ethanporcaro/eric-fulltext-meta huggingface dataset:
Introductory Service-Learning Experience: Macau College Students in Ethnic Minority School of Mountain Area in China
Author: Lu, Ching Hui
Date: 2019-09-00
Type: Journal Articles
Subjects: Introductory Courses,Service Learning,Learning Experience,College Students,Ethnic Groups,Foreign Countries,Minority Group Students,Rural Areas,Social Responsibility,Colleges,Residential Institutions,Teamwork,Leadership,Living Learning Centers,Poverty

This paper described how university students from Macau took social responsibility in China through Service-Learning project. It was an introductory experience for the student participants and for the children in the mountain area as well. This study aimed at raising children's interest in learning and their desire of continuing study. Results were reported in four themes: (1) increasing personal competence of teamwork spirits, leadership and service skills; (2) students' perception towards poverty issue and education in China rural and mountain areas; (3) having commitment to the next service; (4) realizing that Service-Learning must be a mutual process. This paper also provides an overview of how a living-learning community dedicated itself to community service to educate residents holistically.
How Service-Learning Promotes Intergenerational Harmony: A Case Study of a Service-Learning Project in a Science Course
Author: Yeung, Sze Nga Cecilia Au
Date: 2019-09-00
Type: Journal Articles
Subjects: Service Learning,Intergenerational Programs,Age Groups,Science Education,College Students,Adult Students,Older Adults,Foreign Countries,Cooperative Learning,Student Attitudes,Expectation,Intergroup Education

The Office of Service Learning and Science Unit at Lingnan University partnered with the Discovery and Education Department at Ocean Park (an aquatic theme park in Hong Kong) to develop a service learning project. Beyond service learning's traditional goals (enhanced student learning, useful service for a community partner), we examined the potential to develop intergenerational harmony. A service-learning project is a compulsory part of the science course CLD9008 Life Sciences: The Way Life Works, taught by Professor Jonathan Fong, Assistant Professor in the Lingnan University Science Unit. This course brings together traditional university students and elderly students from Lingnan University Elderly Academy Program directed by the Lingnan Institute of Further Education (LIFE). The elders are Hong Kong citizens aged 55 or above who voluntarily attend lectures and lessons with the students. In their service-learning project, they join intergenerational teams to transmit their new knowledge and educate Ocean Park visitors. The educational services (narration services at exhibits and assistance with interactive games) aim to fulfil Ocean Park's goal of enriching visitor experience, as well as promote awareness of marine conservation and sustainability. This study looks at on how including elders in a service-learning project facilitates open communication and reciprocal learning between age groups, and promotes intergenerational harmony. The authors wish to express their appreciation to Alan Wong and Orlando Chan from Ocean Park, Hong Kong for supporting this study.
Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers
Author: Saxe, Geoffrey B.
Date: 2019-10-00
Type: Journal Articles
Subjects: English Language Learners,Inclusion,Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Mathematical Concepts,Achievement Gap,Mathematics Achievement,Program Effectiveness,Intervention,Grade 4,Grade 5,Numbers,Fractions

National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of &quot;Learning Mathematics Through Representations&quot; (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.
Infusing Service-Learning into Allied Health Profession Curriculum: Perceived Enablers and Barriers
Author: Uy, Sarah Jane
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Allied Health Occupations Education,Program Implementation,Occupational Therapy,College Students,Curriculum Design

Service learning may offer an innovative perspective in the competing global and national health interests among Philippine universities. The author sought to understand the enablers and barriers of implementing service learning in the context of a premier private Catholic Philippine allied health profession education. Using an in-depth descriptive qualitative design, this study gathered and analyzed by theme transcripts from interviews, field notes and organizational documents. Data were coded and categorized into perceived barriers and enablers, according to &quot;The Self-Assessment Rubric for Institutionalization of Service Learning in Higher Education&quot; (SRISL) by Furco (2002). A wide range of enablers and barriers to implementing SL in one of the university's health-related program thereby emerged. The results of this study may support further uptake of service-learning as a signature pedagogy in the allied health profession in the Philippines, particularly for its emerging unique professional identity and role in enhancing disability-related health outcomes.
Senior High School Mathematics Learning through Mathematics Modeling Approach
Author: Riyanto, Bambang
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Models,High School Students,Secondary School Mathematics,Lesson Plans,Worksheets,Teaching Methods,Foreign Countries

By modeling learning students enjoy learning and doing mathematics in new ways. This study aimed firstly to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for valid mathematical learning; secondly, to produce senior high school mathematics modeling, lesson plan, and student worksheet for practical mathematics learning; lastly, to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for potentially effective mathematics learning. This study used method of development research that consisting of 3 steps, i.e., analysis, design, and evaluation. In the analysis stage, researcher did student analysis, curriculum, and mathematical modeling. Second stage are to design and product. Finally, researchers applied a design of formative evaluation consists of self-evaluation, one-to-one, experts review, small group, and field test. Based on experts review, one-to-one, small groups, and field test were obtained valid, practical, and potentially effective, i.e. mathematical modeling tasks, lesson plan, student worksheet to teach mathematical modeling in senior high school and Mathematical modeling tasks and student worksheets to learn mathematical modeling in senior high school.
The Innovation of Learning Trajectory on Multiplication Operations for Rural Area Students in Indonesia
Author: Hendriana, Heris
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,Rural Schools,Mathematics Instruction,Mathematical Concepts,Number Concepts,Multiplication,Teaching Methods,Concept Formation,Preservice Teachers,Teacher Education Programs

The rural area's student difficulties in learning the concept of number operation had been documented by several studies, especially for the case of multiplication. The teacher typically introduces the multiplication concepts using the formula without involving the concept itself. Furthermore, this study aims to design learning trajectory on multiplication operations in the Mathematics of GASING (Math GASING) by focusing more on the concept itself than the formula and by starting from the informal to a formal level of teaching. Design research used as the research method to solve this problem consisting of three phases, namely preliminary design, teaching experiment, and retrospective analysis. The research results show that the Math GASING has a real contribution for students to understanding and mastering in the concept of the multiplication operations. This research also explains the strategy and the model discovered by students in learning multiplication that the students used as a basic concept of multiplication. Finally, the students were able to understand the concept of multiplication more easily, and they showed interest in using this learning trajectory.
Teachers Expectation of Students&apos; Thinking Processes in Written Works: A Survey of Teachers&apos; Readiness in Making Thinking Visible
Author: As'ari, Abdur Rahman
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Cognitive Processes,Readiness,Thinking Skills,Critical Thinking,Creative Thinking,Mathematics Teachers,Writing (Composition),Algebra,Problem Solving,College Mathematics,Undergraduate Study,Graduate Study,Telecommunications,Handheld Devices,Computer Oriented Programs,Foreign Countries

The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st century skills have created needs for teachers to know their students' thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students' written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students' written works as a tool for knowing students' thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students' thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher's focus is mostly on the accuracy and the correctness of their students' mathematics answer.
Flaws in Proof Constructions of Postgraduate Mathematics Education Student Teachers
Author: Ndemo, Zakaria
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Validity,Graduate Students,Teacher Education Programs,Student Teachers,Multiplication,Mathematics Teachers,Matrices,Elementary School Teachers,Secondary School Teachers,Foreign Countries

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students' proof understanding and Yang and Lin's model of proof comprehension applied to informants' written responses to detect the kinds of flaws in postgraduates' proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.
Math and Mate in Javanese &quot;Primbon&quot;: Ethnomathematics Study
Author: Utami, Niken Wahyu
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Prediction,Cultural Influences,Indigenous Knowledge,Mathematical Concepts,Marriage

Marriage is an essential part of life for most people. In the Javanese tradition, great attention is paid to the &quot;weton&quot; of the couple through Javanese &quot;Primbon.&quot; It predicts the fate of the couple in the marriage. This prediction of the Javanese outcome after the wedding has some numerical values. Therefore, this study aims to uncover these numerical values using ethnomathematics. This research uses a qualitative method. Analyzing the Javanese &quot;Primbon&quot; documents is meant to explore the numerical value of Javanese people. Also, analyzing the data using the Javanese &quot;Primbon&quot; documents was not only based on the interpretation of the researcher but also the result of discussions with cultural and mathematical experts. This study proposes numerical values such as number bases, remainder theorem, modulo, and modulus of the congruence in formal mathematics, which is associated with matchmaking using Javanese &quot;Primbon.&quot;
Diagnosing Students&apos; Learning Difficulties in the Eyes of Indonesian Mathematics Teachers
Author: Wijaya, Ariyadi
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Problems,Mathematics Teachers,Junior High Schools,Teacher Attitudes,Disability Identification,Cognitive Processes,Mathematics Instruction,Evaluation Methods,Mathematics Achievement,Mathematics Skills,Teacher Competencies

Teachers' diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers' perception and practices regarding diagnosing students' learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students' learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students' difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students' thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students' difficulties, analyzing students' responses to tests was the majority. In this respect, observing students' learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students' learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students' thinking process difficulties when learning mathematics.
A Comparative Study of Quadrilaterals Topic Content in Mathematics Textbooks between Malaysia and South Korea
Author: Abdullah, Abdul Halim
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Comparative Education,Foreign Countries,Textbooks,Plane Geometry,Mathematics,Geometric Concepts,Achievement Tests,International Assessment,Mathematics Achievement,Elementary Secondary Education,Mathematics Tests,Correlation,Thinking Skills,Problem Solving,Difficulty Level

This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students' mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic's chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments.
Exploring Mathematical Representations in Solving Ill-Structured Problems: The Case of Quadratic Function
Author: Santia, Ika
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Mathematical Concepts,College Students,College Mathematics,Algebra,Foreign Countries

Mathematical representation has an essential role in solving mathematical problems. However, there are still many mathematics education students who have difficulty in representing ill-structured problems. Even though the ill-structured-problem-solving tasks designed to help mathematics education students understand the relevance and meaningfulness of what they learn, they also are connected with their prior knowledge. The focus of this research is exploring the used of mathematical representations in solving ill-structured problems involving quadratic functions. The topic of quadratic functions is considered necessary in mathematics teaching and learning in higher education. It's because many mathematics education students have difficulty in understanding these matters, and they also didn't appreciate their advantage and application in daily life. The researchers' explored mathematical representation as used by two subjects from fifty-four mathematics education students at the University of Nusantara PGRI Kediri by using a qualitative approach. We were selected due to their completed all steps for solving the ill-structured problem, and there have different ways of solving these problems. Mathematical representation explored through an analytical framework of solving illstructured issues such as representing problems, developing alternative solutions, creating solution justifications, monitoring, and evaluating. The data analysis used technique triangulation. The results show that verbal and symbolic representations used both subjects to calculate, detect, correct errors, and justify their answers. However, the visual representation used only by the first subject to detect and correct errors.
Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties
Author: Namkung, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Fractions,Mathematics Skills,Learning Problems,Teaching Methods,Pedagogical Content Knowledge,Learning Processes,Comparative Analysis,Intervention,Word Problems (Mathematics),Grade 4,Elementary School Students,Outcomes of Education,Grade 3,Metacognition

Competence with fractions is foundational to acquiring more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Teaching fractions is also challenging for many teachers as they often experience gaps in their own fractions knowledge. In this article, the authors explain the sources of difficulty when learning and teaching fractions. Then, the authors describe effective instructional strategies for teaching fractions, derived from three randomized control trials. Implications for practice are discussed. [For the Grantee Submission to this article, see ED598359.]
How Recorded Audio-Visual Feedback Can Improve Academic Language Support
Author: Cavaleri, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Audio Equipment,Academic Language,Video Technology,Audiovisual Instruction,Learner Engagement,Revision (Written Composition),Individualized Instruction,Standard Spoken Usage,Limited English Speaking,Instructional Effectiveness,Academic Advising,Undergraduate Students,Foreign Countries,Written Language,Learning Modalities

Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students' perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students' engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audiovisual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.