ethanporcaro/eric-fulltext-meta huggingface dataset:
The Promise and Pitfalls of Making Connections in Mathematics
Author: Fyfe, Emily R.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Secondary School Mathematics,Algebra,Learning Processes,Problem Solving,Mathematics Instruction,Video Technology,Multiplication,Mathematics Tests,Pretests Posttests,Scores,Correlation

Making connections during math instruction is a recommended practice, but may increase the difficulty of the lesson. We used an avatar video instructor to qualitatively examine the role of linking multiple representations for 24 middle school students learning algebra. Students were taught how to solve polynomial multiplication problems, such as (2x + 5)(x + 2), using two representations. Students who viewed an explicit linking episode were more likely to make important connections, but less likely to exhibit problem-solving success than students who did not view the linking episode. Further, the quality of the connections made by the students was negatively related to subsequent problem solving and transfer. Thus, although focusing on connections may support rich understanding, it may decrease learning of solution methods. The results showcase the promise and pitfalls of making connections in mathematics. [For complete proceedings, see ED581294.]
Seeking the Influence of Cooney, Shealy, and Arvold&apos;s (1998) Belief Structures
Author: Gomez, Carlos Nicolas
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Reader Response,Preservice Teachers,Student Teacher Attitudes,Attitude Change,Criticism,Affective Behavior,Behavior Change,Literature Reviews,Citation Analysis,Mathematics Teachers,Intervention,Participant Characteristics

Cooney, Shealy, and Arvold (1998) wrote a widely-cited paper that described four belief structures of prospective teachers and argued the structures can aid in describing the ways beliefs change and the influence of authority on the individual. In this paper, we investigate the impact of this manuscript on the field. We first conducted a literature review (n = 48) of journal articles and proceedings published since 1998 covering the same population and goals of Cooney et al. (changing prospective teachers' beliefs). We then conducted an analysis of 106 journal articles citing Cooney et al. to see why the author(s) cited the piece. We conclude the impact of Cooney, et al.'s article differs from that of their results and suggest belief structures should be more carefully investigated by the field. [For complete proceedings, see ED581294.]
Scholarly Practice and Inquiry: Dynamic Interactions in an Elementary Mathematics Methods Course
Author: Tyminski, Andrew M.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Educational Practices,Interaction,Elementary School Mathematics,Methods Courses,Grade 3,Preservice Teachers,Preservice Teacher Education,Thinking Skills,Mathematics Activities,Pedagogical Content Knowledge,Labeling (of Persons),Teaching Skills,Classroom Techniques,Questioning Techniques

This paper represents research that exists at the crossroad of scholarly practice and scholarly inquiry. We share the design, enactment and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST) which engaged 18 prospective teachers in two sessions of one on one problem posing with 3rd grade students. Results mirror outcomes from existing literature on student interviews and letter exchanges. [For complete proceedings, see ED581294.]
Reformulation of Geometric Validations Created by Students, Revealed When Using the ACODESA Methodology
Author: Rubilar, Álvaro Sebastián Bustos
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Activities,Validity,Cooperative Learning,Debate,Reflection,Graduate Students,Individual Activities,Group Activities,Teamwork,Mathematical Logic

In this article, we report how a geometric task based on the ACODESA methodology (collaborative learning, scientific debate and self-reflection) promotes the reformulation of the students' validations and allows revealing the students' aims in each of the stages of the methodology. To do so, we present the case of a team and, particularly, one of its members who expresses the intention of reformulating validations for a mathematical conjecture besides showing evolution in the form of justifying. [For complete proceedings, see ED581294.]
Problem Drift: Teaching Curriculum With(in) a World of Emerging Significance
Author: Banting, Nat
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Questioning Techniques,Teaching Methods,Small Group Instruction,Intervention,Problem Solving,Educational Practices,Learning Activities,Protocol Materials,Teacher Collaboration,Teacher Response,Behavioral Objectives,Mathematics Activities,Mathematics Instruction,Grade 9,Secondary School Curriculum,Observation

In this paper we frame our observations in enactivism, specifically problem posing, to propose the notion of problem drift as a method to analyze the curriculum generating actions of small group learning systems in relation to teacher interventions intended to trigger specific content goals. Teacher attentiveness to problem drift is suggested to be valuable in advancing the content goals in small group work. [For complete proceedings, see ED581294.]
Using a Virtual Manipulative Environment to Support Students&apos; Organizational Structuring of Volume Units
Author: O'Dell, Jenna R.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Grade 3,Grade 4,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Manipulative Materials,Educational Technology,Technology Uses in Education,Interviews,Computation,Mathematical Concepts,Concept Formation,Thinking Skills,Private Schools,Instructional Effectiveness,Case Studies

In this study, we investigated how Grade 3 and 4 students' organizational structure for volume units develops through repeated experiences with a virtual manipulative for building prisms. Our data consist of taped clinical interviews within a micro-genetic experiment. We report on student strategy development using a virtual manipulative for counting cubes as a measure of prism volume. A descriptive case of one student, Jim, is included as an example of how students developed increasingly efficient counting strategies built on understanding of structuring, composite units, multiplicative thinking and an understanding of the number of cubes along an edge. We found students were able to develop structure for volume and advance their level of thinking along a learning trajectory for volume measure. [For complete proceedings, see ED581294.]
The Intersection between Quantification and an All-Encompassing Meaning for a Graph
Author: Stevens, Irma E.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Graphs,Logical Thinking,Undergraduate Students,Mathematics,Multiplication

Quantitative reasoning plays a crucial role in students' and teachers' successful modeling activities. In a semester-long teaching experiment with an undergraduate student, we explore how her conception of a graph plays a role in her ability to quantify and maintain quantitative structures. We characterize here Lydia's conception of a graph as one in which the graph entails several quantities she identified in a given dynamic situation, contradicting the conception of a graph as a representation of a multiplicative object consisting of only two quantities. We also discuss her thinking about her graph in terms of figurative and operative thought during a session in which we support her in disembedding and graphically representing quantities. [For complete proceedings, see ED581294.]
Examining the Interactive Positions and Storylines of an Emergent Bilingual Learner
Author: Smith, Erin
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Elementary School Teachers,Teaching Methods,Mathematics Instruction,Elementary School Students,Bilingual Students,Competence,Hispanic American Students,English Language Learners,Mathematics Skills,Student Diversity,Equal Education,Video Technology,Observation,Faculty Development,Speech Communication,Interpersonal Communication,Speech Acts,Teacher Expectations of Students,Problem Solving

The U.S. storyline of emergent bilinguals has historically failed to highlight the mathematical and linguistic assets of this group; instead, it has primarily focused on providing support. To disrupt this narrative, a case study of one elementary teacher, Ms. Bristow, is presented. Ms. Bristow's discursive practices and pedagogy illustrate how she fostered the storyline of mathematical competence for an emergent bilingual Latina by positioning her in ways that called attention to her mathematical thinking. Ms. Bristow's creation of mathematical goals and participatory expectations provided the foundation for classroom interactions that enabled the student's storyline to come to fruition and be appropriated by peers. [For complete proceedings, see ED581294.]
The Effects of Two Simulations on Conceptions of Rate of Change
Author: Tague, Jenna
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Simulation,Mental Computation,Algebra,Mathematical Logic,Qualitative Research,Interviews,Transcripts (Written Records),Secondary School Mathematics,Secondary School Students,Undergraduate Students,College Mathematics,Cognitive Processes

The focus of the current proposal is to examine the effect of two dynamic simulations on the participants' conceptions of rate of change. Conceptions of rate of change were measured according to Carlson et al.'s (2002) Mental Actions framework and how the participants related the physical simulations to the graphical representations (Heid, et al., 2006). Results indicate that the simulations increased participants' covariational understanding, but did not help the students create a more accurate understanding of rate of change. [For complete proceedings, see ED581294.]
Integrating Interactive Simulations into the Mathematics Classroom: Supplementing, Enhancing, or Driving?
Author: Findley, Kelly
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Interaction,Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Middle School Teachers,Teacher Attitudes,Mathematics Teachers,Beliefs,Charter Schools,Interviews

High-tech tools can be integrated to serve a number of purposes in the mathematics classroom, with different purposes being appropriate for different learning goals. We focus specifically on the various purposes for interactive simulations (sims). This study followed three experienced middle-school mathematics teachers integrating PhET sims into their classrooms for the first time. Using both our data and literature about high-tech tool integration, we offer a framework defining three categories of purpose for sims in the classroom and describe how the teacher positioned the sim to meet that purpose. We also touch on each teachers' beliefs about high-tech tools in the classroom and the link between their pedagogical beliefs and sim integration practices. We believe this framework contributes to the field by defining varying categories of integration for a tool with growing utilization in the mathematics classroom. [For complete proceedings, see ED581294.]
Opportunities to Pose Problems Using Digital Technology in Problem Solving Environments
Author: Aguilar-Magallón, Daniel Aurelio
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Problem Solving,Masters Programs,Graduate Students,Mathematics Education,Computer Software,Teacher Education Programs,Heuristics,Teaching Methods,Mathematical Concepts,Concept Formation,Geometry,Algebra

This article reports and analyzes different types of problems that nine students in a Master's Program in Mathematics Education posed during a course on problem solving. What opportunities (affordances) can a dynamic geometry system (GeoGebra) offer to allow in-service and in-training teachers to formulate and solve problems, and what type of heuristics and strategies do they exhibit during this process? Results show that combining semi-structured problems with the use of GeoGebra can be useful in motivating and involving teachers in various episodes of problem formulation. In this context, important strategies included analyses of the variation in the attributes of figures using dynamic points and loci. [For complete proceedings, see ED581294.]
Mathvision: A Mobile Video Application for Math Teacher Noticing of Learning Progressions
Author: Lewis, Stephen T.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Handheld Devices,Computer Oriented Programs,Mathematics Teachers,Communities of Practice,Case Studies,Elementary School Teachers,Grade 2,Grade 3,Grade 4,Grade 5,Technology Uses in Education,Affordances,Teacher Collaboration,Observation,Intervention

We report on the development and evaluation of MathVision, a mobile-application designed to develop Virtual Professional Learning Communities through asynchronous discussion about 2nd, 3rd, 4th, and 5th grade students' mathematical thinking. MathVision allows teachers to upload videos of problems solving sessions using Cognition Based Assessment tasks and foster discussion aligning those strategies to research-based learning progressions for Length and Measurement. Our findings indicate that while it was possible to develop such an interface, sparking productive online discussion was difficult. The application served as a tool for enhancing physical teacher meetings and drawing attention to student thinking consistent with conducting task-based interviews, rather than actually facilitating this talk entirely. [For complete proceedings, see ED581294.]
Developing Teachers&apos; Computational Thinking Beliefs and Engineering Practices through Game Design and Robotics
Author: Leonard, Jacqueline
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Computation,Elementary School Teachers,Elementary School Students,STEM Education,Computer Science Education,Engineering Education,Computer Games,Robotics,Mixed Methods Research,Urban Schools,Rural Schools,Teacher Attitudes,Beliefs,Teacher Surveys,Educational Change

This research report presents the final year results of a three-year research project on computational thinking (CT). The project, funded by the National Science Foundation, involved training teachers in grades four through six to implement Scalable Game Design and LEGO® EV3 robotics during afterschool clubs. Thirty teachers and 531 students took part in the Year-3 study that blended game design and robotics. Eight of these teachers and 98 students participated in a large urban city in Pennsylvania, while the remaining 22 teachers and 433 students participated in rural Wyoming. This paper reports on the results as it pertained to teacher outcomes, specifically, teachers' development of CT beliefs and engineering practices. [For complete proceedings, see ED581294.]
Developing Preservice Teachers&apos; Understanding of Function Using a Vending Machine Metaphor Applet
Author: McCulloch, Allison
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Preservice Teachers,Figurative Language,Mathematical Concepts,Concept Formation,Mathematics Instruction,Learning Activities,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Instructional Effectiveness,Coding

The purpose of this study is to examine the use of a Vending Machine applet as a cognitive root for the development of preservice teachers understanding of function. The applet was designed to purposefully problematize common misconceptions associated with the algebraic nature of typical function machines. Findings indicated affordances and limitations of the applet as a cognitive root, motivating revisions to the applet for further study. [For complete proceedings, see ED581294.]
Using Discourse Analysis to Understand Variation in Students&apos; Reasoning from Accepted Ways of Reasoning
Author: Gruver, John
Date: 2017-10-00
Type: Reports - Research
Subjects: Discourse Analysis,Thinking Skills,Classroom Communication,Numbers,Mathematics Instruction,Abstract Reasoning,Applied Linguistics,Student Participation,Classroom Research,Preservice Teacher Education,Secondary School Teachers,Teaching Methods,Interviews,Student Attitudes,Multiplication

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the crossroads of a research tradition examining classroom interaction and a research tradition that examines student learning. I found that even though particular ways of reasoning about exponentials and logarithms were advanced and accepted in the classroom discourse, the way these ways of reasoning were talked about in the class did not preclude students from maintaining less sophisticated ways of reasoning Specifically, I argue that the two exponential ways of reasoning were not explicitly contrasted, which may have contributed to students seeing them as essentially the same strategy. [For complete proceedings, see ED581294.]
Revealing Layered Mathematical Learning Goals through an Examination of Mindset
Author: Willingham, James C.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Elementary School Mathematics,Elementary School Teachers,Mathematics Instruction,Teaching Methods,Mathematics Teachers,Goal Orientation,Qualitative Research,Grade 2,Teacher Attitudes,Semi Structured Interviews,Observation,Journal Writing,Skill Development

This exploratory case study investigated the role of mindset in the establishment of an elementary teacher's mathematical learning goals at different layers of her classroom and curriculum. Data from the critical case of a teacher displaying characteristics of the growth mindset and engaging in the processes of teaching change provided evidence for a unique goal structure that could prove useful to a variety of mathematics teachers and mathematics teacher educators. This layered goal structure featured goals at global, trajectory, and content levels that provided opportunities for further operationalization of the teacher's mindset. [For complete proceedings, see ED581294.]
Realization of a Language-As-Resource Orientation in Language Immersion Mathematics Classrooms
Author: José Manuel Martínez
Date: 2017-10-00
Type: Reports - Research
Subjects: Mathematics Instruction,Immersion Programs,Bilingualism,Mathematics Teachers,Teaching Methods,Video Technology,Language Usage,Spanish,English,Interviews,Language of Instruction,Grade 3,Grade 2,Elementary Education

Researchers have argued for an orientation to language as a resource that values bilingualism in mathematics classrooms. However, little is known about what mathematics teachers can do to translate a language-as-resource orientation into productive classroom practice. In this study, I analyze video data from two language immersion classrooms to understand pedagogies that are possible in contexts where bilingualism is seen as a resource. I argue that teachers' purposefully devised discursive practices used students' languages in ways that enhanced mathematical learning opportunities. I provide examples from the classrooms and discuss implications for research in bilingual classrooms where a language-as-problem orientation dominates. [For complete proceedings, see ED581294.]
Introducing Mathematics to Information Problem-Solving Tasks: Surface or Substance?
Author: Erickson, Ander
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,College Mathematics,Mathematics Education,Problem Solving,Statistics,Student Research,Information Literacy,Credibility,Case Studies

This study employs a cross-case analysis in order to explore the demands and opportunities that arise when information problem-solving tasks are introduced into college mathematics classes. Professors at three universities collaborated with me to develop statistics-related activities that required students to engage in research outside the classroom. This paper will focus on one aspect of the study: a comparison of how the teachers balanced mathematical content with information problem solving in the tasks that they created. These tasks incorporated mathematics in a variety of ways, ranging from tasks in which the mathematical component was crucial to others where mathematics served solely as a marker of credibility. This research has the potential to provide tools for understanding how to productively incorporate information-literacy instruction into the mathematics classroom without losing sight of mathematical goals. [For complete proceedings, see ED581294.]
Supporting Clear and Concise Mathematics Language: Say This, Not That
Author: Hughes, Elizabeth M.
Date: 2016-00-00
Type: Reports - Research
Subjects: Disabilities,Mathematics Achievement,Low Achievement,Elementary School Mathematics,Language Usage,Vocabulary,Mathematics Instruction,Numeracy,Computation,Numbers,Measurement,Data

One influence contributing to this trend may be the imprecise use of mathematics language. Educators may not interpret mathematics as a second (or third) language for children, when, in fact, all children are mathematical-language learners (Barrow, 2014). The numerals, symbols, and terms that explain mathematics concepts and procedures are plentiful and complex. The language of mathematics, especially vocabulary terms, is necessary for understanding mathematics in oral and written forms (Ernst-Slavit &amp; Mason, 2011; Riccomini, Smith, Hughes, &amp; Fries, 2015). Mathematics vocabulary is often difficult for children because many terms have meanings in general English and meanings specific to mathematics (Rubenstein &amp; Thompson, 2002; Schleppegrell, 2007). For example, factor could mean a contributing element (e.g., one factor contributing to mathematics difficulties is vocabulary that requires language code switching) or two or more numbers multiplied together to produce a product (10 and 12 are factors of 120). Even in the mathematical definition of factor, produce and product may have multiple meanings! [This document was published in &quot;Teaching Exceptional Children&quot; v49 p7-17 2016 (EJ1118002).]