ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Grade 11 Learners&apos; Mathematical Connections When Solving Two-Dimensional Trigonometric Problems in an Activity-Based Learning Environment
Author: Maphutha, Kgaladi
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 11,Problem Solving,Mathematics Instruction,Secondary School Mathematics,Trigonometry,Active Learning,Secondary School Students,Mathematics Skills,Instructional Effectiveness,Concept Formation,Mathematical Concepts,Foreign Countries,Cooperative Learning,Group Activities

In this paper, we explored the type of mathematical connections Grade 11 learners make when solving two-dimensional (2D) trigonometric problems in an Activity-Based Learning (ABL) environment. We followed a qualitative case study design within an interpretive paradigm. Convenience sampling was used to select a whole class of 45 Grade 11 learners from one of the public non-fee-paying secondary schools in Capricorn District, Limpopo Province of South Africa. Group work presentations and classroom interactions were used to collect data. Data were analyzed using deductive thematic analysis guided by the mathematical connections' framework. The findings indicated that learners managed to make procedural, meaning, reversibility, different representations, feature, and inclusion part whole as well as integrated connections as they worked on 2D trigonometric problems in an ABL environment. We established that learners did not make generalization part-whole connections. In addition, we found that some learners lacked mathematical connections skills and failed to solve the problems. Engaging learners in an ABL environment provided a fine-grained approach that allowed them to make mathematical connections. We, therefore, recommend that teachers should create an ABL environment to enable learners to make different types of mathematics connections during the teaching and learning of trigonometric concepts.
Exploring Students&apos; Proportional Reasoning in Solving Guided-Unguided Area Conservation Problem: A Case of Indonesian Students
Author: Sari, Yurizka Melia
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Logical Thinking,Problem Solving,Mathematics Skills,Algebra,Geometry,Measurement,Foreign Countries,Learning Strategies,Mathematical Formulas

Proportional reasoning has been greatly influencing the development of students' mathematical abilities. Along with the area conservation ability, it helps elementary students comprehend area measurement. This exploratory study aimed to produce qualitative-descriptive data on elementary students' proportional reasoning in solving the conservation of plane figures. The study used guided-unguided area conservation problems using a proportional reasoning level as the analysis framework. Data were collected from 4 primary school students in Sidoarjo, Indonesia, who were in fifth-grade class. The students' strategies used were identified to analyze the students' proportional reasoning in solving area conservation. Results show that the level of proportional reasoning varies from zero to two. Regarding the students' proportional reasoning levels, most of the students' strategies use visual clues and cute paste strategies. Only one student can reach the level of quantitative reasoning by using a formula to compare both area measurements. Interestingly, the problem of the conservation of plane figures failed to reveal students' formal proportional reasoning due to their insufficient knowledge of fractions, division, multiplication, and decimals. Some implications regarding students' proportional reasoning and interventions in the area conservation problem are discussed.
TPACK-Based Hybrid Learning Model Design for Computational Thinking Skills Achievement in Mathematics
Author: Helsa, Yullys
Date: 2023-00-00
Type: Journal Articles
Subjects: Blended Learning,Pedagogical Content Knowledge,Technological Literacy,Models,Thinking Skills,Computation,Mathematics Achievement,Preservice Teachers,Foreign Countries,Mathematics Instruction

Hybrid learning implementation is closely related with technology. In designing hybrid lessons, lecturers need to have both the pedagogical and content-related skills that make the best use of technology so that it also improves the students' skills, including their computational thinking skills. The purpose of this research is to examine whether a hybrid learning model based on Technology Pedagogy and Content Knowledge (TPACK) affects the computational thinking skills achievement in a valid, practical, and effective manner. This research is development research using the Plomp's model and is described in a qualitative descriptive manner. The participants were lecturers and 38 first-year students at Primary School Teacher Education Study Program of Padang State University. The instruments were validation sheets, practicality assessment sheets by lecturers, questionnaire sheets for students, and computational thinking skills test questions. The results of the validity test show that in terms of content, language, and e-learning practice, they all met very valid criteria with an average percentage score of 85.9%, 86.2%, and 84.1%, respectively. The practicality test results of model handbooks, Semester Lesson Plans, Lecture Program Units, computational thinking questions, additional material, and e-learning model meet the practical criteria with an average percentage score of 77.5%, 86.8%, 89.1%, 83.8%, 79%, and 82.4%, respectively. The average percentage of student assessment scores is 82.9% and meets the practical criteria. The results of the effectiveness test showed that 21.9% of students had reached the moderate level, 6.3% reached the low level, and 71.9% reached the very low level. This study recommends future researchers to develop a hybrid learning model based on TPACK to achieve other 21st-century abilities.
Promoting Socio-Emotional Skills in Initial Teacher Training: An Emotional Educational Programme
Author: Caires, Susana
Date: 2023-04-00
Type: Journal Articles
Subjects: Social Emotional Learning,Preservice Teacher Education,Psychological Patterns,Preservice Teachers,Program Effectiveness,Graduate Students,Emotional Intelligence,Empathy,Foreign Countries,Student Attitudes

Developing socio-emotional skills is essential for improving university students' quality of life and subjective well-being. These skills also play a crucial role in initial teacher education, as they are responsible for their students' cognitive, emotional and social development. The objective of the present study is to analyse the perceived impact of an emotional education programme for teachers in training. A total of 56 student teachers, from seven different master's degree programmes, completed a six-session programme. The evaluation was conducted through an experiential portfolio, which included the challenges and dynamics experienced in terms of emotional experience, the meaning of these experiences, and the difficulties and gains. The results revealed that, despite some difficulties, participation in the programme was considered by the participants as contributing to their emotional literacy, such as the ability to express and understand their own emotions and those of others, and to a growing sense of empathy and connectedness. This study highlights the importance of continuously investing in teachers' socioemotional growth and competence during their training and teaching careers.
Learning Support Zones: Former Students&apos; Experience and Perceived Impact on Home and Work Environment
Author: Cassar, Elise
Date: 2023-04-00
Type: Journal Articles
Subjects: Social Support Groups,Foreign Countries,Secondary Schools,Secondary School Students,Program Effectiveness,Student Attitudes,Family Environment,Work Environment,Social Development,Emotional Development,Behavior Problems,Behavior Change,Daily Living Skills,Self Motivation,Self Concept,Improvement,Outcome Measures,Intervention,Program Improvement,At Risk Students

This study explored how past students who attended the Learning Support Zone (LSZ) in Maltese secondary schools perceived their attendance at the LSZ and its impact on their home and work environments. In-depth interviews were conducted with eleven adults who attended the LSZ when they were in secondary school. Thematic analysis was used to elicit a set of themes. The findings highlight the multiple struggles that students with social, emotional and behavioural difficulties (SEBD) face. The narratives highlight the positive impact of the LSZ and its staff, but the families of these students were hardly involved. Social skills, independent living skills, and emotional literacy taught at the LSZ are believed to have helped these youths enhance their motivation and perceived self-worth and deal with adversities more effectively both at home and at work. The key recommendations of the study are the re-evaluation of inclusive policies within schools, consideration of the perspective of the students, better understanding, and monitoring of students with SEBD within schools, and more active involvement of all relevant stakeholders, especially families.
Professors&apos; Perception of the Use of Digital Skills and Gamification in a Peruvian University
Author: Núñez-Pacheco, Rosa
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Educational Technology,Gamification,Distance Education,Technological Literacy,Teaching Methods,Foreign Countries,Knowledge Level,COVID-19,Pandemics

The COVID-19 pandemic has produced profound changes in higher education, with the replacement of face-to-face instruction with distance or remote education, which involves the management of digital skills by teachers and students. The purpose of this research is to analyze the perception of professors with regard to digital skills and the use of gamified strategies in the teaching-learning process in a virtual context. A questionnaire was sent to 81 professors in different areas of knowledge at a Peruvian public university during the first academic semester of 2020. A strong correlation (r[greater than or equal to]0.700, p=0.01) was found between the use of ICT and gamification as a resource for teaching-learning, and a moderate correlation between the knowledge of digital competences and the possibilities of application as part of the instructional strategies. From the results obtained, it is clear that the participants have a positive perception of digital skills and gamified strategies, regardless of academic degree or area of knowledge. This could provide support for the update of those proposals targeting professors in order to improve their digital skills.
Serious Video Games in Engineering Education: A Scoping Review
Author: Núñez-Pacheco, Rosa
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,Engineering Education,Student Attitudes,College Students,Computer Simulation,Role Playing,Gamification,Technology Uses in Education,Teacher Attitudes,College Faculty

Video games have become an important element of contemporary life. The need to use them in the field of education has given rise to the appearance of serious video games, which have been specially designed to achieve objectives at different educational levels and generate spaces for educational innovation. The purpose of this work is to investigate the use of serious video games in engineering education. A scoping review was carried out on serious video games that were used or designed for this purpose. The search was done in the Scopus and Web of Science databases between 2016 and 2021. The main results show that there is a strong inclination towards serious simulation video games, and they have a good degree of educational acceptance among engineering students.
What Enabled the Production of Mathematical Knowledge in Complex Analysis?
Author: Piña-Aguirre, José Gerardo
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,Epistemology,Theories,Learning Processes,Prior Learning,Hypothesis Testing,Mathematical Concepts,Computation,Mathematical Logic

With the objective of identifying intrinsic forms of mathematical production in complex analysis (CA), this study presents an analysis of the mathematical activity of five original works that contributed to the development of Cauchy's integral theorem. The analysis of the mathematical activity was carried out through the identification of the types of expressions used and the way they were used by the historical subjects when communicating their results, to subsequently identify transversal elements of knowledge production. The analysis was refined by the notion of confrontation, which depicts the development of mathematical knowledge through the idea of building knowledge against previous knowledge. As a result of the study we established epistemological hypothesis, which are conceived as conjectures that reveal ways in which mathematical knowledge was generated in CA.
Exploring the Practical Impacts of Research Engagement on English Language Teaching: Insights from an Online Community of Practice
Author: Dikilitas, Kenan
Date: 2023-00-00
Type: Journal Articles
Subjects: Communities of Practice,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Teacher Attitudes,Computer Mediated Communication,Research Training,Faculty Development,Teaching Methods,Reflection,Professional Associations

Practitioner research has been gaining prominence as a means for professional development (PD) since it provides teachers with opportunities to reflect on, comprehend, and transform their practices. However, there is a dearth of research that examines how teachers learn in online communities established to mentor teachers across the world to learn how to do research for PD. This study explores teacher researchers' use and integration of their research experiences in their teaching as well as uncovering how they develop professionally. To this end, we contacted and interviewed 5 international teacher researchers who participated in our 5-week online training in 2021 within the scope of TESOL's Electronic Village Online (EVO) and shared the preliminary findings. Interviews lasted around 50 minutes during which teachers reflected on their research experience in retrospect and self-reported how this influenced and informed teaching. Transcripts are analyzed thematically through the NVivo software. Findings indicate that our participants reported practical improvement in their instructions not only during but also after the research. They also highlighted how research implementation with their students created opportunities to revisit their own beliefs and the corresponding practices. The study has implications for in-service teacher educators and research mentors who provide online research-driven PD.
Teacher-Practitioner Inquiry in Professional Development: A Case of Adaptation and Resistance to Genre-Based Systemic Functional Linguistic as a New Writing Instruction
Author: Dinh, Hanh
Date: 2023-00-00
Type: Journal Articles
Subjects: Inquiry,Faculty Development,Elementary Secondary Education,Postsecondary Education,English (Second Language),Second Language Instruction,Language Teachers,Teacher Competencies,Teacher Researchers,Experiential Learning,Educational Resources,Equal Education,Teaching Methods,Inservice Teacher Education,Foreign Countries,Language Skills,Communication Skills

This qualitative study reports the results of sensemaking when teacher-practitioner inquiry in professional development (PD) is carried out for 120 Vietnamese K-12 and college teachers. The PD was designed to prepare teachers to teach with different newly-approved English language coursebooks using a genre-based systemic functional linguistic approach (SFL). During scaffolds in workshops, teaching staff guided teachers in cooperating and drafting lessons using genre-based SFL, examining the lessons' impacts on students' responses. Teachers also journaled to unravel the knitted instructional complexities and express their willingness to adapt to emerging teaching practices. Data were collected via the video recordings, teachers' interviews, and content analysis of their inquiry products. Four themes representing the complexities in teachers' sensemaking of scaffolded collaborative PD were: (1) Improved teacher agency in terms of planning and instruction; (2) Research-based experiential learning creating a venue for intrinsic motivation to innovate in instruction; (3) An overwhelming feeling of inequity between high and low-resourced instructional situations; (4) The mismatch between teachers' advocacy for desired deep-learning approach and the traditional ideology of rote learning for exams.
Teacher-Tailored Classroom Observation for Professional Growth of EFL Instructors: An Exploratory Case Study
Author: Acar, Sabire Pinar
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Classroom Observation Techniques,Teacher Collaboration,Sustainability,Foreign Countries,Case Studies,State Universities,Teacher Characteristics,Teacher Attitudes,Program Descriptions

Contemporary approaches to professional development (PD) involve investigating ways of bottom-up, self-directed practices while addressing various needs of teachers. Yet, utilized as a tool in such practices, classroom observation (CO) is not considered to promote teacher professional learning since it is generally regarded as part of the appraisal process. Thus, this exploratory case study aims to explore the insights of four EFL teachers about CO tailored by teachers themselves for their professional growth in a higher education context in Türkiye. Focusing on a bottom-up practice, the teachers pursued a collaborative act on their PD in this specific context. Based on the participants' previous and current experiences of CO, the data were collected through semi-structured interviews and teacher educator notes. The inductive thematic analysis of the data revealed three major interconnected themes providing pathways toward CO as a PD tool with special emphasis on the generic features of the teacher-tailored CO process. The discussion of findings highlights the importance of empowering, collaborative, and sustainable practices in teachers' professional growth. Implications are included for English language teacher development programs.
Promoting Engagement via Engaged Mathematics Labs and Supportive Learning
Author: Mohammad, Nagham
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,After School Programs,Learning Laboratories,Mathematics Education,Student Attitudes,Preferences,Learner Engagement,Cooperative Learning,Problem Solving,Mathematics Activities,Foreign Countries

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students' preferences and attitudes towards new &quot;Engaged Mathematics Labs&quot; in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from [approximately]200 first year students participating in &quot;Engaged Mathematics Labs&quot; across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.
Statistical Knowledge of Primary Schoolchildren: An Overview of Study Approaches
Author: Londoño, Daniel
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Statistics Education,Knowledge Level,Research Methodology,Research Reports,Graphs,Evaluation Methods

A review of studies analyzing the statistical knowledge of primary schoolchildren (6-12 years old) is carried out. Based on a review in JCR/SSCI, Scopus, Eric, Google Scholar, Science Direct, World Scientific, Springer, and Wiley Online library, 18 articles (2003-2021) have been identified and analyzed based on two objectives: (1) to identify the different study approaches and (2) to analyze the elements of statistical knowledge. The results show that almost half of the investigations were carried out based on one of the following approaches: the Toulmin approach (TM), the statistical mathematical working space (SMWS), the structure of observed learning outcomes (SOLO) taxonomy and Curcio's graph reading levels (CGRL). It is concluded that CGRL is the most common approach and statistical graphs are the most analyzed statistical objects.
Using Skills Profiling to Enable Badges and Micro-Credentials to Be Incorporated into Higher Education Courses
Author: Ward, Rupert
Date: 2023-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Job Skills,Evaluation Methods,Microcredentials,Information Technology,Technology Integration,Information Storage,Employment Potential,Employment Qualifications,Higher Education,Personnel Selection,Selection Criteria,Computer Software,Technical Occupations,Labor Market,Labor Needs,Curriculum Development,Foreign Countries

Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts.