemonic model of modernity. Our discussion is anchored in decoloniality and Indigenous sustainable self-determination, which highlight educational initiatives that bolster Indigenous identities while addressing social, political, and environmental complications created by coloniality. Drawing from a five-year mixed-methods case study with TCUs, we offer Indigenous perspectives on place-based higher educational initiatives in relation to local and global concerns, specifically human and ecological sustainability. We propose a critical lens in &quot;Indigenous internationalization&quot; wherein Indigenous worldviews are vital responses to dominant notions of internationalization and historical limitations of education for Indigenous peoples.
Through the Looking Glass: Viewing First-Year Composition through the Lens of Information Literacy
Author: Chisholm, Alexandria
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,College Freshmen,Writing Instruction,Librarian Teacher Cooperation,Freshman Composition,Information Sources,Scoring Rubrics,Writing Skills,Research Papers (Students),Writing Evaluation

This paper presents a case study of how librarians can situate themselves as pedagogical partners by bringing their unique information literacy perspective and expertise to the programmatic assessment process. This report resulted from the Thun Library and the Penn State Berks Composition Program's collaboration to assess the institution's first-year composition (FYC) course. From previous programmatic assessments of their students' work, the faculty knew that students struggled with source use in their rhetoric but found it difficult to pinpoint students' exact source issues. By adapting a rubric theoretically-grounded in the ACRL &quot;Framework&quot; to deconstruct the concept of source use into four categories, librarians developed a rubric that illuminated source engagement problems on a more granular level than the programmatic assessments conducted without librarian involvement, leading to specific suggestions for addressing issues with student source engagement
Pre-Service Primary Teachers&apos; Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms
Author: Marbán, José M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Teaching Styles,Student Attitudes,Mathematics Education,Elementary School Mathematics,Foreign Countries,Mathematics Teachers,Information Technology,Computer Uses in Education,Technology Integration,Predictor Variables

The integration of ICT in formal teaching and learning environments has become more and more relevant along the last decades. However, its use in the mathematics classroom seems to be still far from initial expectations. This paper shows the results from a research conducted to get some insight about such a gap by analyzing the relationship between pre-service primary teachers' teaching styles in teaching and learning mathematics and their attitudes towards the use of technology in mathematics classrooms. Analysis of Variances and step-wise multiple regression analysis were performed over the data provided by one hundred and sixty three participants by completing survey questionnaires. The results indicate that pre-service teachers' year of study has no significant impact on the integration of ICT in the teaching and learning of mathematics while teaching styles and gender do have. Furthermore, age, gender and teaching styles are capable predictors for the construction of the regression model and it is deduced that teaching styles have a predictive ability on the integration of ICT in mathematics classrooms.
The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students&apos; Mathematical Capabilities in High Order Thinking Skills
Author: Tambunan, Hardi
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Mathematical Logic,Thinking Skills,Foreign Countries,Instructional Effectiveness,Control Groups,Experimental Groups,Grade 10,Secondary School Mathematics,High School Students,Mathematics Skills,Creativity,Communication Skills,Scientific Methodology

The purpose of this study was to find out more effective teaching among problem solving strategy with a scientific approach to students' mathematical abilities in high order thinking skills. This quasi experimental study used non-equivalent pretest-posttest control group design. The experimental group was students who were taught with problem solving strategy, and the control group was students who were taught with the scientific approach. The number of participants for the experimental group, n = 138, and for the control group, n = 139 from the 10th grade of public and private high schools in Medan-Indonesia. Based on the hypothesis testing of the study, the results showed that learning through problem solving strategy was more effective than the scientific approach to students' mathematical abilities in communication, creativity, problem solving, and mathematical reasoning.
A Cross-Sectional Analysis of Students&apos; Answers to a Realistic Word Problem from Grade 2 to 10
Author: Ambrus, Gabriella
Date: 2019-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Problem Solving,Foreign Countries,Elementary School Students,Secondary School Students,Student Development

Several investigations have revealed that students tend to exclude their real-world knowledge when solving simple, routine-like mathematical word problems. The current research is a cross-sectional developmental analysis with students from grade 2 to 10 (N=1346). Other than describing the development (or lack thereof) in students' realistic answers, connections with math-related background variables and possible class-level effects have been investigated.
Combining Theoretical Approaches: Socio-Didactic-Mathematical Norms and Perspectives in Pre-Service Secondary Mathematics Teachers&apos; Discourse
Author: Toscano, Rocío
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Norms,Preservice Teachers,Student Attitudes,Secondary School Mathematics,Mathematics Teachers,Masters Degrees,Foreign Countries

This study is part of wider research that seeks to investigate the existence (or not) of socio-didactic-mathematical norms in the discourse arises within a group of pre-service secondary mathematics teachers when they are solving a didactic-mathematical task. In addition, we try to analyze whether any of these norms could have relationships with teachers' perspectives that they can adopt in their future practice. The data comes from the transcriptions of the audio recordings of the dialogues among the pre-service teachers when they are solving a didactic-mathematical task in the classroom. Based on our analysis, we have been able to identify five socio-didactic-mathematical norms. Three of them were in some way related to the mathematical content and its learning. The other two are related to teachers' role, providing information about characteristics that the future teachers associate with said role. Furthermore, we have identified features related to teachers' perspectives through the above-mentioned norms.
Mathematical Knowledge of Students Who Aspire to Enroll in Engineering Programs
Author: Cuevas, Omar
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Knowledge Level,Academic Aspiration,Engineering Education,Prior Learning,Diagnostic Tests,Foreign Countries,College Students,Young Adults,Computer Assisted Testing

Background: The previous knowledge which a student brings with him to university is an important item which eases adaptation and permanence at the university. When a diagnostic exam to evaluate the knowledge students have in Mathematics, their deficiencies from previous studies become clear. At the Instituto Tecnológico de Sonora a diagnostic exam was prepared and given to students who were seeking to enroll in the field of Engineering for the 2016 and 2017 school years. Material and methods: In the study 1,922 students seeking enrollment in 2016 and 1,184 seeking enrollment in 2017 participated. The exam for the 2016 group was given on computers face-toface in the classroom while the 2017 group was given a distance exam on-line. Results: The students who took the exam in 2017 received higher percentages of correct answers on the exam than the students from the 2016 group. Conclusions: However, both groups showed deficiency in mathematical knowledge in various areas such as Arithmetic (problems with applications in context), Geometry, Algebra (factoring, liner equations and 3x3 lineal equation systems), Analytical Geometry (the four cone figures) and in Calculus (derivative of transcendental functions, limits of a function and maximums and minimums).
Teacher Educator-Embedded Professional Learning Model
Author: Courtney, Scott A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Educators,Faculty Development,Models,Mathematics Teachers,Middle School Mathematics,Secondary School Mathematics,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Pedagogical Content Knowledge,Teaching Methods,Teacher Education,Mathematics Education

The author describes interactions with two middle grades (grades 6-8, student ages 11-14 years) and three secondary school (grades 9-12, student ages 14-18 years) mathematics teachers designed to increase and enhance teachers' content knowledge and transform their classroom instruction by embedding the author (i.e., mathematics teacher educator) into teachers' practices. In addition, the author operationalizes the teacher educator-embedded professional learning model. Embedding a teacher educator into grade K-12 (student ages 5-18 years) teachers' practices, as presented in this study, involves more than simply implementing lessons with teachers. Rather, the mathematics teacher educator navigates iterative instructional cycles alongside the participating teacher, serving as sounding board, interventionist, epistemic student, and colleague. Results of teacher-educator embedding are presented, indicating participating teachers increased their content knowledge, engaged their students in more rigorous mathematics, demonstrated increased self-efficacy and more frequently engaged students in mathematical sense making, reasoning, modelling, generalizing, and communicating.
Numerical Solution of Linear Volterra Integral Equation with Delay Using Bernstein Polynomial
Author: Muhammad, Adhraa M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Mathematical Formulas,Equations (Mathematics),Problem Solving,Validity

Bernstein polynomial is one of the most valuable and attractive method used to develop numerical solution for several complex models because of its robustness to demonstrate approximation for anonymous equations. In this paper, Bernstein polynomial is proposed to present effective solution for the 2nd kind linear Volterra integral equations with delay. To evaluate proposed method, the experiments are contacted using two examples and it is obtained the validity and applicability of the proposed method.
In-Service Teachers&apos; Geometry Content Knowledge: Implications for How Geometry Is Taught in Teacher Training Institutions
Author: Sunzuma, Gladys
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Geometry,Teacher Attitudes,Teacher Education,Student Centered Learning,Foreign Countries,Educational Strategies,Classroom Environment,Undergraduate Students,Honors Curriculum,Mathematics Instruction,Mathematical Concepts

The study intended to find out how in-service teachers were trained to teach geometry in Zimbabwe. Mixed method was employed in this study, in which qualitative and quantitative methods are concurrently used. While the questionnaire with closed ended questions constituted the quantitative aspect of the study, the open ended questionnaire questions and focus-group discussions were used for the qualitative aspect. The study participants consisted of 40 in-service teachers who completed the questionnaires and then participated in focus-group discussions. The findings reveal that 52.5 per cent of the teachers were adequately prepared to teach geometry and both teacher-centred and learner-centred approaches were used during their training. It emerged that teachers are likely to teach using the approaches that they experienced during their training. It is recommended that initial teacher training programs should adequately train teachers to teach geometry for them to be able to teach it effectively in schools.
From Powers to Exponential Function
Author: Sureda, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics,Numbers,Foreign Countries,Preservice Teacher Education,Mathematics Education

The construction of the exponential function of a real exponent from the definition of the powers of a real number, and its properties, requires the notion of successions, a decimal approximation of a rational number, convergence, and limit of a function. In Argentina, this construction would exceed what could be taught at the secondary level, but it provides advanced students of teachers in mathematics, and teachers in practice, the possibility of discussing what happens in the case of irrational exponents of the type ap, or discuss the validity of the properties of this type of power.
Development of Learning Materials Based on Realistic Mathematics Education Approach to Improve Students&apos; Mathematical Problem Solving Ability and Self-Efficacy
Author: Ulandari, Lavenia
Date: 2019-00-00
Type: Journal Articles
Subjects: Material Development,Instructional Materials,Mathematics Education,Mathematics Skills,Problem Solving,Self Efficacy,Lesson Plans,Foreign Countries,Instructional Effectiveness

This study aims to analyze the effectiveness of learning materials based on realistic mathematics education approach, as well as improving mathematical problem solving ability and student self-efficacy. Learning materials that developed were lesson plan, student book, student worksheet, mathematical problem solving ability test and self-efficacy questionnaire. This research is a development research by using the development model of Thiagarajan et al. (1974). Learning materials that have met valid criteria according to experts, were tested in class VII of SMP Negeri 17 Medan. The results showed that learning materials based on realistic mathematics education approach met the effective criteria and can improved mathematical problem solving ability and student self-efficacy. Based on the results of the study, it was suggested that mathematics teachers make an effort mathematical learning using learning materials based on realistic mathematics education approach.
Pattern Generalisation by Year Five Pupils
Author: Somasundram, Piriya
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Elementary School Students,Grade 5,Generalization,Algebra,Foreign Countries,Elementary School Mathematics,Mathematical Logic,Thinking Skills,Mathematical Concepts

Pattern generalisation is one of the most important elements in developing functional thinking in elementary school which leads to build foundation to work with algebra in later years of education. Therefore, this study took an initiative to study the performance of year five pupils in pattern generalisation and its correlation with mathematics achievement. The sample of the study comprised 720 fifth grade pupils from a district of Malacca. Data were collected using four adapted tasks. Paper and pencil-based assessment conducted during the class hours. Data were analysed using descriptive and inferential statistics with help of SPSS software. The findings showed samples' ability to work with numerical patterns is better than their ability to work with figural patterns. However, the performance in far generalisation is extremely poor compared to near generalisation. While, a significant association found between performance of numerical and figural patterning tasks. Furthermore, there is no correlation between ability to work with patterns and mathematics achievement. With the increased interest in integrating functional thinking into elementary school teaching and learning, this work may be of interest to educators to identify how working with patterns could promote functional thinking and lead to a strong foundation for formal algebra learning in later years of education.
The Japanese Way of Strength-Based Correction
Author: Cook, Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Error Correction,Grading,Homework,Elementary School Students,Psychological Patterns,Educational Practices,Cultural Differences,Self Concept,Emotional Response,Foreign Countries,Social Psychology,Mathematics Instruction,Interference (Learning)

The study outlines Japan's positive use of red ink to grade children's homework in order to limit the amount of shame children experience over failures. The psychology of seeing and the psychodynamics of self-conscious emotions are used to explain the mechanism of Japan's positive versus America's negative shame-inducing grading practices. It provides an explanation for unconscious cultural grading practices that tend to differentially produce either pride or shame
The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task
Author: Wyrasti, Andi Fajeriani
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Mathematics,Mathematics Skills,Problem Solving,Cognitive Processes,Concept Formation,Misconceptions,Mathematical Concepts,Equations (Mathematics)

The aim of this study is to investigate the misanalogical construction of undergraduate students in their cognitive conflict in doing a non-routine mathematical task. Qualitative methods were used in this research. Data were collected from 68 seventh semester undergraduate students of Mathematics Education Study Program, Universitas Negeri Malang by assigning them to accomplish the cognitive conflict identification task and interviewing them. It is found that five students have experience the autocognitive conflict. So that we made an indepth interview to these five students to trace the misanalogical construction in their cognitive conflict and found that one of them made the misanalogical construction, and she was Elsa. The investigation result from Elsa shows that she made several misanalogical construstions in her cognitive conflict in solving the task. They are misanalogical construction in set theory, misanalogical construction in fraction, and misanalogical construction in sequence.
Teaching Resource for the Teaching of Geometry: Circular Trigonometric Geoplane
Author: Velazco, Derling José Mendoza
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Trigonometry,Mathematical Concepts,Teaching Methods,Foreign Countries,College Mathematics,Learning Theories,Instructional Materials

The difficulty in the process of trigonometry teaching, served as a stimulus for the present research, in which the objective consisted of designing and proposing the use of a Trigonometric Cicular Geoplane for the construction of meaningful learning in the area of Mathematics at Israel Technological University. For Its development, a field research, descriptive type, and a special project modality was conducted. As key informants, the participation of twenty (20) students and three (3) teachers that work in distinct levels of the institution described above. In order to gather information, observations and interviews were used, and the instrument of an observation and interview guides were submitted to a valid process. For the purpose of reliability, it was implemented through a standardization of registers and categories, then the findings were analyzed based on a cultivated and descriptive analysis in order to elaborate the conclusions in search of the proposed objectives about the design and use of the teaching tool that contributes in a positive manner to the teaching and learning of Geometry, in the same manner, the motivation and receptivity to use of Geoplane were used, in response to permit the development of innovated methodologies that show a change of andragogy practice, as it is, to teach learning skills that last a lifetime.