ethanporcaro/eric-fulltext-meta huggingface dataset:
First 5 Kern Annual Report: Fiscal Year 2015-2016
Author: Wang, Jianjun
Date: 2017-02-01
Type: Reports - Research
Subjects: Annual Reports,State Programs,State Aid,Tax Allocation,Financial Support,Local Government,Child Development,Child Welfare,Child Health,Program Effectiveness,Family Needs,Early Childhood Education,Educational Improvement,Integrated Services,Delivery Systems,County Programs,Young Children,Partnerships in Education,Systems Building,Longitudinal Studies,Scoring Rubrics,Sustainability,Change Strategies

In Fiscal Year 2015-16, the California Children and Families Act has appropriated an average of $440 per child from the state tobacco tax revenue to support early development of children ages 0-5. Based on the proportion of live births in each county, First 5 Kern administered over $10 million of the state funding to support 41 programs in Child Health, Family Functioning, and Child Development across Kern County. Due to reduction of tobacco consumption, this report is grounded on a model of result-based accountability to document outcomes of the local service delivery with less per-capital funding from the state. In the third largest county in California by land area, service providers have to spend more money on program outreach to address the need of nearly 900,000 residents across a region as large as the state of New Jersey. To justify the local spending and sustain the service improvement, a five-chapter structure has been incorporated in this report to evaluate the funding impact on child well-being this year: Chapter 1 highlights features of First 5 Kern support at the Commission level; Chapter 2 provides program-specific findings that impact children ages 0-5 and their families; Chapter 3 describes results of partnership collaboration to strengthen the system building for service integration; Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to describe sustainable accomplishments through the ongoing service improvements. This report ends with Chapter 5: Conclusions and Future Directions to review past recommendations and introduce new recommendations for next year. Altogether, qualitative and quantitative data were employed to address three key questions: (1) How much has been done in local child support; (2) How well did the programs perform this year? (3) Are any children and families better off? The report includes two appendices: (1) Index of Program Acronyms; and (2) Composition of Technical Advisory Committee.
Improving the Effectiveness of Mathematics Teaching through Active Reflection
Author: Driscoll, Kerryn
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Reflection,Elementary School Students,Student Attitudes,Teacher Attitudes,Comprehension,Teacher Role,Teacher Effectiveness,Action Research,Teacher Researchers,Student Surveys,Semi Structured Interviews,Video Technology

A small study of active reflection was undertaken with 21 primary students in a Prep and Year 1 classroom. To provide feedback from the students on their views about their personal learning and ways they could be better supported to learn mathematics a simple survey was supplemented by one-to-one interviews. Students' perceptions of their learning of mathematics, their identification of the mathematics they were learning; and what they felt would better cater for their learning needs. Ongoing reflections by students and the teacher throughout the year provided further data for consideration. The findings show that young students are self-aware, they understand what they are learning and they have ideas about ways their teacher could support their learning. These findings fed into the teacher-reflection process and professional learning, which in turn led to some changes in classroom practice.
Proportional Reasoning as Essential Numeracy
Author: Dole, Shelley
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Mathematical Concepts,Middle School Teachers,Numeracy,Teacher Surveys,Mathematics Instruction,Foreign Countries,Secondary School Teachers,Teaching Methods,Learning Activities,Interdisciplinary Approach

This paper reports an aspect of a large research and development project that aimed to promote middle years school teachers' understanding and awareness of the pervasiveness of proportional reasoning as integral to numeracy. Teacher survey data of proportional reasoning across the curriculum were mapped on to a rich model of numeracy. Results provided evidence of extensive and creative teaching of proportional reasoning in all learning areas. The capacity of such tasks and activities for promoting student numeracy is theorised. [The research reported in this paper was funded in partnership with the Department of Education and Child Development, South Australia, and individual schools from Education Queensland.]
A Case Study of the Pedagogical Tensions in Teacher's Questioning Practices When Implementing Reform-Based Mathematics Curriculum in China
Author: Dong, Lianchun
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Questioning Techniques,Educational Practices,Educational Strategies,Educational Change,Mathematics Curriculum,Curriculum Implementation,Classroom Techniques,Fidelity,Video Technology,Protocol Materials,Protocol Analysis,Secondary School Mathematics,Teacher Effectiveness,Teaching Methods,Foreign Countries

This study examines a teacher's questioning strategies in mathematics classrooms in China when implementing reform-based mathematics curriculum. It explores teacher's strategies to deal with the tensions involved in the creation of opportunities for students to express and communicate mathematics ideas while ensuring the productivity of mathematics communication and the accomplishment of the lesson goals in a limited period of time. By doing so, this study has implications for teacher education and professional development in terms of how to strengthen the links between intended mathematics curriculum reforms and teacher's actual practices in mathematics classrooms.
Promoting Teacher Growth through Lesson Study: A Culturally Embedded Approach
Author: Ebaeguin, Marlon
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Culturally Relevant Education,Faculty Development,Teacher Improvement,Teaching Experience,Program Implementation,Mathematics Teachers,Mathematics Instruction,Lesson Plans,Training Methods,Public School Teachers,Educational Practices

Lesson Study has captured the attention of many international educators with its promise of improved student learning and sustained teacher growth. Lesson Study, however, has cultural underpinnings that a simple transference model overlooks. A culturally embedded approach attends to the existing cultural orientations and values of host schools. This paper reports on the author's implementation of Lesson Study in a Philippine public school and the growth teachers experienced as a result of their participation.
Inclusive Practices in the Teaching of Mathematics: Supporting the Work of Effective Primary Teachers
Author: Clarke, Barbara
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Inclusion,Mathematics Instruction,Elementary School Teachers,Down Syndrome,Elementary School Mathematics,Teacher Effectiveness,Needs,Questionnaires

The practices of effective primary school teachers including students with Down syndrome in their mathematics classes are largely unexplored and many teachers feel unprepared to teach students with intellectual disabilities. A study with cohorts in Victoria and the ACT is underway and here we report a subset of findings concerning the support teachers claim to require. There was an identified need for mathematics specific resources and strategies but a strong endorsement of inclusion as an appropriate practice in primary mathematics. [This research was conducted as a partnership between ACER Foundation and Australian Catholic University with generous funding from Gandel Philanthropy.]
The Self-Efficacy of Students with Borderline, Mild and Moderate Intellectual Disabilities and Their Achievements in Mathematics
Author: Enoma, Agbon
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Self Efficacy,High School Students,Intellectual Disability,Mathematics Achievement,Pretests Posttests,Mathematics Tests,Statistical Analysis,Correlation,Student Surveys

The relationship between the self-efficacy of 23 High School students with intellectual disability (ID) and their achievements in Mathematics was evaluated using a modified version of the self-efficacy instrument developed by Joet, Bressoux and Usher (2011). Four different number sense assessment tools were administered pre- and post-six months of instruction to measure their Mathematics achievement. Relevant data analyses were carried out with &quot;Minitab&quot; statistical software. While the mean self-efficacy was found to be about 65%, the correlation between self-efficacy and the mathematics achievements of students was weak.
Supporting Students to Reason about the Relative Size of Proper and Improper Fractions
Author: Cortina, Jose Luis
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Grade 4,Elementary School Students,Mathematics Instruction,Mathematical Logic,Mathematical Concepts,Foreign Countries,Interviews,Pretests Posttests,Video Technology,Teaching Methods,Manipulative Materials,Measurement

Fractions are a well-researched area; yet, student learning of fractions remains problematic. We outline a novel path to initial fraction learning and document its promise. Building on Freudenthal's analysis of the fraction concept, we regard &quot;comparing,&quot; rather than &quot;fracturing,&quot; as the primary activity from which students are expected to make sense of fractions. Analysing a classroom design experiment conducted with a class of 14 fourth grade pupils, we identify two successive mathematical practices that emerged in the course of the experiment and indicate how their emergence was supported.
Calculating for Probability: &quot;He Koretake Te Rima&quot; (Five Is Useless)
Author: Hawera, Ngarewa
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Computation,Probability,Indigenous Populations,Pacific Islanders,Malayo Polynesian Languages,Ethnic Groups,Mathematical Concepts,Observation,Interviews,Mathematical Logic,Pattern Recognition,Grade 7,Grade 8

In Maori medium schools, research that investigates children's mathematical computation with number and connections they might make to mathematical ideas in other strands is limited. This paper seeks to share ideas elicited in a task-based observation and interview with one child about the number ideas she utilises to solve a problem requiring probabilistic thinking. The explanations provided by the child demonstrate how early number and spatial patterns can impact on computation, ease of determining possible outcomes and assigning a numerical probability measure to an event.
Successful Mathematics Lessons in Remote Communities: A Case Study of Balargo
Author: Jorgensen, Robyn
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Rural Schools,Instructional Effectiveness,Case Studies,Numeracy,Literacy,Teaching Methods,Teacher Expectations of Students,Leadership Responsibility

This paper describes the lesson practices at one very remote school that has been highly successful in numeracy. Drawing on a significant body of diverse research that promotes quality teaching and learning, this case study describes the features of the practice that have been implemented across the school. Teachers' voices provide both justification for the adopted practices and insights into why the practices have been effective within the context of the school. Finally, consideration is given to the on-going sustainability of changed practices within the school.
Teaching Computation in Primary School without Traditional Written Algorithms
Author: Hartnett, Judy
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Teaching Methods,Mathematics Instruction,Elementary School Mathematics,Computation,Conventional Instruction,Foreign Countries,Mathematical Logic,Thinking Skills,Observation,Statistical Analysis,Teacher Attitudes,Parent Attitudes

Concerns regarding the dominance of the traditional written algorithms in schools have been raised by many mathematics educators, yet the teaching of these procedures remains a dominant focus in in primary schools. This paper reports on a project in one school where the staff agreed to put the teaching of the traditional written algorithm aside, replaced with computational strategies. The results reinforce a belief that I have held for many years that the traditional algorithms should be removed from the primary mathematics curriculum.
The Challenge for Non-First-Language-English Academic Publishing in English Language Research Outlets
Author: Geiger, Vince
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Faculty Publishing,Non English Speaking,Translation,Research Reports,Punctuation,Ambiguity (Semantics),Editing,English,German,Barriers,Writing for Publication,Foreign Countries

This paper is a reflective critique of practice within the field of mathematics education in relation to the challenges faced by non-first-language-English speaking academics when they attempt to publish in English language research outlets. Data for this study are drawn from communications between a German and an Australian academic as the Australian assisted the German in negotiating aspects of translation bound by syntactic, semiotic, cultural, and colloquial language considerations. The paper concludes by raising questions about the issue of the use of English as a universal language for the dissemination of new knowledge and offers possible solutions to the problem.
STEM Education: What Does Mathematics Have to Offer?
Author: Fitzallen, Noleine
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Mathematics Education,Interdisciplinary Approach,Teaching Methods,Foreign Countries

The emphasis on science, technology, engineering, and mathematics (STEM) education in recent times could be perceived as business as usual or as an opportunity for innovation and change in mathematics classrooms. Either option presents challenges for mathematics educators who are expected to contribute to the foundations of a STEM literate community. A greater understanding of the implications of a STEM education for mathematics education is needed. This paper seeks to add to conversations about the implications of STEM education for the learning and teaching of mathematics.
Students' Relationships with Mathematics: Affect and Identity
Author: Ingram, Naomi
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Mathematics,Secondary School Teachers,Adolescents,Student Attitudes,Psychological Patterns,Emotional Response,Self Concept,Knowledge Level,Learner Engagement,Qualitative Research,Grounded Theory,Interviews,Observation

In this paper, an examination of students' relationships with mathematics is informed by affective research into internal mathematical structures and identity research into students' narratives. By analysing the perceptions of a class of 31 adolescents, five interacting elements emerged: students' views, feelings, mathematical knowledge, identities, and habits of engagement. These elements contributed to the context within which students engaged in mathematics and resulted in their unique learning experiences. This framework has potential for researching aspects of students' mathematical journeys and can be used by teachers to get to know individual students' unique connection to the subject of mathematics.
The Impact of &quot;Let's Count&quot; on Children's Mathematics Learning
Author: Gervasoni, Ann
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Computation,Early Childhood Education,Preschool Children,Longitudinal Studies,Control Groups,Experimental Groups,Teaching Methods,Program Evaluation,Program Effectiveness,Foreign Countries,Economically Disadvantaged,Family Programs,Partnerships in Education,Interviews,Numeracy,Parents,Preschool Teachers,Comparative Analysis,Knowledge Level

&quot;Let's Count&quot; is an early mathematics program that has been designed by The Smith Family and the authors to assist educators in early childhood contexts in socially disadvantaged areas of Australia to work in partnership with parents and other family members to promote positive mathematical experiences for young children (3-5 years). A longitudinal evaluation of &quot;Let's Count&quot; was undertaken in 2012-2014 involving 337 children in two treatment groups and 125 children in a comparison group. This paper shares preliminary results from the evaluation. Overall the findings demonstrate that &quot;Let's Count&quot; was effective. [The research reported in this paper was funded by The Smith Family and the Origin Energy Foundation as part of the &quot;Let's Count Longitudinal Evaluation.&quot;]
Using Alternative Multiplication Algorithms to &quot;Offload&quot; Cognition
Author: Jazby, Dan
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Mathematics Activities,Mathematics Instruction,Cognitive Processes,Instructional Innovation,Mathematical Formulas,Mathematical Models,Comparative Analysis,Teaching Methods,Foreign Countries

When viewed through a lens of embedded cognition, algorithms may enable aspects of the cognitive work of multi-digit multiplication to be &quot;offloaded&quot; to the environmental structure created by an algorithm. This study analyses four multiplication algorithms by viewing different algorithms as enabling cognitive work to be distributed across environmental and mental resources to varying degrees. This produces a plausible framework which could allow further analysis designed to guide the pedagogical use of alternative algorithms.
Differentiated Success: Combining Theories to Explain Learning
Author: Jorgensen, Robyn
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Theories,Models,Mathematics Education,Primary Education,Foreign Countries,Elementary School Mathematics,Student Attitudes,Socioeconomic Background,Psychology,Sociology,Postmodernism,Data Analysis,Handheld Devices,Diaries,Comparative Analysis,Social Stratification

This paper explores the value of different paradigms to explain dispositions towards mathematics among primary school students from different social backgrounds. As part of a larger project designed to elicit students' thinking and attitudes towards mathematics, we seek to develop an explanatory model for the socially-differentiated outcomes in students' responses. The three paradigms--psychology, sociology and post-modernism--form the basis of the paper where the data we collected from three geographically close but socially different schools were analysed.
Learning at the Boundaries
Author: Goos, Merrilyn
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Interdisciplinary Approach,Preservice Teacher Education,Teacher Educators,Mathematics,Professional Personnel,Teacher Collaboration,Partnerships in Education,Group Dynamics,Communities of Practice,Transformative Learning,Educational Practices,Professional Continuing Education,Educational Strategies,Semi Structured Interviews,Program Attitudes,Science Course Improvement Projects,Foreign Countries

This paper reports on a project that aims to foster interdisciplinary collaboration between mathematicians and mathematics educators in pre-service teacher education. The project involves 23 investigators from six universities. Interviews were conducted with selected project participants to identify conditions that enable or hinder collaboration, and to identify learning mechanisms at the boundaries between disciplinary communities. A hybrid narrative constructed from the interviews is used to illustrate &quot;transformation&quot; as a learning mechanism that leads to new practices. [This project is funded by the Australian Government Office for Learning and Teaching (grant #MS13-3174).]
Identifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learning
Author: Fielding-Wells, Jill
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Elementary School Mathematics,Inquiry,Persuasive Discourse,Teaching Methods,Video Technology,Coding,Mathematical Concepts

Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This paper draws on an analysis of multiple primary classes to describe core elements in Argument-Based Inquiry in mathematics. [The author acknowledges financial support from an Australian Postgraduate Award and from the Australian Research Council (DP120100690) in conjunction with Education Queensland and The University of Queensland.]
The Practice of &quot;Middle Leading&quot; in Mathematics Education
Author: Grootenboer, Peter
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Instructional Leadership,Teacher Leadership,Teacher Collaboration,Action Research,Participatory Research,Mathematics Instruction,Teacher Participation,School Based Management,Case Studies,Secondary School Mathematics,Educational Improvement,Middle Management,Foreign Countries

While principals and systemic leaders have a significant role to play in leading, supporting and structuring mathematics education, their influence tends to be indirect and general. However, middle leaders such as curriculum leaders, senior teachers, and faculty heads, exercise their leadership much closer to the classroom, and as such they can have a more direct influence on the quality of teaching and learning in schools. To improve mathematics learning outcomes of student, it is crucial that educational leading is practiced by those with the greatest capacity to bring about positive practical and sustainable change--middle leaders. These school-based curriculum leaders can promote this development by engaging in forms of &quot;Critical Participatory Action Research&quot; that allows them to improve the quality of teaching and learning through an evidence-driven, site-based, collaborative approach.
Comparing the Development of Australian and German 7-Year-Old and 8-Year-Old's Counting and Whole Number Learning
Author: Gervasoni, Ann
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Young Children,Computation,Numeracy,Mathematics Instruction,Mathematics Skills,Elementary School Students,Grade 1,Grade 2,Cross Cultural Studies,Mathematics Curriculum,Comparative Analysis,Mathematics Achievement,Mathematics Tests,Interviews,Knowledge Level

This paper compares the counting and whole number knowledge and skills of primary school children in Australia and Germany at the end of Grade 1 and Grade 2. Children's learning was assessed using the Early Numeracy Interview and associated Growth Point Framework. The findings highlight substantial differences between the two groups that vary for the four whole number content domains that have been investigated. These variations are likely due to different curriculum emphases in the two countries.