ethanporcaro/eric-fulltext-meta huggingface dataset:
Reach and Implementation of Physical Activity Breaks and Active Lessons in Elementary School Classrooms
Author: Turner, Lindsey
Date: 2016-00-00
Type: Reports - Research
Subjects: Elementary Schools,Physical Activities,Public Schools,Program Implementation,Educational Practices,Institutional Characteristics

The integration of physical activity into elementary school classrooms, through brief activity breaks (ABs) and lessons that incorporate movement into instruction as active lessons (ALs), are key parts of school physical activity programming and can improve children's health and academic outcomes. With nationally representative survey data from 640 public elementary schools in the United States, we examined the use of these practices and the extent of implementation within classrooms. ALs were used in 71.7% of schools, and ABs were used in 75.6% of schools. In multivariate models, ALs were significantly less likely to be used in majority-Latino schools (adjusted odds ratio = 0.48, 95% confidence interval [0.25, 0.93], p &lt; 0.05) than in predominantly White schools. ABs were significantly less likely to be used in lower socioeconomic schools (adjusted odds ratio = 0.57, 95% confidence interval [0.34, 0.95], p &lt; 0.05) than in higher socioeconomic schools. At schools where ABs were ever used, they were used by 45.6% of teachers, but fewer teachers used them at larger schools ([beta] = -0.08, p &lt; 0.01) and at lower socioeconomic schools ([beta] = -0.09, p &lt; 0.05). The reach of ALs and ABs is modest and classroom-level implementation is quite low. Additional dissemination and support is warranted to improve the reach and implementation of these strategies in elementary schools. Such efforts could improve the school-day experience in ways that benefit millions of young children. [This is the online version of an article published in &quot;Health Education &amp; Behavior.&quot; For the final published version of this article, see EJ1141102.]
Prevention Programs for the Development of Social-Emotional Learning in Preschool Years
Author: Aksoy, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Skill Development,Preschool Children,Preschool Education,Program Effectiveness,Resilience (Psychology),At Risk Persons,Violence,Poverty,Substance Abuse,Failure,Prevention,Suicide,Behavior Modification,Early Childhood Education,Academic Achievement,Empathy,Self Control

The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved through teaching of the desirable behavioral patterns, and also through the prevention of undesirable behavioral patterns. In this study, available prevention programs for the development of social-emotional learning in preschool years were examined. The five prevention programs titled as Al's Pals: Kids Making Healthy Choices, DARE to be You, High/Scope Perry Preschool Program, Second Step, and Zippy's Friends were handled. The aims, contents, and effects of these programs were reviewed. The results of the review showed that Al's Pals is a resiliency-based prevention program to risk factors such as violence and poverty, DARE to be You is a resiliency-based intervention program to later substance abuse while High/Scope Perry Preschool Program is an intervention program to abstain from school failure and other related problems. It was also revealed that Second Step is a violence-prevention program, and Zippy's Friends is a suicide prevention program. It was found that all of these programs are valid and effective in improving behaviors that negatively affect social-emotional learning of preschool children. It is clear that these programs can be used by proficient teachers and educators to support children's social-emotional learning skills as well as main objectives of the programs regarding prevention.
A Randomized Controlled Trial of a Modularized, Computer-Assisted, Self-Paced Approach to Developmental Math
Author: Weiss, Michael J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Assisted Instruction,Community Colleges,Two Year College Students,Remedial Instruction,Mathematics Achievement,Low Achievement,Educational Change,Instructional Effectiveness,Comparative Analysis,Teaching Methods,Independent Study,Outcomes of Education,Mathematics Teachers,Teacher Characteristics

Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: what effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more &quot;traditional&quot; direct-instruction course alternative) have on students' likelihood of completing the developmental math course sequence? Findings from a randomized controlled trial (n=1,403) are presented. The program was well implemented; however, we did not find evidence that this approach was superior to the &quot;traditional&quot; math class. Although these results are disappointing, they are important because modularization and self-paced computer-assisted instruction are popular reforms. [This article was published in &quot;Journal of Research on Educational Effectiveness&quot; (EJ1229042).]
Modalities of Rules and Generalising Strategies of Year 8 Students for a Quadratic Pattern
Author: Chua, Boon Liang
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 8,Middle School Students,Foreign Countries,Mathematical Concepts,Middle School Mathematics,Equations (Mathematics),Learning Strategies,Cognitive Style

This paper reports on the performance of 167 eighth graders in Singapore making generalisations for a quadratic figural pattern presented in a non-successive format. Data were collected through administering a written test in which the students had to establish the functional rule underpinning the pattern. The findings revealed that the students constructed a variety of functional rules, expressed prevalently in symbols using a range of generalising strategies, some of which were novel in the literature. [For the complete proceedings, see ED597799.]
Mathematical Discourse for Teaching: A Discursive Framework for Analyzing Professional Development
Author: Cooper, Jason
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Knowledge Base for Teaching,Mathematics,Faculty Development,Academic Language,Elementary School Teachers,Doctoral Students,Discourse Analysis

The framework of mathematical knowledge for teaching (MKT) is brought under the discursive framework of Commognition in order to track learning in professional development (PD). I follow MKT in differentiating between subject matter discourse and pedagogical discourse. The framework, which I call Mathematical Discourse for Teaching (MDT) permits a combined view on mathematical and meta-mathematical issues as constituted in discourse. Such meta-issues are found to be a significant part of what is taught and learned in a particular PD, where mathematics Ph.D. students teach elementary school teachers. Through the analysis of a lesson on parity I show how &quot;knowing&quot; has different meanings in mathematical and pedagogical discourses, and find evidence of learning in the evolving ways in which the parties use this term. [For the complete proceedings, see ED597799.]
Toward Building a Theory of Mathematical Modelling
Author: Czocher, Jennifer A.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Engineering Education,Mathematical Models,Mathematics Skills,Problem Solving,Calculus,Mathematical Logic,Cognitive Processes

This study utilized an innovative data analysis approach to examine how engineering undergraduates engaged in mathematical modelling. Individual modelling routes were constructed via modelling activity diagrams and were used to critically examine the theoretical framework. Implications for the theoretical model are offered along with implications for future research. [For the complete proceedings, see ED597799.]
Studying Mathematical Literacy through the Lens of PISA&apos;s Assessment Framework
Author: Ekmekci, Adem
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Factor Structure,Mathematics Education,Psychometrics,Mathematics Tests,Scores,Test Interpretation,Student Evaluation,Goodness of Fit

Accurate interpretations of large-scale assessment results and sound judgments about students' mathematical literacy depend on these assessments' validity and reliability. One important type of evidence towards this validation is the dimensionality analysis, which explores the conformity between the intended factorial structure (related closely to defining a construct--e.g., mathematical literacy, and its perception) and the statistical structure of the test results. This study investigates the dimensionality of mathematical literacy in PISA. Our results show that the structural relationship between PISA's theoretical (cognitive) and score interpretation frameworks is not at an expected level. These results have important implications for the way mathematical literacy is assessed from mathematics education and psychometric perspectives. [For the complete proceedings, see ED597799.]
Linguistic Relativity and Number
Author: Edmonds-Wathen, Cris
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Language Role,Psycholinguistics,Language Usage,Teaching Methods,Memory,Contrastive Linguistics,American Indian Languages,Languages,Indigenous Populations,Foreign Countries,Numbers,Second Languages,Grammar

Linguistic relativity, the idea that language affects the way that people think, and that people who speak different languages think differently, has implications for mathematics education because people use different languages to teach, learn and practice mathematics. This paper reviews research on linguistic relativity and number, looking at languages with very few number words, languages with extensive and regular number systems and the order of composition of numbers. Linguistic relativity appears to involve memory more than perception. Linguistic relativity effects involving number need to be taken into account in designing mathematics education research. [For the complete proceedings, see ED597799.]
The Development of the Curriculum Fidelity Scale
Author: Ocak, Gürbüz
Date: 2019-00-00
Type: Journal Articles
Subjects: Likert Scales,Test Construction,Curriculum Development,Fidelity,Maximum Likelihood Statistics,Factor Analysis,Test Validity,Test Reliability,Goodness of Fit,Curriculum Implementation

The purpose of this study is to develop a five-point Likert scale called 'Curriculum Fidelity'. For this purpose, a draft scale consisting of 65 items have been represented to the expert opinion firstly and it has been decided that 15 items should be excluded. The remaining 50 items have been given to 249 teachers and the maximum likelihood has been used in the factor analysis of the scale in order to examine the structural validity. The remaining 28 items have been grouped into 3 factors. The explained variance is 62,753 of the total variance. The Cronbach's Alpha value is 0.94. Furthermore, item-total, item-remaining and item discrimination have been found significant. After exploratory factor analysis, it has been found that goodness of fit indexes are acceptable according to the results of confirmatory factor analysis (RMSEA= 0.075; CFI= 0.90; RMR= 0.08; GFI= 0.79; AGFI= 0.76; NNFI= 0.89).
Empirical Study of a Competence Structure Model Regarding Conversions of Representations -- The Case of Fractions
Author: Dreher, Anika
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Mathematical Concepts,Fractions,Item Response Theory,Mathematics Tests,Secondary School Students,Grade 6,Foreign Countries,Problem Solving,Test Items,Goodness of Fit,Mathematics Instruction,Visual Aids,Scores

Given the key role of conversions of representations for mathematical understanding, it is highly relevant to investigate in detail competencies regarding conversions of representations. In particular, a corresponding competence model should not only be developed theoretically, but also examined empirically. However, such empirical studies are rather scarce, especially concerning content domains other than functions. Consequently, this study focuses on the design and empirical validation of a competence structure model regarding conversions of representations in the domain of fractions using multidimensional item response modelling. The results suggest that the data support the theoretically developed structure of the model and moreover, they indicate a hierarchical relationship which may give rise to a competence level model. [For the complete proceedings, see ED597799.]
Algebra-Related Tasks in Primary School Textbooks
Author: Demosthenous, Eleni
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Textbook Content,Learner Engagement,Teaching Guides,Grade 4,Grade 5,Grade 6,Elementary School Mathematics,Foreign Countries,Public Schools,Mathematical Concepts

Even though there is growing consensus for engaging primary students with early algebraic ideas, there is limited research knowledge about the relevant learning opportunities designed in textbooks. Textbooks are considered to play an important role in what is happening in classrooms, especially in educational contexts where classroom instruction relies heavily on textbooks. An analytic framework was developed to identify the opportunities designed in textbooks for engaging students with algebra-related tasks and to examine the respective guidance (or lack thereof) in the accompanying teacher guidebooks. The framework was used to analyse a primary textbook series for grades 4-6 and relevant findings are presented. Implications for textbook design, research, and practice are discussed in light of these findings. [For the complete proceedings, see ED597799.]
Generalizing Domain and Range from Single-Variable to Multivariable Functions
Author: Dorko, Allison
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematics Instruction,Generalization,Learning Processes,Transfer of Training,College Students,Task Analysis,Mathematical Concepts,Correlation,Teaching Methods,Student Attitudes

The purpose of this paper is to describe (a) multivariable calculus students' meanings for the domain and range of single and multivariable functions and (b) how they generalize their meanings for domain and range from single-variable to multivariable functions. We first describe how students think about domain and range of multivariable functions as inputs and outputs, independent and dependent quantities, and as associated with particular variables. We then use an actor-oriented transfer framework to describe the ways in which students identify similarities between domain and range in single- and multivariable functions, and how they use these similarities to generalize their meanings for domain and range. [For the complete proceedings, see ED597799.]
An Expert Teacher&apos;s Local Instruction Theory Underlying a Lesson Design Study through School-Based Professional Development
Author: Ding, Liping
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Faculty Development,Teacher Collaboration,Beginning Teachers,Mathematics Instruction,Learning Processes,Lesson Plans,Learning Activities,Elementary School Teachers,Experienced Teachers

Using data from a research project in Shanghai, China, this paper reports on an expert teacher's implicit 'Local Instruction Theories' (LIT) (Gravemeijer, 2004) that underpin his guidance of a junior teacher in lesson design and implementation. Our analysis focuses on the expert teacher's input to the junior teacher to help her understand how and why to redesign a lesson as part of a school-based teacher professional development project. We identified three key points of the expert's implicit LIT: mathematics has its own form of exploration; each student should have their own thinking path at each key point of the learning process; and each student should not only be able to experience use of their own representation, but also learn about other students' representations and the excellence of representations. [For the complete proceedings, see ED597799.]
What Details Do Geometry Teachers Expect in Students&apos; Proofs? A Method for Experimentally Testing Possible Classroom Norms
Author: Dimmel, Justin K.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Expectations of Students,Mathematics Teachers,Geometry,Mathematics Instruction,Mathematical Logic,Mathematics Skills,Student Evaluation,Semiotics,Norms,Class Activities,High School Students,Outcomes of Education

We report on the development and piloting of a method that provides a sufficient condition for confirming that an observed regularity in a classroom is a norm. The method we describe is a refinement of the breaching experiment technique (Garfinkel, 1963; Mehan, 1979) that uses random assignment to experimental conditions as a means to facilitate controlled comparisons between participants' reactions to different episodes of instruction. We use this method to confirm the existence of normative ways that teachers scrutinize the details of proofs in geometry. [For the complete proceedings, see ED597799.]
Mathematics Texts: Worksheets and Genre-Bending
Author: Deniz, Ozlem
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Worksheets,Secondary School Teachers,Foreign Countries,Teaching Methods,Cultural Differences,Language Usage

This paper reports an in-depth study that explores the nature and use of mathematics worksheets using a genre analysis approach. Nine secondary level teachers with collective experience from five different countries participated. Through individual online and focus group interviews teachers shared their own worksheets and their understandings and use of worksheets for teaching and learning math. Results indicate that mathematics worksheets have culturally recognizable features and characteristics, they are used to emphasize procedural over conceptual aspects of mathematics learning, and can structure the way mathematics is taught. This study highlights the potential of genre-bending as an approach to extend and re-imagine the structure and use of mathematical texts such as worksheets. [For the complete proceedings, see ED597799.]
Ordinality, Neuroscience and the Early Learning of Number
Author: Coles, Alf
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Numbers,Symbols (Mathematics),Neurosciences

Throughout the twentieth century there was debate as to the primacy of ordinality or cardinality in the development of the concept of number. Psychological experiments have largely given way to neuro-science in deciding this issue. There are results suggesting students' awareness of symbol-symbol relations is the best predictor of future mathematical attainment, which could be interpreted as meaning ordinality is the key awareness. This report draws on evidence from a recent project in primary schools in the UK that took an ordinal approach to learning number. One suggestion arising from this work is the potential educational power of a pedagogy based on developing an awareness of mathematical structure. [For the complete proceedings, see ED597799.]
Unpacking Children&apos;s Angle &quot;Grundvorstellungen&quot;: The Case of Distance &quot;Grundvortsellung&quot; of 1 [Degree] Angle
Author: Dohrmann, Christian
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Concept Formation,Misconceptions,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Middle School Students,High School Students

Results of the last thirty years in mathematics education have shown the importance of an operational concept development. One of the geometrical concepts that has been researched for years already, however, not with the particular focus on its systematic teaching in school mathematics, is the concept of angle. In this paper we focus on children's understanding of the angular size of 1 [degree] and its development obtained through a test followed by a task-based interview. The interview results with 9 pupils showed that they have a fragmented understanding of the angle concept, enabling them to fully grasp what 1 [degree] angle is. Moreover, many of the children's misconceptions were directly connected to the measuring tool, namely set square, and angle notation. Implications for systematic teaching of the angle concept are given at the end. [For the complete proceedings, see ED597799.]
&quot;Algebra for All&quot;: The Hidden Cost
Author: Carolan, Tracy
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Equal Education,Required Courses,College Preparation,College Mathematics,Algebra,Middle School Students,Grade 8,Grade 9,Mathematics Achievement,Scores,Grades (Scholastic),Dropout Rate,Achievement Gains,Gender Differences,Racial Differences,Special Education,Mathematics Tests,Standardized Tests,Achievement Tests,Cohort Analysis,Grade Point Average,College Entrance Examinations

PISA 2012 results indicate that school systems that group students based on ability levels tend to have lower performance than those that do not divide students by ability. One way some in the United States have sought to increase equity of opportunity is to mandate enrollment of students in college-preparatory mathematics, i.e., Algebra 1 in eighth or ninth grade. This paper is based on a study conducted on one such curricular change. It uses a multiple linear regression model to compare two graduating class cohorts--one from before the initiative and one after--on test scores, courses completed, grades, and drop-out rates. There were positive gains for select groups of males and negative results for most females with the highest losses found for White females, especially those qualifying for special education services. [For the complete proceedings, see ED597799.]
Using Habermas to Explain Why Logical Games Foster Argumentation
Author: Cramer, Jenny Christine
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Educational Philosophy,Logical Thinking,Mathematics Education,Educational Games,Cooperative Learning,Classroom Communication,Teaching Methods,Secondary School Students,Foreign Countries

Argumentation and proof have been in the focus of attention in mathematics education research for several decades. While it has often been pointed out that it is important to give argumentation a prominent position in the mathematics classroom, it is far from clear how to teach argumentation, particularly to students from non-privileged backgrounds. In this paper, I show how Habermas' theory of communicative action gives a valuable perspective on what makes argumentation likely to occur. The context of a logical game situation in which argumentation happened is analysed to support the following result: the exclusion of force and a cooperative mode of communication are helpful elements in understanding the fostering of argumentation. [For the complete proceedings, see ED597799.]