ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Community, Sharing Power: Lessons for Building Restorative Justice School Cultures
Author: Sandwick, Talia
Date: 2019-11-18
Type: Journal Articles
Subjects: Justice,School Culture,Positive Behavior Supports,Discipline,School Safety,Program Effectiveness,Holistic Approach,Public Schools,Urban Schools,Middle School Students,High School Students,Minority Group Students,Trust (Psychology),Peer Relationship,Teacher Student Relationship,Family Involvement,Reflection,Accountability,Teacher Selection,Cultural Awareness,Student Leadership

Increasingly, education policymakers are touting restorative justice as a way to interrupt the &quot;school-to-prison pipeline,&quot; which disproportionately impacts students by race, sexuality, and disability. A small but growing research literature suggests that restorative justice decreases suspension and behavioral incidents, while improving school climate--particularly when embraced as a schoolwide ethos, rather than a targeted disciplinary strategy. Restorative justice represents a marked departure from long-standing punitive approaches to discipline, however, and school communities are eager for support in navigating this culture shift. To this end, this article presents findings from case studies of five diverse NYC schools using restorative justice approaches. Drawing on qualitative data from interviews and focus groups with educators, students, parents, and school safety
Outcome-Based Approach to Teaching Students Comprehensive English in China: From &quot;Golden Course&quot; to &quot;Golden Lessons&quot;
Author: Zeng, Zhengping
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Outcome Based Education,Curriculum Design,College Students

&quot;Golden course&quot;, which is against frivolous course, has become a hot topic in Chinese higher education as new requirements are imposed on classroom teaching efficiency. Under this background, this paper takes the course &quot;Comprehensive English 3&quot; as an example to discuss how to design &quot;golden course&quot; and&quot;gold lessons&quot;. To achieve this purpose, the author first constructs an outcome-based model of course design based on outcome-based education and briefly analyzes POA which is taken as a tool to implement beliefs of &quot;golden lessons&quot;. Guided by this model, development goals, students' needs and course goals in the course are discussed. For the relationship, &quot;golden course&quot; is the basis of &quot;golden lessons&quot;, and a series of &quot;golden lessons&quot; is the realization of &quot;golden course&quot;. To realize &quot;golden course&quot;, the author designs one unit and discusses how to implement the beliefs by using one specific example. Either &quot;golden course&quot; or &quot;golden lessons&quot; is a new belief to all university teachers, the realization needs more research and this paper just provides implications for the teachers who would design &quot;golden course&quot; and implement its beliefs.
Does Latent Conflict Resulting from Deficit Thinking among Educators Limit Latino Success in Early Childhood Programs?
Author: Schweitzer, Marisel
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Early Intervention,Parent Attitudes,Decision Making,School Readiness,Parent Role,Values,Mothers,Family School Relationship,Kindergarten,Urban Schools,Socioeconomic Background,Attendance,Preschool Education,Early Childhood Education,Young Children,Hispanic Americans

Despite longstanding attempts to intervene in their early social and academic development, Latino students' traditionally low achievement levels have not improved over time. Many believe success has been impacted by limited preschool participation as fewer than half of eligible Latino preschoolers are enrolled and actively benefitting from available early childhood programs. This study explored commonly held reasons for limited early childhood attendance through use of qualitative and quantitative research methods. Findings suggest parents have an interest and even a willingness to involve their children in early learning programming. However, perceptions shared by educators who participated in the study may not align with this. The information presented in this article stands to shed a new light on the relationship between parents and educators including those responsible for the decisions surrounding early intervention programming. Ultimately, findings suggest school leaders and policy makers very likely need to look past old assumptions in order to establish new pathways more capable of maximizing Latino participation in early learning programs.
Lecturer Formative Feedback Preferences: The Influence of Disciplines
Author: Chang-Tik, Chan
Date: 2019-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Feedback (Response),College Faculty,Teacher Attitudes,Universities,Foreign Countries,International Education,Intellectual Disciplines,Constructivism (Learning),Research Assistants,Multicampus Colleges,International Cooperation,Preferences,Student Evaluation,College Students,Teacher Student Relationship

This study attempts to determine the choice of the feedback model related to discipline categorised as hard-applied, soft-applied, hard-pure and soft-pure. It also attempts to explore the extent in which the lecturers practise socio-constructivist feedback. It was a non-experimental study conducted in an offshore campus in Malaysia of an established Australian university. The data were collected by six research assistants through semi-structured interviews involving 31 lecturers from all the seven Schools in the university. The data were transcribed and analysed using the framework method as a form of thematic analysis. Since it was a deductive study, academic disciplines were used as pre-selected themes and in each feedback category, there were pre-defined codes. The results reveal that there is no serious evidence to link discipline to the choice of feedback model. In addition, lecturers do practise socio-constructivist feedback as well as other variants of feedback.
The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness
Author: Elsayed, Sahar Abdo
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Learning Processes,Correlation,Hyperactivity,Mathematics Instruction,Elementary School Students,Symptoms (Individual Disorders),Attention Control,Conceptual Tempo,Attention Deficit Hyperactivity Disorder,Tests,Comparative Analysis

The current research aims at finding the relationship between hyperactivity and math learning among a child with deep deafness. The research sample was 40 children from four levels of primary education, ranging in age from (10) to (17) years, the research tools was two tests: a test was used for the evaluation of mathematics, and Teacher's test of hyperactivity, and results found that deep deafness has led to the realization of the hypotheses established by the existence of a statistically significant inverse and intermediate correlation between hyperactivity and mathematical learning. Not also includes a relationship between each of the three symptoms of hyperactivity (Lack of attention, hyperactivity, and impulsivity) and learning mathematics despite the difference in degree of correlation that was in favor of the ADHD. Based on the results, the study recommendation that the most important of which was the need to the prospects of the Deaf group.
The Manipulation of Algebraic Expressions: Deepening of a Widespread Difficulties and New Characterizations
Author: Ferretti, Federica
Date: 2020-00-00
Type: Journal Articles
Subjects: Algebra,Learning Processes,Semiotics,Secondary School Students,Measurement,Foreign Countries,Grade 10,National Competency Tests,Difficulty Level,Mathematics Achievement,Mathematics Education

The learning of algebra represents a difficulty within the mathematics learning process. Precisely because of their epistemological and ontological nature, semiotics provides a good key to understanding the main difficulties that hinder the learning of algebraic objects. The answers to a large scale assessments task that requires a treatment in the sense of Duval of sizeable sample of upper secondary school student is analysed. Statistical analysis allows the nationwide data to be considered according to students' ability levels. The study confirms and quantifies the distance between personal meaning and the cultural meaning attributed to algebraic objects. The difficulties of the manipulation of algebraic expressions is deepened and characterized.
The Influence of Proof Understanding Strategies and Negative Self-Concept on Undergraduate Afghan Students&apos; Achievement in Modern Algebra
Author: Mowahed, Ahmad Khalid
Date: 2020-00-00
Type: Journal Articles
Subjects: Validity,Mathematical Logic,Algebra,Mathematics Achievement,Undergraduate Students,Foreign Countries,Self Concept,Structural Equation Models,Correlation,Mathematics Instruction,Learning Strategies,Academic Ability,Student Attitudes

This study explored the influence of proof understanding strategies and negative self-concept on undergraduate Afghan students' achievement in modern algebra 1. To examine the relationships among proof understanding strategies, negative self-concept and achievement in modern algebra 1, we used structural equation modeling on data collected from three classes of students taking modern algebra in two consecutive years of 2016 and 2017. Participants of this study included 139 sophomore Afghan students, 40.29% male and 59.71% female. Conducting SEM analysis resulted the following findings: firstly, negative self-concept had significant negative influence over students' achievement in modern algebra 1; secondly, proof understanding strategies had significant positive influence over students' achievement in modern algebra 1; thirdly, negative self-concept had significant negative influence over proof understanding strategies; finally, the data fitted very well the SEM model, implying that proof understanding strategies and negative self-concept significantly influence students' achievement in modern algebra 1.
Prospective Primary School Teachers&apos; Attitudes towards Probability and Its Teaching
Author: Estrada, Assumpta
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Probability,Teacher Attitudes,Pedagogical Content Knowledge,Teaching Methods,Student Attitudes,Attitude Measures,Semantics,Item Analysis,Content Validity,Reliability

Since probability is a new topic at the primary school level in many countries, many primary school teachers may consider themselves not well prepared or may not value the formative role of probability as a topic for their students to learn. Consequently, the assessment of teachers' attitudes using valid and reliable instruments is a preliminary step in organizing formative actions for these teachers. In Estrada, Batanero and Díaz (2018), we described the development of a scale aimed at measuring primary school teachers' attitudes towards probability and the teaching of probability. In this new paper we complete the above research and present the results of applying the questionnaire to a sample of 416 prospective primary school teachers. We analyze the results related to the different items, subscales, and total score in the scale, and explore the influence of some variables on the participants' attitudes.
Pre-Service Teachers Making Sense of Fraction Division with Remainders
Author: Sahin, Nesrin
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Mathematical Concepts,Fractions,Division,Pictorial Stimuli,Video Technology,Student Attitudes,Units of Study,Teaching Methods,Discussion (Teaching Technique),Concept Formation,Undergraduate Students,Pedagogical Content Knowledge,Elementary School Teachers,Problem Solving,Small Group Instruction

This study reports an analysis of how pre-service teachers (n=34) made sense of fraction division with remainders using pictorial modeling strategies, and how small-group and whole-class discussion helped them develop conceptual understanding. One and a half class sessions were video recorded, and 12 interviews were conducted. Results indicate that pre-service teachers can develop a conceptual understanding of fraction division with remainders using modeling strategies, and their understanding emerges in three levels: a) level one: ignoring the remainder or labeling it incorrectly; b) level two: interpreting the remainder in the original unit but not relating it to the new unit; and c) level three: interpreting the remainder both in the original unit and the new unit flexibly.
Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes
Author: Abed, Adil Zamil
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics Achievement,Cooperative Learning,Comparative Analysis,Intervention,Student Attitudes,Positive Attitudes,Achievement Tests,Scores,Pretests Posttests

The prime purpose of the current study was to investigate the effect of the predictive power of Jigsaw strategy on low proficient students' proficiency in mathematics and determine the effect of Jigsaw strategy on the mathematics achievement of middle-grades grade-two students. The current study included 80 students who were enrolled in the mathematics lessons in 2017-2018 academic year. Of the total sample, forty were included in an experimental group and forty were in control group. The experimental group was given Jigsaw strategy intervention whereas the control group was taught following existing traditional method (teacher-centred). The findings of the study showed that Jigsaw strategy had more positive effect on students' overall mathematics achievement than the control group students. Additionally, the findings also revealed that experimental group students also exhibited positive attitude towards the mathematics lessons. These overall findings have some implications on learning and teaching of mathematics in Iraq context. This study also provides ample evidences that teacher-centered method is obsolete and ineffective especially in teaching mathematics.
TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?
Author: Salas-Rueda, Ricardo-Adán
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Mathematics Instruction,Mexicans,College Students,Programming Languages,Web Based Instruction,Teaching Methods,Prediction,Models,Foreign Countries,Educational Improvement,Instructional Effectiveness

This quantitative research aims to analyze the design and implementation of the Web Application on the educational process of the Linear Function (WALF) considering the TPACK (Technological Pedagogical and Content Knowledge) model and data science. The sample consists of 45 students who studied the Basic Math course at a Mexican university during the 2015 school year. The TPACK model allows the planning and organization of WALF through technological knowledge (HTML and PHP languages), content knowledge (formulas on the linear function and slope) and pedagogical knowledge (data simulation). The results of machine learning (linear regression) with 50%, 60% and 70% of training indicate that the contents of WALF influence the assimilation of knowledge about the identification and evaluation of the linear function. Data science identifies 2 predictive models on the use of WALF in the field of mathematics by means of the decision tree technique. Finally, the TPACK model facilitates the implementation of technological tools and construction of educational virtual spaces through technological, content and pedagogical knowledge.
Old Arithmetic Books: Mathematics in Spain in the First Half of the Sixteenth Century
Author: Madrid, María José
Date: 2020-00-00
Type: Journal Articles
Subjects: Arithmetic,Mathematics Instruction,Educational History,Comparative Analysis,Content Analysis,Foreign Countries,Books,Textbooks,Authors,Teaching Methods

During the sixteenth century, a relevant number of books related to practical arithmetic were published in Spain. This paper presents a comparative study that aims to identify the object and target of five old mathematics books and the main contents of these books. In order to do so, all the contents and all the examples found in five arithmetic books written during the first half of the 16th century were identified and categorised. A historical-mathematical analysis using a content analysis technique was then applied. The results show the authors' concerns about mathematics at the time and the different contents that were included in some arithmetic books of this century.
Logical Reasoning beyond Classical Logic: An Illustration with Pythagoras Theorem
Author: Vargas, Francisco
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Validity,Mathematical Logic,Error Patterns,Incidence,Barriers,Learning Processes,Undergraduate Students,Engineering Education,Foreign Countries,Schemata (Cognition)

We report on a study conceived with the idea that the use of logic in regard to mathematical reasoning as it actually occurs in practice is not limited to its prominent role in formal deductions and proofs. Interpretation of different mathematical situations elicits in fact the use of mostly unconscious forms of reasoning, close to those of narrative processing, which do not coincide with the expectations of traditional logic. This is pervasive, in particular, in educational situations at different levels, as we illustrate with interpretations which can emerge alongside an apparently obvious mathematical statement, namely, Pythagoras Theorem. We defend the position that analyses of &quot;errors&quot;, should start by understanding their prevalence and non arbitrariness. Accordingly, we use a nonclassical logics whose features may give new insights to the kind of learning obstacles often found in the literature, as well as in our results.
Investigating Patterns of Pre-Service Teachers&apos; Written Feedback on Procedure-Based Mathematics Assessment Items
Author: Lee, Mi Yeon
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Feedback (Response),Test Items,Behavior Patterns,Written Language,Revision (Written Composition),Teacher Student Relationship,Cognitive Development,Metacognition,Learning Motivation,Mathematics Education,Formative Evaluation,Elementary School Teachers,Secondary School Teachers,Instructional Effectiveness,Multimedia Instruction

This study investigates patterns exhibited by pre-service teachers (PSTs) while practicing feedback in response to students' solutions on a procedure-based mathematics assessment. First, we developed an analytical framework for understanding mathematics PSTs' written feedback. Second, we looked into how a learning module on a multimedia platform influenced PSTs' feedback, and identified the ways in which PSTs subsequently revised their initial written feedback. From this analysis, we derived an operational list of emergent patterns of PSTs' written and content-specific feedback. Our findings suggest that PSTs, in general, are likely to improve their written feedback when they engage in reviewing student work, and have the chance to write and revise their feedback. We also discuss some patterns of PSTs' initial feedback that did change with practice, and other patterns that persisted, suggesting the need for further guidance and practice in providing students with written feedback.
Factors Affecting Mathematics Performance of Junior High School Students
Author: Peteros, Emerson
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Instruction,Self Concept,Student Attitudes,Student Interests,Grade 10,High School Students,Correlation,Foreign Countries,Age Differences,Gender Differences,Profiles

Self-concept in mathematics can be defined as student ratings of their skills, ability, enjoyment, and interest in mathematics is seen as an essential factor in their achievement in math. This study assessed the self-concept and academic performance in Math of the Grade 10 students of a public national high school, Cebu, Philippines. The study employed descriptive correlational research. One hundred eighty-three respondents were asked to answer a survey questionnaire in order to measure their self-concept. Their academic performances were assessed using their grades in Math. The assembled information was dealt with measurably utilizing recurrence, percentage, weighted mean, t-test, and Pearson r. Results revealed that they had a moderate level of self-concept towards learning Mathematics. No gender difference was found on the self-concept of the respondents, but there was a significant relationship between self-concept and the respondents' academic performance in Mathematics. Hence, a Math performance enhancement plan is highly recommended for adoption and evaluation.
Examining the Factor Structure of the Survey of Attitudes towards Statistics among Undergraduate Health Science Students
Author: Ayebo, Abraham
Date: 2020-00-00
Type: Journal Articles
Subjects: Attitude Measures,Statistics,Factor Structure,Undergraduate Students,Health Sciences,Introductory Courses,Student Attitudes,Scores,Factor Analysis,Psychometrics

Recent studies report that students' attitudes toward statistics play an important role in their statistics achievement. The goal of this study was to test the psychometric properties of the &quot;Survey of Attitudes Towards Statistics&quot; (SATS-28) among undergraduate health science students enrolled in an introductory statistics course. Most students held positive attitudes towards statistics. The average SATS scores were above neutral. Confirmatory factor analysis validated the four-factor structure of the questionnaire (Affect, Cognitive Competence, Value, and Difficulty), albeit with a few modifications. The RMSEA value of 0.065 was below the suggested cutoff of 0.07. Cronbach's alpha for the entire scale was .907, which was well above the recommended cutoff value of 0.7. The study provided evidence for the appropriate metric properties of the SATS-28 as a valid instrument for measuring the statistics attitudes of a sample of first year students at the University of Minnesota Rochester.
Formalization of Odometer Thinking and Indices for the Classification of Combinatorial Strategies
Author: Gál-Szabó, Zsófia
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Classification,Learning Strategies,Thinking Skills,Models,Measurement,Foreign Countries,Graphs,Equations (Mathematics),Mathematical Formulas

Students' solutions of enumerative combinatorial problems may be assessed along two main dimensions: the correctness of the solution and the method of enumeration. This study looks at the second dimension with reference to the Cartesian product of two sets, and at the 'odometer' combinatorial strategy defined by English (1991). Since we are not aware of any algorithm-based methods suitable for analysing combinatorial strategies on a large-scale sample, in this study we endeavour to formalize the odometer strategy and recommend a method of algorithm-based classification of solutions according to the strategy used. In the paper (1) odometer thinking is described using a formula based on its definition, and (2) constancy and cyclicity are characterized using mathematical formulae, which are then used to describe odometer thinking in a computationally efficient manner ('odometricality'). Our hypothesis, i.e. that odometer thinking may be approximated by the odometricality index, is successfully tested on a random sample of automatically generated solutions (n=10,000) by calculating the correlation between odometricality and the formal measure of odometer thinking. Finally, we offer a method (and R script) for classifying strategy use.