ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Learn: A Student Centered Instructional Strategy
Author: Dakin, Glenn H.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Learning Strategies,Skill Development,Teaching Methods,Student Centered Learning,Student Characteristics,Formative Evaluation,Feedback (Response),Locus of Control,Beliefs,Experience,Self Esteem,Discussion (Teaching Technique),Student Evaluation,State Standards,Instructional Materials,Educational Technology,Technology Uses in Education,Brain,Training,Goal Orientation

Learning to learn should be a continual process of change. Learning skills are developed through conditioning in the learner's environment and their experiences in social environments. Students over time become dependent on their beliefs influencing decisions for how to engage with learning. Educator instructional strategy plays a significant role in conditioning student's beliefs. This discussion involves perceptions and propositions supported by brain based learning theories providing insight for empowering teachers to strengthen student learning skills through instructional strategies.
Questions of Truth: Ethical and Moral Wanderings in Middle Grades Mathematics Classrooms and Research
Author: Cannon, Susan
Date: 2016-11-00
Type: Reports - Research
Subjects: Classroom Environment,Educational Researchers,Middle School Teachers,Mathematics Instruction,Current Events,Urban Schools,Ethics,Research Needs,Experimenter Characteristics,Classroom Research,Research Problems,Observation,Interviews,Qualitative Research

This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only to realize that truth cannot be found through research. They then grappled with the question of the purpose of research and their roles as researchers in the school and the academy. [For the complete proceedings, see ED583608.]
Exploring Prospective Teachers&apos; Written Feedback on Mathematics Tasks
Author: Kastberg, Signe E.
Date: 2016-11-00
Type: Reports - Research
Subjects: Feedback (Response),Preservice Teachers,Preservice Teacher Education,Mathematics Activities,Letters (Correspondence),Writing Skills,Writing Strategies,Writing Exercises,Student Writing Models,Content Analysis,Context Effect,Comparative Analysis,Pedagogical Content Knowledge,Teaching Skills

This cross-case analysis of three distinct letter writing activities between prospective teachers (PTs) and K-12 learners provides insights into PTs' levels of feedback according to Hattie and Timperley's (2007) framework. PTs' written feedback from letter writing activities conducted in teacher preparation programs were analyzed using this framework in order to describe feedback provided to K-12 learners by PTs. Crossing the borders of programs at three different U. S. universities, elementary and secondary teacher preparation, and elementary, middle, and high school learners, evidence indicates that PTs provided feedback focused on self, task, and process but rarely on self regulation. Further, they did not adequately address incorrect answers and redirected student thinking as often as building on student thinking. Recommendations for teacher preparation activities that address the development of feedback practices are provided. [For the complete proceedings, see ED583608.]
Profiles of Responsiveness in Middle Grades Mathematics Classrooms
Author: Bishop, Jessica Pierson
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Active Learning,Aptitude Treatment Interaction,Classroom Communication,Discourse Communities,Discussion (Teaching Technique),Mathematics Activities,Educational Practices,Grade 5,Grade 6,Grade 7,Student Reaction,Teaching Methods,Teaching Models,Incidence,Profiles,Classroom Techniques,Instructional Effectiveness

In this paper we consider how mathematics instruction that values, attends to, and builds on students' mathematical ideas is realized through discourse. We describe interactions that build on students' thinking and in which students help to determine the direction of mathematics lessons as responsive. Using a framework we developed to characterize the responsiveness of mathematics interactions, we report the variation in responsiveness across seven middle grades classrooms by describing (a) students' mathematical contributions, (b) the moves teachers enact in response to these contributions, and (c) how these two components interact. We found that there are multiple ways to be responsive to student thinking. [For the complete proceedings, see ED583608.]
Language Repertoires for Mathematical and Other Discourses
Author: Andersson, Annica
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Elementary School Students,Secondary School Students,Classroom Communication,Discourse Analysis,Language Usage,Friendship,Competition,Problem Solving,Equal Education

We start with the stance that it is important for educators to understand students' language repertoires in relation to characteristically mathematical conceptualizations and processes. The data in our study of grade 3 to 11 students' language repertoires for conjecture led our attention to competing discourses in the classroom and the consideration that the mathematical language repertoires are also repertoires for friendship, competition, etc. In this paper we use a framework for identifying authority structures in mathematics classrooms to focus on formative communication acts, and then we consider how each act might serve a purpose for positioning the students involved in terms of each discourse that we identify as in play. [For the complete proceedings, see ED583608.]
&quot;Complicando Algo Tan Sencillo&quot;: Bridging Mathematical Understanding of Latino Immigrant Parents
Author: Colegrove, Kiyomi Sánchez-Suzuki
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Immigrants,Hispanic Americans,Hispanic American Students,Teaching Methods,Mathematics Instruction,Ethnography,Video Technology,Cues,Mathematical Concepts,Elementary School Students,Parent Participation,Pedagogical Content Knowledge,Program Descriptions,Parent Attitudes,Interviews,Focus Groups,Mothers,Fathers

The purpose of this paper is to demonstrate the mathematical understanding of Latino immigrant parents in curricular and pedagogical practices in elementary school. The paper seeks to counter widely spread deficit discourses about the parental involvement of Latinos in education. Using data from the Agency and Young Children project, a video-cued ethnographic study (Tobin, Wu, &amp; Davidson, 1989; Tobin, Hsueh, Karasawa, 2009; Tobin, Arzubiaga, &amp; Adair, 2013), we highlight aspects from home that schools can use as resources to build a bridge that supports children's mathematical understanding. [For the complete proceedings, see ED583608.]
Parent Workshops Focused on Mathematics Knowledge for Parenting (MKP): Shifting Beliefs about Learning Mathematics
Author: Eisenreich, Heidi
Date: 2016-11-00
Type: Reports - Research
Subjects: Parent Education,Workshops,Child Rearing,Parenting Skills,Mathematics Instruction,Mathematics Skills,Grade 1,Grade 2,Grade 3,Beliefs,Problem Solving,Number Concepts,Statistical Analysis,Quasiexperimental Design,Control Groups,Experimental Groups,Pretests Posttests,Homework,Parents as Teachers

The purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies shifted beliefs about learning mathematics as compared to parents who did not attend the workshops. Parents impact their children's mathematics learning when the students are at home working on homework. This can be an important barrier to overcome. The results suggested parents could benefit from workshops focused on solving mathematics problems in multiple ways, similar to ways their children are learning mathematics. [For the complete proceedings, see ED583608.]
The Second Derivative Test: A Case Study of Instructor Gesture Use
Author: Infante, Nicole Engelke
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Mathematics Instruction,Nonverbal Communication,Teaching Methods,Mathematical Concepts,Calculus,Mathematics Tests,Correlation,Mathematics Teachers,Classroom Communication,College Faculty,Graphs,Qualitative Research

We present a case study of how five instructors used gesture when introducing the second derivative test in a first semester calculus class. The second derivative test and optimization naturally evoke hand motions while teaching, making this a fertile ground for studying gesture use in the classroom. Each of the five instructors used a classic optimization problem as a primary example of how one would use the second derivative test to verify that a found value would be a maximum or minimum. We observed the instructors making connections between the algebraic, numerical, and graphical representations of this concept through gesture. The quantity and types of gesture varied greatly by instructor, but there were two key links that every instructor made. [For the complete proceedings, see ED583608.]
(IR)Reversability in Mathematics
Author: Norton, Anderson
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematical Applications,Mathematical Formulas,Mathematics Instruction,Multiplication,Arithmetic,Mental Computation,Cognitive Ability,Learning Theories,Mathematics Activities,Mathematics Skills

In this theoretical paper, I consider reversibility as a defining characteristic of mathematics. Inverse pairs of formalized operations, such as multiplication and division, provide obvious examples of this reversibility. However, there are exceptions, such as multiplying by 0. If we are to follow Piaget's lead in defining mathematics as the science of reversible mental actions, such exceptions must be examined. We consider the case of multiplying by 0 by adopting Davydov's model of multiplication as a transformation of units and by investigating the underlying mental actions. Results of this investigation have implications for breaking down the barriers between various domains of mathematics. [For the complete proceedings, see ED583608.]
Factors Relating to the Development of Mathematics for Teaching
Author: Holm, Jennifer
Date: 2016-11-00
Type: Reports - Research
Subjects: Methods Courses,Mathematics Instruction,Mathematics Skills,Performance Factors,Mathematics Achievement,Alternative Teacher Certification,Preservice Teacher Education,Preservice Teachers,Pedagogical Content Knowledge,Predictor Variables,Scores,Instructional Effectiveness,Foreign Countries,Regression (Statistics),Statistical Analysis

This study investigated the effect of different aspects of mathematics knowledge for teaching on performance in upper elementary mathematics methods courses. In the Ontario (Canada) context, prospective teachers have been, until the 2015-2016 school year, able to obtain a Bachelor of Education (BEd) degree in as little as eight months after a different undergraduate degree, with most students taking no university mathematics courses whatsoever prior to the eight month BEd. We examined the effect of performance in a new course on mathematics for teaching as well as an exam in mathematics content, on performance in the methods course. Mathematics knowledge for teaching, as measured by the final grade in the mathematics for teaching course, was found to be a significant predictor of first semester methods course performance, with general content knowledge being less important. [For the complete proceedings, see ED583608.]
Diagnosing Reasoning to Measure Growth in Pre-Service Middle Grades Teachers&apos; Facility with Fraction Arithmetic
Author: Izsák, Andrew
Date: 2016-11-00
Type: Reports - Research
Subjects: Thinking Skills,Growth Models,Outcome Measures,Preservice Teachers,Fractions,Arithmetic,Achievement Gains,Educational Diagnosis,Student Surveys,Mathematics Skills,Mathematical Aptitude,Mathematics Tests,Mathematics Achievement,Test Validity,Multiplication,Profiles,Pretests Posttests

The present study extends recent advances coordinating research on cognition and psychometric modeling around fractions. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct components necessary for reasoning in terms of quantities when solving fraction arithmetic problems. The present study (a) adds a new component of validity for the survey and (b) examines the utility of the survey as a measure of growth in pre-service middle-grades teacher's facility with fraction arithmetic as they completed a 1-semester content course. Results provide an existence proof that that the survey is sensitive to shifts towards more proficient reasoning. [For the complete proceedings, see ED583608.]
Measuring Shifts in Reasoning about Fraction Arithmetic in a Middle Grades Number and Operations Content Course
Author: Kulow, Torrey
Date: 2016-11-00
Type: Reports - Research
Subjects: Fractions,Arithmetic,Thinking Skills,Numbers,Number Concepts,Preservice Teachers,Growth Models,Achievement Gains,Student Surveys,Knowledge Base for Teaching,Mathematics Tests,Student Improvement,Mathematics Achievement

The present study extends recent advances developing and applying measures of mathematical content knowledge for teaching. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct but related components necessary for reasoning in terms of quantities when solving fraction arithmetic problems. The present study adds a new component of validity for the survey by examining the extent to which one pre-service teacher's growth in reasoning about fraction arithmetic, as indicated by assessments she completed for a middle grades numbers and operations course, was reflected in her performance on the survey. Results provide an existence proof that the survey is sensitive to shifts towards more proficient reasoning. [For the complete proceedings, see ED583608.]
Multicultural Mathematics Dispositions: A Framework to Unveil Dispositions to Teach Culturally Diverse Students
Author: White, Dorothy Y.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Preservice Teachers,Cultural Differences,Metacognition,Cultural Awareness,Cultural Pluralism,Guidelines,Units of Study,Methods Courses,Culturally Relevant Education,Assignments,Student Attitudes,Criticism,Group Discussion,Middle School Teachers,Elementary School Teachers,Secondary School Teachers

We used the Multicultural Mathematics Dispositions (MCMD) framework to analyze preservice teachers' (PSTs) dispositions to teach diverse student populations during a cultural awareness unit in a mathematics methods course. The framework is defined as a function of three constructs: openness, self-awareness/self-reflectiveness, and commitment to culturally relevant mathematics teaching. We selected two assignments from the unit as our data sources. Using the framework, we analyzed the ways in which PSTs expressed any of the MCMD constructs in each of the assignments. Our analysis found that self-awareness/self-reflectiveness was the most common dispositional construct expressed by the PSTs, which led to their openness. However, few PSTs committed to using culturally relevant pedagogy in their future classrooms. Additional coursework may be needed to prepare PSTs to teach culturally diverse student populations. [For the complete proceedings, see ED583608.]
Using Precise Mathematics Language to Engage Students in Mathematics Practices
Author: Adams, Anne E.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Instructional Effectiveness,Classroom Communication,Classroom Techniques,Communication Strategies,Communication Skills,Language Usage,Grade 5,Mathematical Logic,Learner Engagement,Discussion (Teaching Technique),Generalization,Protocol Materials,Classroom Observation Techniques,Fractions,Addition,Multiplication,Ambiguity (Semantics)

This study examined discussions centered on precise mathematical language use in two fifth grade classrooms. Drawing on episodes from lessons in which teachers focused on encouraging mathematics reasoning, our analysis examines the relationship between precise language use and mathematical justifying. We present three classroom episodes that illustrate facets of the relationship between precise language use and mathematical argument, and explore how blurring the borders of two types of pedagogical tools (attention to precise mathematical language and engagement of students in justifying) promotes enculturation of students into mathematics. [For the complete proceedings, see ED583608.]
Teacher Attributes and School Context: What Are the Barriers to Discourse in Elementary Mathematics?
Author: Lee, Carrie W.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Teacher Characteristics,Context Effect,Institutional Characteristics,Barriers,Elementary School Mathematics,Beliefs,Socioeconomic Influences,Discourse Communities,Classroom Communication,Classroom Techniques,Discussion (Teaching Technique),Knowledge Base for Teaching,Beginning Teachers,Outcome Measures,Demonstrations (Educational),Educational Practices,Statistical Analysis,Regression (Statistics)

This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers' lessons while school SES and perceived levels of support accounted for variance in the overall mathematics discourse community. [For the complete proceedings, see ED583608.]
Unpacking Teachers&apos; Perspectives on the Purpose of Assessment: Beyond Summative and Formative
Author: Kenney, Rachael
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Summative Evaluation,Formative Evaluation,Evaluation Needs,Student Evaluation,Relevance (Education),Mathematics Teachers,Teacher Surveys,Knowledge Level,Familiarity,High Schools,Evaluation Utilization,Educational Objectives,Barriers

The current age of standardization and accountability in education presents a need for educators to be proficient consumers and producers of data. To understand what mathematics teachers see as the purpose of data and assessment, as well as their perceived needs in these areas, we administered a survey to all mathematics teachers in two school districts in the Midwest. We analyzed perceptions of the purpose of assessment using a framework that breaks from the common formative/summative divide and considers the purpose(s) for assessment as being nuanced and potentially multi-faceted. The responding teachers demonstrated a robust working knowledge of assessment focusing on purposes that serve students, teachers, schools, and states. Responses also indicated that there are gaps in connecting the purposes of assessment and their knowledge on how to implement assessments in ways that meet these purposes. [For the complete proceedings, see ED583608.]
Crossing &quot;The Problem of the Color Line&quot;: White Mathematics Teachers and Black Students
Author: Bidwell, Carla R.
Date: 2016-11-00
Type: Reports - Research
Subjects: African American Students,Whites,Teacher Characteristics,Teacher Student Relationship,Mathematics Teachers,Critical Theory,High Schools,Phenomenology,Semi Structured Interviews,Teaching Experience,Teacher Effectiveness,Teacher Surveys,Teacher Attitudes,Beliefs,Racial Relations,Racial Attitudes,Transformative Learning

In this paper, the authors explore--within an eclectic theoretical framework of critical theory, critical race theory, and Whiteness studies--the life experiences of four White high school mathematics teachers who were &quot;successful&quot; with Black students. The data were collected through three, semi-structured interviews, conducted over a 5-month time period. Through a cross-case analysis of the data, three commonalities among the teachers were identified as being significant contributors to their success in teaching Black students. Two commonalities the participants themselves felt strongly about, and a third became apparent during the cross-case analysis: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and collectively with colleagues on issues of race and racism. Implications for classroom practice and teacher education are discussed. [For the complete proceedings, see ED583608.]
Equitable Participation in a Mathematics Classroom from a Quantitative Perspective
Author: Shah, Niral
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Statistical Analysis,Student Participation,Classroom Communication,Mathematics Instruction,Gender Differences,Age Differences,Elementary School Mathematics,Discussion (Teaching Technique),Statistical Significance,Learner Engagement,Equal Education,Summer Programs,College School Cooperation,Classroom Desegregation,Interaction Process Analysis,Observation,Grade 5

Inequity is a pressing concern in the mathematics education community. Recent research shows how inequity in everyday classroom interaction can shape student participation in subtle ways. This paper focuses on a tool, EQUIP, which uses a quantitative approach to illuminate aspects of such inequities. EQUIP cross-tabulates relatively low-inference indicators of classroom interaction with demographics (e.g., gender, race), in order to highlight inequities in participation across different groups of students in a given classroom. We present analyses of whole-class discussions in an elementary mathematics classroom taught by an experienced teacher with strong commitments to equity. Findings show that even though in most ways participation was distributed equally by gender and race, an intersectional analysis revealed statistically significant inequities for Latin@ male student participation. [For the complete proceedings, see ED583608.]
Algorithmic Thinking: An Initial Characterization of Computational Thinking in Mathematics
Author: Lockwood, Elise
Date: 2016-11-00
Type: Reports - Research
Subjects: Thinking Skills,Mathematics Skills,Computation,Mathematics,Role,Mathematical Logic,Semi Structured Interviews,College Faculty,Teacher Attitudes

Computer scientists have reported on &quot;computational thinking,&quot; which Aho (2012) defines as &quot;the thought process involved in formulating problems so their solutions can be represented as computational steps and algorithms&quot; (p. 832). We wanted to investigate such thinking in mathematics. To study this, we interviewed five mathematicians about the role of computation in their work, and the notion of &quot;algorithmic thinking&quot; developed from these interviews. We found that mathematicians value this thinking, and in this paper we define algorithmic thinking and present a number of applications and affordances of such thinking. [For the complete proceedings, see ED583608.]