ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Seventh Grade Students van Hiele Geometric Thinking Levels in Circle Subject
Author: Demir, Eda
Date: 2023-04-00
Type: Journal Articles
Subjects: Grade 7,Geometry,Mathematics Instruction,Geometric Concepts,Achievement Tests,Mathematics Tests,Middle School Students,Thinking Skills,Correlation,Gender Differences,Scores,Foreign Countries,Spatial Ability,Visual Perception,Inferences

The purpose of the study was to determine the association between van Hiele geometric thinking levels and circular achievement exam results for middle school students in 7th grade. The design of the study was a survey method. 157 middle school students were participated into study from three different schools in Kayseri in the spring semester of the 2017-2018 academic year. Van Hiele geometry thinking test which was developed by Usiskin and adapted into Turkish by Duatepe (2000) and a circle achievement test that was developed by the researcher were used to collect the data. Pearson The circle achievement test and van Hiele geometry thinking levels were correlated to find their link. Assumptions were met, hence independent groups t-test and ANOVA were performed. The results revealed that Grade 7. Students van Hiele geometric thinking levels were lower than expected levels. A moderate correlation was found between the circle achievement test and the van Hiele geometric thinking test. The results obtained from the van Hiele geometry thinking test showed statistically significant mean difference across schools 1 and 2. Moreover, there is no statistically significant mean difference across schools at the circle achievement test. Boy and girl middle school students' geometry thinking levels and circle achievement test scores were not statistically significantly different from each other.
Understanding Preservice Teachers&apos; Perceptions of Service-Learning When Teaching Educational Technology to Students with Exceptionalities
Author: Casey, J. Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Technology,Students with Disabilities,Student Teachers,Student Teacher Attitudes,Middle School Students,High School Students,Computer Simulation,Robotics,Undergraduate Students

During an educational technology class in the spring of 2021, preservice teachers worked at an inclusive, state accredited private school as part of a required service-learning component. Preservice teacher candidates worked with middle and high school students, many of whom were identified with a disability, preferably referred to as an exceptionality. Prior to engaging in activities with K-12 students, preservice teachers were introduced to floor-robots and virtual reality environments during class. After gaining necessary skills and a greater awareness of how to incorporate educational technology into a learning environment, they were then required to teach high school students how to use the education technology devices. Over the course of the semester, preservice teachers wrote three reflections centered on servicelearning and educational technology, including a prereflection, a midway reflection, and a post-reflection. Three independent researchers, using a thematic analysis approach, analyzed the data prior to meeting as a group to identify overarching themes and subthemes.
An Analysis from the Perspective of Family Education: The Effect of Incorporating E-Baby Care in the Service-Learning Courses of Colleges
Author: Yeh, Ju-Hsuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Family Life Education,College Students,Educational Technology,Child Rearing,Foreign Countries,Technology Integration,Experiential Learning,Structural Equation Models,Learning Activities,Robotics,Student Attitudes

The study aims to analyze the implementation of incorporating E-baby care in the servicelearning courses of colleges through the context of family education. The study applies qualitative research qualitative content analysis and interview and participant observation, supplemented by 260 questionnaire surveys, Structural Equation Model (SEM), and Second Order CFA model. The study objects consist of faculty and students from schools in Taiwan that incorporate E-baby care in the service-learning courses for colleges. The study aims to understand the effect of incorporating E-Baby care in the service-learning courses for colleges, cultivate students' literacy and sentiment in &quot;care,&quot; accumulate the ability of observation and reflection, internalize value of abstract knowledge, and aggregate the experience value of peer collaboration.
A School of Nursing and a Community Service Agency Close the Gap for Rural Families with Health Disparities during COVID-19: A Novel Approach to Clinical Education and Service-Learning
Author: Aplin-Snider, Christina
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Areas,Access to Health Care,COVID-19,Pandemics,Service Learning,Nursing Education,College Students,Cultural Awareness,Consciousness Raising,Poverty,Community Programs,Program Effectiveness

This descriptive study involving over 50 students, both undergraduate and graduate nursing students. A modified Community Service Attitudes Scale was given pre and post service-learning activity to the students. Students overwhelmingly reported an increase in their cultural awareness, their ability to work effectively with others and their feeling of making a real difference for those they served in the activity. Utilization of a service-learning activity (SLA) via health fairs is an effective pedagogy to offer clinical hours and exposure to professional situations for nursing students. The impact of the SLA is multifactorial on the students and on the community served.
Career Development through Career Transition Coaching: A Qualitative Study of Military Veterans and Student Coaches
Author: Porter, Tracy H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Career Development,Vocational Adjustment,Coaching (Performance),Veterans,College Students,Business Administration Education,Service Learning,Human Resources,Experience,Individual Development

Military veterans seeking to transition into civilian employment possess valuable skills, yet often face challenges in their job searches. Though veterans are legally protected in the U.S., stereotypes about them persist and influence the hiring process. Future human resource managers, (e.g. college students) will be key to veteran hiring and they will need to appropriately assess applicant qualifications in an unbiased manner. This paper demonstrates the results of a career development program in which 112 students provided monthly job search assistance to 242 military veterans preparing to be discharged from a large VA domiciliary. Results demonstrated the importance of context specific HR skills and coaching in applied settings, and the impact of such experiences on personal growth, and how career development programs might be used to reduce stereotypes.
Convergent/Divergent Perceptions of Faculty and Community Partners&apos; Collaborative Service-Learning Projects
Author: Rosenberg, Helen
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Service Learning,Partnerships in Education,Community Programs,Cooperation,College Faculty,Community Relations,School Community Relationship

This qualitative study of the perceptions of pairs of faculty and community partners who worked together on service-learning projects, reveals a good deal of convergence on their understandings of the goals, work done, and products/outcomes of their projects. Significant divergence did exist on different aspects of these projects based on partner involvement with one side of the exchange or the other. Faculty emphasized impacts on students and often seemed unaware of the impacts on organizations and community, while community partners seemed more focused on their organizations and the community more broadly. As servicelearning practitioners are urged to create sustainable, egalitarian partnerships that incorporate the views of both parties, these results suggest that partners make explicit their goals so that each may benefit from students' work, and at the same time create a meaningful relationship. This seems to require extensive debriefing at the end of projects. Such a step would both enhance the value of participation for the partners and enrich students' and faculty views of the projects' worth, increasing sustainability of the relationship over time.
Choice in Blended Learning: Effects on Student Motivation and Mathematics Achievement
Author: Brandt, Edward C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Motivation,Mathematics Achievement,Learning Strategies,Geometry,Student Attitudes,Selection,Control Groups,High School Students

Over the past decade, there has been an urgent calling for the improvement of teaching and learning of mathematics. At that same time, research has provided promising findings in the value of self-regulation and choice on learning for student achievement. With the ever-increasing availability of resources for educators to support student learning, this study explores student motivation, learning strategies and learning associated with student choice in a blended learning environment. A quantitative quasi-experimental designed study revealed no significant difference in student motivation, learning strategies, or mastery of geometry content between groups of students.
Preservice Teachers&apos; Knowledge Mobilized in Solving Area Tasks
Author: Caviedes, Sofía
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Preservice Teachers,Pedagogical Content Knowledge,Mathematical Formulas,Models,Teacher Education Programs,Correlation,Geometric Concepts,Semiotics,Elementary School Teachers,Geometry,Measurement,Mathematics Teachers

Studies that address preservice teachers' knowledge of area measurement emphasize their lack of knowledge and their tendency towards the use of formulas, without offering a body of knowledge that helps to address such difficulties. This study offers an approximation of the mathematical knowledge necessary for preservice teachers to solve area tasks. For this, the Mathematics Teacher's Specialized Knowledge model is used with emphasis on the subdomain of Knowledge of Topics and Knowledge of the Structure of Mathematics. Preservice teachers' resolutions and written justifications are analyzed using qualitative and quantitative tools. The results indicate that those resolutions that manage to mobilize mathematical knowledge are associated with the joint mobilization of different procedures, properties, and geometric principles. Results also indicate that the strategic coordination between different registers of representation allows Preservice Teachers to mobilize categories of specialized knowledge and establishing connections with other mathematical contents.
Physiological Data and the Study of Mathematics Teachers&apos; Emotions: Using GSR Data to Trigger Teacher Reflection
Author: Lake, Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Emotional Response,Physiology,Mathematics Teachers,Mathematics Instruction,Secondary School Teachers,Measurement Equipment,Affective Behavior

Teachers' emotions while they teach and how these may play out in their students' experience of mathematics lessons is under-researched. Here, we present a proposition for the incorporation of a type of data not typically included in the study of teacher emotions while they teach: physiological data. Specifically, we present our use of a GSR (Galvanic Skin Response) sensor as a tool that offers approximate indications of how teacher emotions vary during lessons. We report from a study in which experienced secondary mathematics teachers were interviewed before and after observation and video recording of their lessons, during which they wore a GSR device. Episodes from the lessons--selected on the evidence provided by the video recordings, the observations, and the GSR sensor--were used to trigger teacher reflection in the postlesson interviews. A particular focus in the interviews was placed on the interplay between how the teachers' emotional intensity varied during the lesson and their teaching actions. The findings show that the use of the GSR sensor revealed aspects of this interplay not evidenced in the other data sources. The findings are presented using evidence from two participants. We propose that the use of GSR data in tandem with other types of data has the capacity to strengthen teacher reflection on how their emotional intensity may vary during a mathematics lesson and the impact of this variation on the lesson. The paper concludes with outlining the benefits for teacher education and professional development of using this unobtrusive yet insight-generating technology as an effective trigger for pedagogical reflection.
Analysis of Pre-Service Teachers&apos; Written Mathematical Reasoning
Author: Colonnese, Madelyn W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Education,Mathematics Skills,Thinking Skills,Writing (Composition),Mathematical Logic,Methods Courses,Problem Solving,Equations (Mathematics),Addition,Subtraction,Computation,Learning Strategies,Logical Thinking,Abstract Reasoning

Mathematical writing is one way for primary students to communicate their mathematical thinking. Research in the field of writing has shown that to become an effective teacher of writing, preservice teachers must have experience engaging in the kinds of writing given to their students. The study reported in this paper explored how 27 preservice teachers enrolled in an elementary mathematics methods course explained their reasons for selecting strategies to solve equations that required making either addition or subtraction calculations. Element scoring was used to analyse the preservice teachers' reasons for selecting the strategy and the composition of their mathematical writing. Results indicated that the majority of preservice teachers included a mathematical reason for selecting their strategy, however; the reasons varied in their connection to the mathematics discipline. This study contributes to the existing literature on mathematical writing by providing insight into how preservice teachers explain their mathematical reasons for selecting a computation strategy; thereby, demonstrating the need for increased opportunities for preservice teachers to write.
Concept of Polygon: Case Study of Elementary Students&apos; Difficulties
Author: Herawati
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Students,Grade 5,Concept Formation,Foreign Countries,Geometric Concepts,Misconceptions,Elementary School Mathematics

This study aims to determine students' difficulties in understanding the concept of polygons in elementary schools. This research is qualitative research with a case study method. The subjects of this study were 30 grade 5 elementary school students from two different schools in the city of Bandung. The instruments used are test and non-test. The technique of tests is asking some questions about polygons, while the non-test is in the form of interviews. The data collected were analyzed using the three stages of the Miles and Huberman model, including reduction, presentation, and conclusion. The findings in this study indicate that students have difficulty understanding the concept of polygons, namely difficulties in identifying polygons properties, polygons rules and regulations, and determining polygons' names. One of the things that teachers can do to follow up on the problems from these findings is to design learning based on didactic situations that are appropriate and according to the problem faced by students.
Commognitive Conflicts in Mathematics Teachers&apos; Pedagogical Discourse in Lesson Study
Author: Tyskerud, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Conflict,Mathematics Teachers,Mathematics Education,Teacher Education,Educational Research,Communities of Practice,Faculty Development,Secondary School Teachers,Foreign Countries,Discourse Analysis,Reflective Teaching

The study reported in this paper applies the commognitive theory as a lens to study teacher learning in lesson study to better understand how and why teachers learn from lesson study. Video recordings were made from reflection meetings in three lesson study cycles with a group of four Norwegian lower secondary school teachers, one person from the school administration and a participating observer. The research revealed the potential of commognitive conflicts to explain teachers' pedagogical discourse. The analyses identified and described patterns in the teachers' pedagogical discourse when focused on observations of student learning during the reflection meetings. The discourse aligned more with a pedagogical delivery discourse rather than an explorative pedagogical discourse that was the aim of lesson study participation. Three examples illuminate the mismatch in the teachers' discourse with the canonical pedagogical discourse.
Dynamic Mathematics Interviews in Primary Education: The Relationship between Teacher Professional Development and Mathematics Teaching
Author: Kaskens, Jarise
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 4,Mathematics Instruction,Faculty Development,Student Evaluation,Evaluation Methods,Interviews,Foreign Countries,Teacher Behavior,Elementary School Mathematics

In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic mathematics interviews followed by a period of practice in mathematics interviewing to identify children's mathematics learning needs. To determine the effects of the teacher professional development program, pretest and posttest videos of mathematics interviews were compared. To analyse the effects of the intervention, mathematics teaching behavior, mathematics teaching self-efficacy and perceived mathematical knowledge for teaching were measured. Results showed not only the effect of the program on the quality of the dynamic mathematics interviews, but also the effects of the intervention on mathematics teaching behavior, mathematics teaching self-efficacy and mathematical knowledge for teaching.
Epistemological Obstacles on Limit and Functions Concepts: A Phenomenological Study in Online Learning
Author: Sulastri, Rini
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Epistemology,Mathematics Instruction,Phenomenology,Online Courses,Science Tests,Misconceptions,Numbers,Learning Experience,Scientific Concepts,Concept Formation,Undergraduate Students,Foreign Countries,Mathematical Concepts

Barriers to learning can affect educators and students in achieving learning objectives. One of them is the epistemological obstacle caused by the limited context used when a concept is first learned. The purpose of this study was to explore the epistemological obstacles of mathematics students in the concept of limits and functions during online learning. Data were obtained from 16 first-year students who took a written test on the concept of limit function. Based on the various answers and the presence of errors, nine subjects were selected to be followed by semi-structured interviews. The qualitative research data with this phenomenology approach were analyzed descriptively. The results of the study indicate that there are several concepts of function limits that are misunderstood by subjects who come from learning experiences in high school and also online learning. Epistemological obstacles that occur include an incorrect understanding of the concepts of real and infinite numbers, the value of a function will always be the same as the limit value for the same function, and the use of the substitution method which is generalized to the limit of the function. To overcome these obstacles, the presentation of the material, especially the basic concepts, needs to be done in-depth so that is easy to understand and to minimize the occurrence of misconceptions.
Practicing Teachers&apos; Perspectives on the Purposes of Mathematics Lesson Study
Author: Druken, Bridget Kinsella
Date: 2023-00-00
Type: Journal Articles
Subjects: Communities of Practice,Mathematics Instruction,Teacher Attitudes,Algebra,Teacher Competencies,Mathematics Teachers,Faculty Development,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Elementary Secondary Education,Program Effectiveness,Educational Change,Thinking Skills,Instruction,Cooperation,Curriculum Development

Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve lesson study cycles during a three-year partnership aimed at improving algebraic instruction for students aged 8-14 years during a period of educational reform. It used grounded theory techniques to analyse interview data to determine the purposes of lesson study from teachers' perspectives. Results highlight six purposes for engaging in a mathematics lesson study: understand reform standards, focus on student thinking, develop pedagogy, support collaboration, develop curricular materials, and learn mathematics. Particularly noticeable was its use for focusing on student mathematical thinking and understanding of reform initiatives and requirements. Research implications suggest positioning lesson study as a useful, teacher-vetted tool for unpacking educational reforms.
Mathematics Literacy Task on Number Pattern Using Bengkulu Context for Junior High School Students
Author: Susanta, Agus
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Junior High School Students,Mathematics Skills,Teaching Methods,Formative Evaluation,Self Evaluation (Individuals),Task Analysis,Foreign Countries,Grade 8,Thinking Skills,Cultural Context,Problem Solving,Tourism,Food,Local History

Mathematical literacy has an important role in solving students' real-life problems in supporting literacy skills, teachers can use real contexts as outlined in tasks in-class learning. The Bengkulu context can be used because it is closely related to the environment and students' daily live. This study aims to produce math literacy tasks in the Bengkulu context which are valid and potential impact on student literacy. The research employed a development design with a formative evaluative model using stages of self-evaluation, expert reviews, one-toone, small group, and field tests. The subjects of the research were students in the eighth grade of a Junior High School in Bengkulu City. Data were collected through questionnaires, documentation, tests, and interviews. This study produced four mathematical literacy tasks with the Bengkulu context that met the criteria of being valid and having a potential impact. Mathematical tasks that are designed with the context can improve students' mathematical literacy activities. The use of tasks with context can be a learning resource that strengthens the introduction of students' local culture.