ethanporcaro/eric-fulltext-meta huggingface dataset:
Enjoyable Mathematics Lessons Can Be Contagious
Author: Feng, Maggie
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Grade 3,Grade 4,Elementary School Students,Preferences,Influences,Student Attitudes,Teacher Student Relationship,Teacher Behavior,Foreign Countries,Catholic Schools,Mathematics Education

The current study explored the reasons for students' preferences for the teach-first and task-first lesson structures, and whether students' preferences were influenced by their perceptions of the teacher's preference. Students (n=18) from two composite Year 3 and 4 classes (aged 8-10 years) completed a post-lesson drawing task and participated in a semi-structured interview following a series of lessons. Findings indicated students had a variety of reasons for their preference of lesson structure. Most focus students reported noticing aspects of the teacher's enjoyment during instruction. The results have implications for the way teachers inadvertently influence their students' own enjoyment of and preferences for instructional approaches.
Primary School Teachers Solving Mathematical Tasks Involving the Big Idea of Equivalence. Big Ideas in School Mathematics. [Symposium]
Author: Kaur, Berinderjeet
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Mathematics Instruction,Problem Solving,Mathematics Curriculum,Learning Processes,Teaching Methods,Task Analysis,Teacher Attitudes,Mathematical Concepts,Foreign Countries,Educational Change

The primary school mathematics syllabuses in Singapore as of the year 2020 reinforces that Big ideas are central to the learning of mathematics. In support of the push to teach for big ideas, a research study is presently underway. A part of it is on the professional development (PD) of primary school mathematics teachers. As part of the PD teachers attempted a mathematical task as measure of the big idea, Equivalence, in an online environment at the start of their PD. Data from the task show that teachers, were generally not cognisant of the big idea of equivalence when solving the task. They were also unable to distinguish between a heuristic (diagrams) and a mathematical idea about relationships, specifically equivalence as in the mathematical task.
From Inert Knowledge to Usable Knowledge: Noticing Affordances in Tasks Used for Teaching towards Big Ideas about Proportionality. Big Ideas in School Mathematics. [Symposium]
Author: Choy, Ban Heng
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Instructional Materials,Mathematics Teachers,Teacher Attitudes,Knowledge Level,Mathematical Concepts,Secondary School Mathematics

Teaching towards big ideas provide opportunities for teachers to think deeply about content and pedagogy in order to support their students to see connections in mathematics. However, teachers may not always activate or mobilise their knowledge in classroom situations. This paper looks into how a teacher, Peter, think about the tasks in his instructional materials he crafted to uncover what he may notice about the affordances of the tasks for teaching proportionality.
Evidencing Relational Trust within Mathematics Leadership Activity
Author: Sexton, Matt
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Trust (Psychology),Mathematics Instruction,Instructional Leadership,Learning Experience,Leadership Role,Faculty Development,Middle Management,Foreign Countries,Literacy,National Competency Tests,Numeracy

We explore how relational trust was evidenced within the leadership activity of one mathematics leader using cultural-historical activity theory as a theoretical perspective. We use data from interview and observation sources to suggest that relational trust was a motive object of that mathematics leader's activity. Findings contribute knowledge about how relational trust dimensions, originally situated within middle leadership theory, were evidenced within that mathematics leader's activity whilst leading a professional learning experience in their school.
Exploring the Impact on Practice of Secondary Teachers&apos; Beliefs and Attitudes towards 21st Century Skills and Mathematical Proficiency
Author: Whitney-Smith, Rachael
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,21st Century Skills,Teaching Methods,Mathematics Education,Decision Making,Teacher Attitudes,Time Management,Mathematics Curriculum,Academic Ability,Classroom Techniques,Mathematics Teachers,Secondary School Teachers,Foreign Countries,Correlation

In this paper we report on an aspect of the findings of a larger three-phase study exploring the factors that influence teachers implementing pedagogies that cultivate students' STEM capabilities and 21st century skills. Data were collected through an online questionnaire, semi-structured interviews, focus groups and case studies. This paper will focus on the findings from the first phase of this study and initial analysis of focus groups and semi-structured interviews data. Preliminary findings show that participants hold mixed beliefs concerning student proficiency in mathematics and there are common factors that influence decisions concerning the use of pedagogical practices that support students' mathematical proficiency and the development of students' 21st century skills. These factors include teachers' personal beliefs and attitudes, perceived time and curriculum constraints, student behaviour and students' academic ability.
Evidence of Young Students&apos; Critical Mathematical Thinking
Author: Monteleone, Chrissy
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Thinking Skills,Mathematics Skills,Mathematics Instruction,Elementary School Students,Student Attitudes,Kindergarten,Task Analysis,Piagetian Theory,Developmental Tasks,Mathematical Concepts,Concept Formation

In this study, the authors investigate the ways in which young students demonstrate their critical mathematical thinking (CMT). Students aged 5-6 who are beginning their first formal year of education participated in the study. Data is presented from individual clinical interviews undertaken with 16 students. These interviews were analysed using the Critical Mathematical Thinking for Young Students (CMTFYS) framework to identify common patterns in the responses. The findings suggest that these young students beginning school, most often rely on providing explanations and more specifically, justifying, to demonstrate their CMT.
Examining the Role of Mathematics in Primary School STEM Lessons: Insights from a Professional Development Course in Indonesia
Author: Rumiati
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,STEM Education,Elementary School Teachers,Faculty Development,Foreign Countries,Role,Lesson Plans,Curriculum Development,Curriculum Implementation

&quot;Balai Besar Guru Penggerak Daerah Istimewa Yogyakarta (BBGP DIY)&quot; conducted a professional development course aimed at enhancing primary school teachers' capacity to develop and implement STEM lesson plans in their classrooms. As part of the course, teachers were asked to record their lessons, which were later analysed to identify the mathematical content involved and how teachers delivered this content during the STEM lessons. The findings indicated that, although mathematics appeared to be less pivotal than other STEM disciplines in the lesson plans, the STEM activities provided rich opportunities for developing students' mathematical content knowledge. Most of the teachers realised this and were able to deliver the mathematical content within the context of STEM education. This paper presents an insight into how primary school teachers in Indonesia deliver mathematical content in their STEM lessons and highlights the role of mathematics in STEM education.
Gender Differences in How Students Solve the Most Difficult to Retrieve Single-Digit Addition Problems
Author: Russo, James
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Problem Solving,Mathematics Instruction,Learning Strategies,Student Attitudes,Addition,Arithmetic,Elementary School Students,Difficulty Level,Preferences,Foreign Countries,Decision Making

Despite curriculum expectations, many students, including a disproportionate number of girls, do not 'just know' (retrieve) single-digit addition facts by Year 3. The current study employed structured interviews to explore which strategies Year 3/4 students (n = 166) used when solving more difficult addition combinations. Results revealed that students preference the near-doubles strategy when the difference between the addends was one, the bridging-through-10 strategy when one of the addends was a nine, and the count-on-from-larger strategy when a derived strategy was more effortful. Moreover, whereas boys were more inclined to use derived strategies, girls were almost three times more likely to use the count-on-from-larger strategy.
High-Stakes Examination Tasks as Impetus for Primary Mathematics Teachers&apos; Reform in Their Instructional Practice
Author: Kaur, Berinderjeet
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Faculty Development,Elementary School Teachers,High Stakes Tests,Teacher Attitudes,Teaching Methods,Barriers,Mathematics Teachers,Learning Processes,Educational Change,Foreign Countries

The study reported in this paper is on the professional development (PD) of primary school mathematics teachers. Teachers from two primary schools participated in the PD for two years. High-stakes mathematics examination tasks were used to kick start awareness and thinking about teaching for big ideas. Teachers did the tasks and discussed their solutions focusing on how their instruction could facilitate the acquisition of mathematical ideas as a body of connected knowledge. Data presented in this paper show that the tasks teachers worked with at the start of the PD did impact their understanding and instructional practice specific to big ideas in mathematics. Some challenges the teachers faced during the PD are also noted.
Delivering the EU Child Guarantee: Practical Lessons for Effective Interventions. A Synthesis of Findings of Operational Research on 15 Pilot Models of Intervention for Children and Families in Need in Bulgaria, Croatia, Greece and Italy
Author: Cunsolo, Sabbiana
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Intervention,Children,Family (Sociological Unit),Needs,Program Effectiveness,Pilot Projects,Program Development

In 2019, the President of the European Commission announced the creation of the European Child Guarantee, an initiative that aimed to combat child poverty by making sure that every child who lives in poverty has access to free healthcare, free education, free childcare, decent housing and adequate nutrition. With &quot;Delivering the EU Child Guarantee: Practical lessons for effective interventions,&quot; UNICEF Innocenti provides a synthesis of findings of operational research on 15 pilot models of intervention for children and families in Bulgaria, Croatia, Greece and Italy. The goal of the report is to learn from the experiences in these four countries to inform the rollout of the Child Guarantee programme throughout Europe. The study provides lessons learned in three themes: laying the foundations for the Child Guarantee work at the national level; developing interventions at the local level; supporting the Child Guarantee at the EU level.
Changes in Year 2 Children&apos;s Drawings of a Subtraction Story. Embodied Learning in Early Mathematics. [Symposium]
Author: Way, Jennifer
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 2,Elementary School Students,Freehand Drawing,Mathematics Instruction,Subtraction,Task Analysis,Numeracy,Skill Development,Mathematics Skills,Story Telling,Evidence Based Practice,Teaching Methods,Teacher Collaboration,Foreign Countries,Schemata (Cognition),Grade 1,Kindergarten

There is an educational expectation that children's natural drawing will develop into proficient mathematical representations and formal diagrams, yet there is little research available to guide the assessment and development of children's mathematical drawing skills. The aim of this paper is to explore how Year 2 children (approx. 7 years) chose to represent their interpretations of a simple story that is suggestive of the take-away subtraction process, and what changes occurred when the drawing task was repeated 6 months later. Analysis of 13 pairs of drawings revealed changes in what the children drew (categories of number representations) and how they drew it (style). The findings suggest that substantial change in children's representational ability can occur in within 6 months.
Connecting Mathematical Processes and Conceptual Body Movement. Embodied Learning in Early Mathematics. [Symposium]
Author: Cartwright, Katherin
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Human Body,Motion,Mathematics Education,Mathematical Concepts,Numbers,Geometric Concepts,Class Activities,Mathematics Instruction,Early Childhood Education

Conceptual body movement in education is an external representation mode that research suggests can support children's learning about mathematical phenomena. Children's learning and understanding of mathematical concepts and processes, such as number structure and relationships, number sequencing, position, or geometric properties, may be supported by experiences using their own body movements. The aim of this paper is to share classroom activities trialled within the Embodied Learning in Early Mathematics and Science project in 7 classrooms focusing on conceptual body movements. The results share what was trialled, and what was observed in relation to children's learning of mathematical processes. Findings revealed that body movement is a helpful mode through which young children can learn and communicate mathematical understanding.
Finger Tracing, Noticing Structures and Drawing. Embodied Learning in Early Mathematics [Symposium]
Author: Way, Jennifer
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Freehand Drawing,Mathematics Instruction,Preschool Children,Preschool Education,Task Analysis,Geometric Concepts,Accuracy,Error Correction,Mathematics Skills,Comparative Analysis

This paper presents an initial analysis of 10 Preschool children's responses to a look-draw-trace-draw task. The findings suggest that figure-tracing helped half the children to produce a more accurate representation of the geometric figure presented to them, in their second drawing.
Achieving Teacher Professional Growth through a Focus on Making Students&apos; Mathematical Thinking Visible
Author: Muir, Tracey
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Development,Mathematics Instruction,Evidence Based Practice,Teaching Methods,Thinking Skills,Elementary School Students,Grade 3,Grade 4,Educational Change,Case Studies,Student Behavior,Teacher Attitudes,Foreign Countries

Providing opportunities for students to demonstrate their mathematical thinking can be challenging. This paper reports on a case study conducted with a teacher and her class of Grade 3/4 students which investigated this phenomenon. Following collection of baseline data that showed her students were not demonstrating evidence of mathematical thinking, the teacher implemented teaching approaches designed to address this. The findings indicated the teaching approaches were effective and led to changes in the teacher's practice and professional growth. The study has implications for teachers who are looking to make changes to their practice based on evidence-informed teaching approaches.
Big Ideas in Mathematics: Exploring the Dimensionality of Big Ideas in School Mathematics
Author: Jahabar, Jahangeer Mohamed
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Instruction,Mathematics Curriculum,Teaching Methods,Mathematical Concepts,Concept Formation,Evaluation Methods,Measurement Techniques,Grade 5,Grade 6,Mathematics Tests,Factor Analysis

Big Ideas in school mathematics can be seen as overarching concepts that occur in various mathematical topics in a syllabus. For teachers, this knowledge can be used to help students develop a better understanding of mathematics by making visible the central ideas, and connection across topics and across levels. For students, this knowledge can further be helpful affectively by engendering an appreciation of mathematics as a subject that is coherent and comprehensible. Although there has been much interest recently in the understanding of Big Ideas, there is little research done in the assessment of Big Ideas thinking. In this paper, we discuss our development of an instrument to measure the Big Ideas of equivalence and proportionality. Our analysis of some pilot items suggests that Big Idea thinking is a multidimensional construct within most school environments.
Teachers&apos; Design of Instructional Materials: Locating Teachers&apos; Appropriation of Usable Knowledge
Author: Leong, Yew Hoong
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Developed Materials,Material Development,Lesson Plans,Instructional Design,Faculty Development,Pedagogical Content Knowledge,Mathematics Instruction,Mathematics Teachers,Problem Solving,Grade 8,Foreign Countries,Teacher Attitudes

The phenomenon of teachers designing their own instructional materials is gaining more attention in research. Different aspects of this enterprise have been examined--its potential to reveal the complexity of teachers' instructional planning considerations, the design principles employed by teachers to realise instructional goals, among others. In the study reported in this paper, the focus was on its utility as a form of teacher professional development. In particular, evidence was sought for this claim: not only is teacher-designed instructional materials a useful tool for professional development, it can capture usable knowledge teachers appropriate from professional development.
The Deeply Engrained Behaviourist Assessment Ideologies Constraining School Mathematics
Author: Burtenshaw, Rebecca
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Success,Behavior Theories,Behavior Patterns,Sociocultural Patterns,Decision Making,Learning Theories,Teaching Methods,Mathematics Tests,Test Preparation,Educational Philosophy,Accountability

Behaviourism proposes successful learning to be dependent on the performance of conditioned behaviours that are distinctly observable and objectively measurable. Over the past 100 years, various behaviourist concepts have been superseded by sociocultural and cognitive learning theories, but the entwined areas of assessment in mathematics education have not received the same focus. Outdated beliefs and unquestioned norms surrounding behaviourist assessment ideologies continue to dominate schools' decision-making around mathematics education. This paper includes the theoretical foundations for a PhD that aims to surface the tension of what is said to be valued in mathematics as &quot;success&quot; and what is systematically labelled as &quot;success&quot;.
Using a Triple Number Line to Represent Multiple Constructs of Fractions: A Task Design Process and Product
Author: Lovemore, Tarryn
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Mathematics Instruction,Teaching Methods,Communities of Practice,Vignettes,Music,Interdisciplinary Approach,Teacher Attitudes,Instructional Design

This paper reports on a key representation, a triple number line, designed as part of the first author's doctoral study. The study sought ways to represent multiple constructs of fractions in the context of merging music and mathematics to support learners' understanding of fractions. A problem scenario was designed guided by Realistic Mathematics Education principles. Findings shared in this paper are based on the process of designing and implementing the tasks around the triple number line. Data for this qualitative, participatory dual-design experiment in task design were collected via formal and informal interviews in two micro-Communities of Practice. We conclude that the key representation of the triple number line can be a powerful tool for supporting learners in their fraction understanding.
Utilising the Expertise of Specialist Intervention Teachers in Primary Mathematics Classrooms
Author: Gervasoni, Ann
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Specialists,Intervention,Faculty Development,Mathematics Instruction,Team Teaching,Barriers,Elementary School Students,Inclusion,Curriculum Design,Pedagogical Content Knowledge,Learning Problems,Pilot Projects,Low Achievement,Mathematics Tests,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Teacher Attitudes,Value Added Models

Typically, more primary students qualify for mathematics intervention support than schools have the capacity to assist. This highlights the importance of every primary mathematics teacher having the expertise to design inclusive and responsive curricula and instruction for students who may experience difficulty. Our study addresses this issue through exploring how specialist intervention teachers can support the mathematics professional learning of teachers using co-teaching cycles. The findings provide insight about the challenges experienced by classroom teachers when teaching students who experience difficulty with mathematics, and the actions of the specialist intervention teachers that assisted the teachers' professional growth.
Mathematical Connections Evident in Secondary Students&apos; Concept Maps on Transformations of the Parabola
Author: Kapofu, Winfilda
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Secondary School Students,Concept Mapping,Mathematics Instruction,Geometric Concepts,Misconceptions,Foreign Countries,Grade 10

This study examined the types of mathematical connections established by four secondary school students while constructing concept maps on transformations of the parabola. The use of concepts maps revealed students' understandings--including some misconceptions--of transformations of the parabola and confirmed the usefulness of a model for categorising types of connections.
Planning and Anticipating Early Years Students&apos; Mathematical Responses
Author: Livy, Sharyn
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Time Management,Lesson Plans,Grade 2,Teacher Attitudes,Teaching Methods,Mathematics Instruction,Teacher Student Relationship,Educational Improvement,Outcomes of Education,Catholic Schools,Foreign Countries,Problem Solving,Pedagogical Content Knowledge,Scaffolding (Teaching Technique),Individual Differences

This paper reports on early years teachers and how often they should devote planning time to anticipating student responses in advance of the lesson. Sixty-five Foundation to Year 2 teachers (students 5-8 years of age) completed questionnaires at the beginning and end of a year-long research-based professional development program. Participants were learning to teach with sequences of challenging tasks. Post-program data showed a shift in the frequency of time participants believed teachers should devote to anticipating student responses prior to teaching. Supporting teachers' mathematical knowledge for teaching with an emphasis on how they plan and anticipate student responses has implications for improving practice and student outcomes.