ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Preservice Mathematics Teachers&apos; TPACK through Micro Teaching: Teaching the VuStat Program
Author: Mutlu, Yilmaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Technological Literacy,Microteaching,Faculty Development,Classroom Techniques,Preservice Teacher Education,Foreign Countries,Mathematics Education

The purpose of this study is to examine the effects of micro-teaching practices with the VuStat program on the techno-pedagogical content knowledge of mathematics teacher candidates. Participants of the study consisted of ten mathematics teacher candidates who continued to fourth grade. Teacher candidates were informed the features and use of the VuStat program through sample tasks over 10 lesson hours (two weeks). Teacher candidates' first presentations were recorded and their both presentations were assessed. A ten-item observation form was used in the evaluation of the presentations. The assessment forms were examined taking into account the positive and negative comments. The results have showed that the positive responses about all the prospective teachers showed an increase compared to the first stage. It was seen that the positive response rate increased from 58.6% to 87.3%. In addition, teacher candidates think that technological constraints exist in stage1, while their views on technology in stage2 showed a positive development.
Digital Storytelling as a Problem-Solving Strategy in Mathematics Teacher Education: How Making a Math-eo Engages and Excites 21st Century Students
Author: Walters, Lynne Masel
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teacher Education,Preservice Teachers,Problem Solving,Educational Technology,Technology Uses in Education,Critical Thinking,Story Telling,Mathematical Concepts,Concept Formation,Middle School Students,Elementary School Students,Student Attitudes,Technology Integration,Learner Engagement,Student Motivation,Methods Courses

This study examines whether creating a mathematics-based digital story increases pre-service teachers' understanding of the problem solving process, the relationship among visual, auditory and verbal representation in critical thinking/problem solving in mathematics. Survey results indicated that pre-service teachers were unfamiliar with the uses of technology in the teaching process. However, as they worked through the writing/problem solving procedures and constructed digital stories, they became more aware of the advantages of using this multimodal product, called Math-eos, to teach mathematical concepts to elementary/middle school students. The pre-service teachers perceived that Math-eos offered a &quot;cool&quot; new tool for their own learning and teaching and for integrating digital technology in mathematics education to increase student engagement, motivation and acquisition of content knowledge.
Students&apos; Affective Belief as the Component in Mathematical Disposition
Author: Almerino, Porferio M., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Beliefs,Mathematics Instruction,Foreign Countries,College Students,Mathematics Achievement,Affective Behavior,Mathematics Anxiety,College Mathematics

This research evaluated the extent of students' affective beliefs towards mathematics at Southern Leyte State University (SLSU), Sogod, Southern Leyte, Philippines as the basis for a Mathematical Disposition Intervention Plan. The study employed descriptive research as the investigation centers on the extent of the students' affective beliefs towards mathematics using a random sampling and Slovin's formula in the determination of the respondents. The quantitative data were treated using frequency, simple percentage, weighted mean, and the Mann-Whitney U-test. The investigation uncovered that there was no significant mean difference in the affective beliefs between male and female respondents. It is concluded that affective beliefs had indeed influenced the mathematical disposition of the students. Albeit, the investigation was answered. Still, it is recommended that future studies shall be made to scrutinize other confounding variables that may cause the students to dislike the subject matter.
Using R as a Simulation Tool in Teaching Introductory Statistics
Author: Zhang, Xuemao
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Mathematics Instruction,Probability,Statistics,Introductory Courses,Computer Software,Mathematical Concepts,Undergraduate Students,College Mathematics,Statistical Inference,Computation

The use of computer simulations in the teaching of introductory statistics can help undergraduate students understand difficult or abstract statistics concepts. The free software environment R is a good candidate for computer simulations since it allows users to add additional functionality by defining new functions. In this paper, we illustrate how computer simulations with R are used in statistics classrooms and student homework assignments by examples. These examples include sampling distributions and the central limit theorem, the t-distributions, confidence intervals, hypothesis testing, regression analysis and nonparametric tests.
Technology Assisted English Language Learning and Its Possible Benefits in Georgia
Author: Gurgenidze, Maia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Computer Assisted Instruction,English (Second Language),Educational Technology,Technology Uses in Education,Technology Integration,Computer Software

This article is about computer/software assisted English language learning. The aim of this article is to provide an overview on what new technologies there are in the world in this direction and what kind of benefits it could have if implemented in Georgia. It will argue that incorporating existing and creating new technologies in English language teaching is of crucial importance for developing English language teaching and learning. Firstly, this article will discuss the process of learning a language, where the importance of some aspects/activities will be highlighted. Secondly, the way new technologies support/make it easier to happen in the classroom environment, will be analyzed. This part will also show technologies that concentrate on aiding teaching another language that could be useful for English language teaching as well. Thirdly, the benefits of bringing these new technologies, that this article will talk about, to Georgian classrooms, will be discussed.
Faith Leaders Developing Digital Literacies: Demands and Resources across Career Stages According to Theological Educators
Author: Oliver, Kyle M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Literacy,Theological Education,College Faculty,Adult Students,Career Development,Developmental Stages,Media Literacy,Graduate Students,Learning Experience,Age Differences

Despite popular framings about skills for 21st-century jobs, there are few studies of how new media literacies unfold in workplaces, nor of how professional education programs can build on adult learners' previous experiences to foster effective digital communication practices. We argue that seminaries and divinity schools are a particularly rich context in which to explore these questions. Not only do theological education students represent an unusually wide spectrum of ages compared to graduate programs across professional education, but ministry leadership also lends itself to a sociocultural understanding of digital literacy in which past work-related interpersonal skills are likely to be relevant. This paper revisits data from an interview-based study of theological educators that identified seven Digital Literacies for Ministry. In this new analysis, we use a demands-resources model from workplace psychology to explore and interpret how adult students across career stages engage with these literacies, identifying and illustrating from instructor interview data, and from our own interactions with students, strengths and challenges for each age group. The paper concludes with implications for theological education and other areas of media literacy education in professional schools.
Attitude and Academic Achievement of High School Students in Mathematics under the Conditional Cash Transfer Program
Author: Peteros, Emerson
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Student Attitudes,Public Schools,Foreign Countries,Junior High School Students,Grade 8,Self Efficacy,Student Motivation,Value Judgment,Poverty Programs,Low Income Students,Grants

Students' accomplishment in mathematics is a component of their home condition, attitudes towards the discipline, and curriculum that clarify varieties in students' achievement. The study determined the attitudes and academic achievement of students who are recipients of Conditional Cash Transfer (CCT) towards mathematics in a public national high school, Bohol, Philippines. It utilized the descriptive research to gather data on the achievement and attitude of students towards mathematics. The 112 respondents answered a standardized survey questionnaire, Attitudes toward Mathematics Inventory (ATMI) constructed, which contains self-confidence, value, enjoyment, and motivation. The gathered data were statistically treated using frequency, simple percentage, and Pearson r. The study revealed that respondents fairly performed in their achievement in math. Also, it found out that the students' attitudes have a significant relationship with their achievement in mathematics. The study concluded that the students' attitudes towards mathematics have a more significant impact on affecting their academic achievement. The researchers recommend that teachers should be developed and enhanced the self-confidence of students in mathematics by involving them in class discussions and interactions through facilitating in any means.
Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics
Author: Capuno, Reylan
Date: 2019-00-00
Type: Journal Articles
Subjects: Junior High School Students,Student Attitudes,Mathematics Achievement,Study Habits,Foreign Countries,Public Schools,Grade 9,Value Judgment,Student Motivation,Self Efficacy,Extracurricular Activities,Parent Background,Educational Attainment,Low Income Students,Age Differences,Gender Differences

Mathematics as a discipline is considered as one of the most difficult subjects among Filipino learners. This study was conducted in a public national high school in the Mandaue City Division, Cebu, Philippines. The respondents were the 177 Grade 9 students enrolled in mathematics. These respondents were selected using probability random sampling. They were asked to answer a standardized survey questionnaire to assess their attitudes and study habits. The tool is consists of three parts. Part 1 gathers the socio-demographic profile of the respondents. Part 2 assesses the attitudes of the respondents towards mathematics, while Part 3 was used to assess the study habits of the respondents. Furthermore, their academic performance in mathematics was measured based on their first quarter grade, which was retrieved from the Registrar's Office. The study revealed that those respondents had positive attitudes towards mathematics in terms of its value while they had a neutral attitude when it comes to their self-confidence, enjoyment, and motivation in mathematics. Also, the study shows that there was a negligible positive correlation between the attitudes and academic performance of the respondents in terms of their self-confidence, enjoyment, and motivation while there was a weak positive correlation between the value of math and their academic performance in math. It was concluded that students' attitudes and their study habits are significant factors that affect their performance in mathematics. The researchers strongly recommend the utilization of the enhancement plan in the teaching of mathematics to junior high school students.
Measuring Media Literacy Inquiry in Higher Education: Innovation in Assessment
Author: Schilder, Evelien
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Inquiry,Questioning Techniques,Critical Thinking,Difficulty Level,Undergraduate Students,Fundamental Concepts

The ability to critically access, analyze, evaluate, and create media messages is crucial in the process of becoming an informed and engaged citizen throughout life. Asking critical questions is not only a valuable dimension of media literacy, but also an indispensable aspect of participating in a democracy. Yet, measuring the effectiveness of media literacy is still a major challenge for the field. It is unclear to what extent people of all ages may engage in critical questioning habits with regards to media. To address this gap, we studied the changes in critical questioning habits for college-aged students enrolled in media literacy courses. To measure students' media literacy inquiry, we evaluated the questions they posed in response to viewing an advertisement. We analyzed questions by media literacy concept and by level of complexity before and after their participation in the media literacy courses. Findings revealed that after the media literacy courses, students' inquiries were more complex and involved more attention to key concepts related to production techniques and representations. Our study is significant as it reflects an innovative approach to media literacy assessment and a fresh perspective for examining the impact of media literacy on cultivating complex, critical thinking skills that could be applied with learners of all ages.
Characterization of Inductive Reasoning in Middle School Mathematics Teachers in a Generalization Task
Author: Moguel, Landy Elena Sosa
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Mathematics Instruction,Mathematics Teachers,Middle School Mathematics,Middle School Teachers,Generalization,Public School Teachers,Foreign Countries,Problem Solving

This paper reports on the characterization of the inductive reasoning used by middle school mathematics teachers to solve a task of generalization of a quadratic pattern. The data was collected from individual interviews and the written answers to the generalization task. The analysis was based on the representations and justifications used to move from particular cases to the formulation of the general rule. Three processes characterize the inductive reasoning of the mathematics teachers to obtain a general rule: observation of regularities, establishment of a pattern and formulation of a generalization; while some teachers revealed problems in moving from the observation of regularities to the formulation of a generalization. Therefore, some difficulties in generalizing associated with these processes are also mentioned.
Media Literacy and Informatics: Parental Prejudice and Expectations Regarding a New School Discipline
Author: Hipeli, Eveline
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Science,Media Literacy,Parent Attitudes,Bias,Expectation,Intellectual Disciplines,Foreign Countries,Age Differences,Children,Knowledge Level,Elementary School Students,Secondary School Students,Adolescents,National Curriculum,Kindergarten

In August 2018, a new school discipline, Media Literacy and Informatics, was introduced in Switzerland. This article provides an overview of the current situation regarding the new school discipline, and its development. The article shows how schools already taught Media Literacy and Informatics. The article also sheds light on what Swiss parents expect from the new school discipline, and what they actually know about its composition. The results from a small pre-study indicate that parents express different expectations and prejudices regarding Media Literacy and Informatics, depending on the age of their children. The majority of the parents in the sample had a limited understanding of the school discipline.
Technology Education in Finland, Slovenia, Estonia and Iceland: The Structure of Students&apos; Attitudes towards Technology
Author: Autio, Ossi
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Education,Foreign Countries,Student Attitudes,National Curriculum,Handicrafts,Technology,Elementary School Students

The research is based on a comparative study of craft and technology education curriculums and students' attitudes towards craft and technology in Finland, Slovenia, Estonia and Iceland. The study was undertaken by the Helsinki University, University of Ljubljana, University of Tallinn and University of Iceland. A literature review was completed, in order to examine and compare the curriculums of technology education in Finland, Slovenia, Estonia and Iceland. In addition, a quantitative survey was subsequently distributed to 864 school students in Finland, Slovenia, Estonia and Iceland. It consisted of 14 questions, which aimed to ascertain students? attitudes towards craft and technology. The survey showed substantial differences in students? attitudes towards technology education in the four countries: these differences may be explained by differences in the national curriculums, the different pedagogical traditions and cultural differences in the field of technology. In addition, the study tried to examine the structure of students? attitudes towards technology. The factors can be interpreted as matching with the affective, cognitive and behavioral components. However, no far-reaching generalizations were allowed regarding the structure or properties of the attitudes towards technology as the questionnaire consisted of only 14 items.
Why STEM? Factors That Influence Gifted Students&apos; Choice of College Majors
Author: Vu, Phu
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Academically Gifted,College Students,Majors (Students),Decision Making,Prior Learning,Gender Differences,Student Interests,Student Recruitment

The purpose of this study was to examine talented/gifted students' choices of college majors and what factors most likely affected their decision. By utilizing a data collecting technique called Knowledge Discovery in Databases (KDD) or data mining, we identified and collected data pertaining to 109 talented/gifted students with perfect SAT and/or ACT scores in Nebraska, USA between 2011 and 2016. The results showed that STEM majors were the most common choice of gifted students when they entered colleges (71%). It appears that only gender had a significant difference in terms of STEM major choices. These findings may be helpful to higher education institutions in their recruitment efforts, especially if they are targeting students with interest in potential STEM majors. In addition, when supporting students on their path to major selection, it is important to ask them about what factors are influencing them to select a certain area.
Observing Mathematics Teaching Practices to Promote Professional Development: An Analysis of Approaches to Probability
Author: Vásquez, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Observation,Mathematics Instruction,Teaching Methods,Faculty Development,Probability,Elementary School Teachers,Elementary School Mathematics,Foreign Countries,Statistics

This study aims to analyse the approaches to probability that were carried out by the participants of the teaching practice of Primary Education teachers and, more specifically, their teaching trajectories. To do this we analysed 23 video-recorded classes of all levels, using a previously validated instrument. Results show trajectories characterised by a strong presence of intuitive approach at initial levels, in conjunction with a much lower presence of frequency approach and an absence of other approaches. As the level increases, the presence of intuitive approach decreases, being replaced by subjective, frequency and classical ones, with the latter two having the greatest presence in the upper levels. We conclude that results will be useful for strengthening the professional development of Primary Education teachers in relation to the teaching of probability.
One Commonwealth, One Common Vision
Author: Northern, Sam
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,State Legislation,State Departments of Education,Librarians,Library Associations,Professional Development,Educational Cooperation,Library Materials,Awards,Books,STEM Education,Certification,Elementary Secondary Education

In Kentucky the school library is regarded as the hub of the school community and integral to teaching and learning. The power of the school library lies in the programming, resources, services, and instruction it provides educators and learners to support learning. Stakeholders come to appreciate Kentucky's school libraries because of their experiences using the space, accessing materials, and learning-through-doing. With the release of the &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot; (AASL 2018), Kentucky school librarians are using the standards to transform the science of school librarianship and inspire the enhancement of school library practice. This article describes the role of Kentucky school libraries and the support networks undergirding the state's school librarians.
Exploring Agile Mobile App Development in Industrial Contexts: A Qualitative Study
Author: Asfour, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Case Studies,Guidance,Quality Assurance,Computer Security,Privacy,Feedback (Response),Budgets,Teamwork,Decision Making,Industry,Programming Languages

Agile development methods have been proposed as a natural fit for mobile app development contexts. Despite many studies addressing the adoption of agile methods for traditional web and desktop applications, there is a lack of studies of how mobile app development teams can adopt agile methods and the challenges they are facing. Our study explores this area to better understand how some representative industrial teams approach agile mobile app development, and the challenges they are facing. We conducted a qualitative study involving four different mobile app development companies. Our research method is based on multiple-case study design. From our findings, we argue that not all agile development principals are necessarily applicable within the mobile app development context. Furthermore, mobile app development teams face additional challenges when adopting agile methods such as development automation tools and on-line app store restrictions to mention a few. To our best knowledge, this is the first study that explores industrial teams from the perspective of agile development. Our results provide in-depth guidance to practitioners and highlights areas of research that require further investigation.