ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Mathematics Teachers&apos; Ability to Perform the Mathematizing Process: The Cylinder Packing Problem
Author: Çaliskan-Dedeoglu, Nuray
Date: 2022-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Concepts,Mathematics Skills,Middle School Teachers,Teacher Competencies,Problem Solving,Foreign Countries

The present study aims to examine the preservice middle school mathematics teachers' ability to perform the process of mathematizing and to identify their competencies within this context. For this purpose, the study was conducted with 43 preservice teachers attending a state university. The research method used is descriptive research. As the data collection tool, a real-life problem called &quot;cylinder packing problem&quot; was presented to preservice teachers, with a view to finding the optimal and lowest-cost packing scheme for a hazelnut grower. The solutions presented by the preservice teachers were subjected to content analysis as well as descriptive analysis. The preservice teachers' competencies were examined to see their level of effectiveness in the use of notations that are indicators of mathematizing, in achieving mathematical results in the process of problem-solving. The research findings indicate that the preservice teachers generally lacked sufficient comprehension of the problem in the real-life contexts and could not perform the requirements of important skills such as using notations, mathematical models and generalization method which are important in making abstract inferences in the mathematizing process. In light of these findings, further studies to contribute to preservice teachers' mathematical sophistication levels are recommended in order to improve their competencies in mathematizing.
School Principals&apos; Views on Classroom Inspection
Author: Gölcük, Hilmi
Date: 2022-11-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Supervision,Foreign Countries,Elementary Schools,Secondary Schools,Observation,Feedback (Response)

School principals were charged with classroom supervision which had been in the supervisors' area of responsibility by the regulations effectuated in 2014. The aim of this study was to find out the views of school principals on classroom supervision based on the amendment of regulations. The research was conducted by a qualitative design and phenomenological method was used. Study group of the research was school principals working in the districts of Battalgazi and Yesilyurt in Malatya, Türkiye in the academic year of 2019-2020. The semi-structured interview guide, which was designed by the researchers, was used as the data collection tool after the expert opinions were obtained and corrections were made on it. 15 school principals, who were chosen by convenience sampling, were interviewed. Interviews were recorded based on the approval of participants. Code names were given to all participants as M1, M2, M3, … Qualitative data gathered from the participants during the interviews were analyzed by content analysis. First, the researcher coded the data separately. After that, both the researcher and another field member coded the data synchronically and reached a consensus. New codes were created where divergence appeared. It can be stated that school principals have positive views on being charged with classroom supervision. In fact, school principals state that they are not troubled with their supervision duty on teachers, but supervisors should also take part in the supervision process in order to make the process more effective and active.
A Case Study: What Attracts Teachers to Augmented Reality
Author: Sirakaya, Mustafa
Date: 2022-11-00
Type: Journal Articles
Subjects: Case Studies,Computer Simulation,Technology Uses in Education,Instructional Effectiveness,Faculty Development,Teacher Attitudes,Elementary Secondary Education

This study aimed to identify the reasons why teachers are interested in augmented reality (AR) technology. AR is a technology that allows simultaneous enrichment of real-world images with virtual objects. AR is used at all levels of education from preschool to graduate school. The teachers who liked the Facebook page were sent the online survey via a message. 205 teachers who responded voluntarily to the questionnaire constituted the study group. Criterion sampling method, which is a purposeful sampling method, was used in the research. Case study design which is one of the qualitative research methods was used in this research. To ensure the reliability of the study, the coding process was conducted by the first researcher and another domain expert, and the codes were cross-checked. The results of the study showed that the reasons teachers are interested in AR were classified under three themes: educational benefit (teaching more effective lessons, attracting students' attention to lessons, enriching the content of the course, facilitating easier understanding of subjects, ensuring more permanent learning, making lessons more fun were attractive for teachers), professional development (follow current educational technologies, develop specialized course materials, share what they know with other teachers, use this information with other subjects) and personal development (learning new things, benefit from academic studies, prepare projects).
Comparison of Input Modes: L2 Comprehension and Cognitive Load
Author: Karabiyik, Ceyhun
Date: 2022-11-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Second Language Learning,Foreign Countries,Preservice Teachers,Listening Comprehension,Reading Comprehension,Multimedia Instruction

The current study investigated L2-based assumptions of the Cognitive Theory of Multimedia Learning and Cognitive Load Theory for the multimedia, modality, and redundancy principles. In this non-equivalent groups quasi-experimental design study, four groups of Turkish-speaking teacher trainees of the English language received a 12-minute non-paced lesson on harp seal pups that included English audio (audio group), English audio with video (video + audio group), English captions with video (video + text group), and English audio with video and captions (video + audio + text group). A comprehension test as well as measures for difficulty and effort rating were used to collect data. One-way between-groups analyses of variance (ANOVA) were conducted to determine the effects of different modes of presentation on participants' learning performance and cognitive load. Moreover, Tukey Honestly Significant Difference (HSD) tests were performed to determine the groups that differed from each other. The findings showed that the video + audio group performed better and reported less difficulty and effort expenditure in the foreign/second language (L2) listening comprehension task than the audio-only group. On the other hand, the video + text and video + audio groups did not differ with respect to comprehension, difficulty, and effort expenditure. Lastly, while the video + audio + text and video + audio groups performed equally well in the comprehension task, the video + audio + text group reported less difficulty and effort than the video + audio group. The results and possible venues for further research were discussed.
The Predictive Power of Reading Comprehension, Attitude toward Sciences, Test Technique, and Science Subject Matter Knowledge in Predicting PISA Scientific Literacy Test Total Score
Author: Gunaydin, Yusuf
Date: 2022-11-00
Type: Journal Articles
Subjects: Predictor Variables,Reading Comprehension,Scientific Attitudes,Test Format,Knowledge Level,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Scientific Literacy,Grade 8

The purpose of this study is to identify to what extent that the reading comprehension, question types, attitude toward science, test method, and subject matter knowledge predict the PISA scientific literacy scores of the students. The study uses the method of correlational research, which is a type of quantitative research method. We reached out to 321 students who were randomly chosen using the method of cluster sampling. Five separate tests were used in the study: PISA 2015 science literacy test, 12 gap-filling exercises were asked to determine the students' level of surface reading comprehension, Five open-ended questions were asked to determine the in-depth reading comprehension level of the students, 5-point Likert scale composed of 13 items was used to determine the students' attitude toward sciences, 20 multiple-choice questions with 5 choices, regarding four units of the eighth-grade sciences curriculum and a 5-point Likert scale composed of 10 items was used to determine to what degree students use clues to guess the correct answer when solving multiple-choice tests. The research showed that the students' PISA scientific literacy scores, and the scores that they got in the multiple-choice and open-ended questions of PISA scientific literacy test were strongly positively correlated with the independent variables of the research (surface reading comprehension, in-depth reading comprehension, scientific subject matter knowledge, attitude toward sciences, using test techniques).The independent variables of the research set forth the 43% of the variance of the PISA scientific literacy test total scores, 46% of the variance of the success score in open-ended questions, and 34% of the variance of the success score in multiple-choice questions. The research also reached the conclusion that the students performed much better in multiple-choice questions compared to the open-ended questions about the same text (situation/problem).
The Role of Perceived ICT Competencies on Primary School Pre-Service Teachers&apos; Integrated STEM Teaching Intentions
Author: Senyigit, Çigdem
Date: 2022-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Technological Literacy,Teacher Competencies,STEM Education,Intention,Foreign Countries,Gender Differences,Computer Use,Self Concept

The purpose of this research is to determine the role of primary school pre-service teachers' perceived information and communication technology (ICT) competencies on integrated science, technology, engineering, and mathematics (STEM) teaching intentions. Research participants are 242 primary school pre-service teachers enrolled at a state university in Türkiye. The data were collected by using the &quot;Integrative STEM Teaching Intention Questionnaire&quot; developed by Lin and Williams (2016) and adapted into Turkish by Haciömeroglu and Bulut (2016), the &quot;ICT Competence Perceptions Scale&quot; developed by Sad and Nalçaci (2015), and the &quot;Personal Information Form&quot; prepared by the researchers. These data were analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, linear regression analysis. The results of the research showed that primary school pre-service teachers' integrated STEM teaching intentions and perceived ICT competencies levels are above the medium. Also, integrated STEM teaching intentions and perceived ICT competencies differed significantly by gender and frequency of technology use. The research showed that male primary school pre-service teachers' integrated STEM teaching intentions and perceived ICT competencies mean scores were significantly higher than that of females. Additionally, the research revealed that primary school pre-service teachers who every time and often use technology have significantly higher integrated STEM teaching intentions and perceived ICT competencies mean scores than those who never use technology and those who rarely use it. Finally, the research revealed that perceived ICT competencies are a predictor variable that can explain 43% of integrated STEM teaching intentions. Derived implications based on the results obtained were discussed and suggestions were presented.
Intercultural Language Teaching and Learning: Teachers&apos; Perspectives and Practices
Author: Bal, Nur Gedik
Date: 2022-11-00
Type: Journal Articles
Subjects: Cultural Education,English (Second Language),Second Language Learning,Teaching Methods,Teacher Attitudes,Foreign Countries,Language Teachers,Public School Teachers,Middle School Teachers,High School Teachers,Teaching Experience

Thanks to technological advances, migration, and globalization, English has become the language of internationalization. Therefore, many schools prioritized learning English to ensure and sustain international communication. However, in order to communicate well with individuals all around the world, bestowing English language learners with intercultural competence is also required in the teaching and learning of English. In Türkiye, one of the countries that host many immigrants, the experiences of foreign language teachers regarding intercultural issues might provide many insights into intercultural language learning and teaching. Therefore, this study aimed to expose EFL state schoolteachers' perceptions and practices regarding intercultural language teaching and having foreign students in their classrooms. The methods that teachers adopted to promote intercultural competence in their classes were also explored. The semi-structured interviews were carried out with 30 English language teachers in middle and high schools in Türkiye. For data analysis, the computer program MAXQDA was benefited to categorize the codes and reveal the common themes. The findings revealed certain teacher practices that might contribute to students' intercultural competence development and challenges experienced during that process. It can be concluded that teachers are in need of professional guidance and resources to further develop their learners' intercultural competence.
Transforming Children&apos;s Live Experiences with Species into Conservation Willingness: The Mediating Roles of Biodiversity Knowledge and Affective Attitudes
Author: Faruhana, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Animals,Conservation (Environment),Knowledge Level,Student Attitudes,Elementary School Students,Foreign Countries

The loss of direct experiences with nature among today's children is of concern as it affects their conservation willingness (CW). While little is known about the influence of live experiences on CW, much less is known about how these events are related. This study aimed to examine the serial mediating effects of biodiversity knowledge (BK) and affective attitudes (AA) on the relationship between live experiences with species and CW. An online questionnaire was administered to 429 school children (11-12 years) in the Maldives. A two-serial mediation analysis revealed that live experiences exerted significant negative direct and positive indirect effects on CW. Thus, although a predictive sequential pathway from live experiences to BK to AA to CW was confirmed, partial mediation involving other mediators or moderators is likely. The direct effects of live experiences on BK and AA and of BK on AA suggest that experiential learning that stimulates AA is necessary to achieve overall positive impacts on CW. Therefore, educators and policymakers are critical in providing first-hand experiences to instill positive biodiversity conservation traits in children, enabling successful education for sustainable development and long-term biodiversity conservation.
The Practicum in Teacher Training: Conditions for Integral Training
Author: Martín-Romera, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Secondary School Teachers,Program Effectiveness,Foreign Countries

The practicum is an essential component in the initial training of Secondary Education teachers, as it is the first approach to educational practice that future teachers have. This is a fundamental element for improving the quality of education, as it is one of the objectives of the different educational reforms. This research aims to find out the educational value of the practicum for this group, as well as its advantages and limitations. For this purpose, qualitative research was carried out, using as an instrument an interview with 13 Secondary Education teachers, 2 managers of the master's degree in Secondary Education Teaching at the University of Granada, 144 students of this master's degree, and 5 specialists in the subject at a national level. The data obtained were analysed by means of content analysis, using the Nvivo12 program. The most relevant results include the importance of the alternating and interdisciplinary models and development of the activities to be developed by the students during their stay in the schools. Respecting the current model, actions to create the necessary synergies and resources (tutors, supervisors, schools and planning) that promote the training model that is intended are particularly relevant.
An Investigation into the Content Designs of the Third Grade Mathematics and Turkish Textbooks
Author: Türkeç, Aysel Güney
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Mathematics,Grade 3,Textbook Content,Textbooks,Visual Aids,Turkish,Native Language Instruction,Design,Layout (Publications)

The design of textbooks used in teaching and learning processes is of great importance to each level of education from pre-primary through to higher education. Textbooks, especially at primary level, include lots of visual images. It is, therefore, of crucial importance to resort to effective and proper ways of using visual design elements in textbooks. This study was to examine Grade Three Primary Mathematics and Turkish Textbooks published by Republic of Türkiye Ministry of National Education Publishing in 2018-2019 Academic Year in Türkiye in terms of visual-text design and typography. The data draws on the evaluation of content design of textbooks respecting typographic style, visual design principles and suitability of visual images. This study, based on qualitative research model, is a multi-case study for which the data were collected through semi-structured interviews. Following the evaluation of the field experts, there was a total of 18 open-ended questions. We recruited eleven field experts to collect qualitative data through semistructured interviews. During the interviews, the participants provided data on typographic style, visual design principles and suitability of visual images. Based on the content analysis results, we found that there are some typographic errors in the content design of textbooks. Further, no original visual images seemed to be included in the textbooks examined. We can conclude that the related textbooks do not comply with the Gestalt Principle of Continuity. Other visual design elements such as the use of visual hierarchy, two-pages spread design, and the emphasis effect and alike are not satisfied since there is no consistency in the drawings of the content design of textbooks. We argue that it is of vital importance to recruit professional textbook designers in the design process of textbooks and to pay more attention to the visual evaluation criteria prepared by the relevant Board of Education.
Argumentative Orchestration in the Mathematical Modelling Cycle in the Classroom
Author: Solar, Horacio
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Instruction,Persuasive Discourse,Communication Strategies,Pattern Recognition,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Grade 3,Grade 8,Teacher Behavior

Given the importance of modelling in mathematics classrooms, and despite the extensive body of research on teacher support for promoting the mathematical modelling cycle in the classroom, authors have overlooked how teacher support for argumentation can contribute to this cycle. This study is aimed at characterizing teacher support for argumentation in the mathematical modelling cycle in the classroom. We analyzed 10 class episodes taken from the cases of two teachers, Soledad and Ángeles. The episodes were analyzed considering teacher support for argumentative orchestration (communicative strategies and pattern recognition). In the two cases studied, we found that argumentative orchestration exhibited different types of overall presence and recurrence throughout the stages of the mathematical modelling cycle, with communicative strategies being more present across the board and more recurrent in the mathematical modelling cycle than pattern recognition strategies.
Chinese Mathematics Teachers&apos; Use of Digital Technologies for Instruction: A Survey Study
Author: Yao, Xiangquan
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Foreign Countries,Technology Integration,Technology Uses in Education,Teaching Methods,Educational Technology,Student Motivation,Mathematics Instruction,Elementary School Teachers,Middle School Teachers,Teacher Attitudes

The rapid development of education informatization provides more and more K-12 Chinese mathematics classrooms access to digital technologies. As a result, it is important to understand Chinese mathematics teachers' practices of technology integration in order to better support them. A questionnaire containing close and Likert-scale questions was distributed to 1,083 Chinese mathematics teachers to understand their usage of a list of commonly available technologies and demographic factors related to their technology usage. Results from the survey showed that search engines, self-accumulated digital resources, courseware, and smartboard were frequently used by the majority of participants. Other commonly available technologies were only frequently used by less than half of the participants. In lesson preparation the majority of participants used technologies to download resources, make courseware, and search for practicing problems. Most participants used technologies to motivate students and present knowledge and information during classroom instruction. The impact of age, grade levels, years of teaching with technology, and teacher beliefs on the participants' technology usage was also analyzed. Implications of the findings from this study were discussed.
Enactment of Mathematical Agency in &apos;The Mangle&apos;
Author: Mokwana, Lekwa
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Personal Autonomy,Grade 11,High School Students,Interaction,Mathematical Concepts,Cooperative Learning,Resistance (Psychology)

In this paper, we argue that during collaborative classroom interactions, 'the mangle' is entangled in different forms of agency that (dis)enable mathematical agency. We first unpack student's agency in the context of collaborative classroom interactions, and then use excerpts of interactions to illustrate how 'the mangle' is entangled in resistant agency and relational agency. The excerpts were sourced from a Grade 11 mathematics classroom, facilitated by the first author, as students worked through an activity on factorization of quadratic expressions. We organize our analysis of the critical incidents of only student-student interactions using Mueller et al.'s (2012) framework to re-story how 'the mangle' is entangled.