ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Semiotic Resources to Build Images When Teaching the Part-Whole Model of Fractions
Author: Mildenhall, Paula
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Semiotics,Fractions,Case Studies,Video Technology,Nonverbal Communication,Verbal Communication,Manipulative Materials,Mathematical Concepts,Concept Formation,Teaching Methods,Focus Groups,Semi Structured Interviews

This paper reports an exploration into the use of a combination of semiotic resources when teaching the part-whole model of fractions. The study involved a single case study of one class teacher and six students in an Australian primary classroom. Using video as the predominate research tool it was possible to describe how gesture and language were combined with two and three dimensional representations of folding paper, fraction walls and number lines to build images that appeared to enhance students' understanding of the part-whole model of fractions. I conjecture that the variety semiotic resources including gesture should have more prominence in teachers' planning documents.
When a Mathematics Support Pilot Program Fails Miserably: Looking for Answers
Author: McNaught, Keith
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Health Sciences,College Students,Mathematics Skills,Remedial Mathematics,Student Participation,Student Evaluation,Program Effectiveness

The implementation of a Post Entrance Numeracy Assessment (PENA) program at the University of Notre Dame Australia (UNDA) Fremantle campus, demonstrated that many Health Science students had inadequate mathematical skills on entry. The development of a support course, offered as a &quot;strongly encouraged&quot; option, resulted in only 4% of students (not achieving the PENA benchmark) actually engaging. Whilst recognising that Health Science students at this institution have a history of limited engagement with support, this poor level of engagement demanded particular attention. It was clearly linked to mathematics per se, where student negativity to the subject is almost palpable in many undergraduate courses. In attempting to explain this engagement reluctance, the clear need to improve student skills with mathematics demanded a review of how such a support program may be offered.
Does an Ability to Pattern Indicate That Our Thinking Is Mathematical?
Author: McCluskey, Catherine
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Mathematical Concepts,Concept Formation,Pattern Recognition,Neurology

Research affirms that pattern and structure underlie the development of a broad range of mathematical concepts. However, the concept of pattern also occurs in other fields. This theoretical paper explores pattern recognition, a neurological construct based on the world of Goldberg (2005), and pattern as defined in the field of mathematics to highlight what is intrinsically similar about the concept in these domains. An emerging model of patterning is proposed to describe this relationship.
Visual Stimuli That Prompt Young Children to Notice Their Mathematical Thinking: Two Researchers' Experiences
Author: MacDonald, Amy
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Prompting,Visual Stimuli,Young Children,Preschool Education,Primary Education,Teaching Methods,Freehand Drawing

As described in the symposium overview, this paper is built on two researchers' interests and research concerning mathematics learning and teaching at the time of children's transition to primary school, including prior-to-school and the first years of school. Our previous research has shown that young children are aware of their own mathematical thinking and the experiences during which mathematics learning has occurred; however, for young children it is often easier to talk about something tangible rather than something abstract. In our attempts to elicit the mathematical thinking of four to seven year-olds we have found that the use of visual stimuli prompts children to not only notice their own learning, but also share this learning with others. In this paper we describe two forms of visual prompting we have found to be very useful as research methodologies for assisting children to notice their mathematical thinking: children's drawings and video-stimulus recall.
Inquiry-Based Learning in Mathematics: Designing Collaborative Research with Schools
Author: Makar, Katie
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Teaching Methods,Mathematics Instruction,Cooperation,Research,Interviews,Video Technology,Observation,Faculty Development,Foreign Countries,Mathematics Teachers,Teacher Attitudes,Teaching Experience,Expertise

A series of research projects were implemented over seven years to understand and facilitate teachers' experiences in adopting inquiry. An overview of the project, methodology and key outcomes are outlined as a basis for the partnership described in this symposium. We end the paper with a list of recommendations for designing collaborative research with schools. [This research was funded in part by the University of Queensland (ECR Grant) and Education Queensland (Industry Partner).]
Young Children Talking in Mathematics: What Is the Point of &quot;That&quot;?
Author: Murphy, Carol
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Young Children,Mathematics,Interpersonal Communication,Cooperative Learning,Connected Discourse,Intervention,Discourse Analysis,Child Language,Dialogs (Language),Word Frequency,Statistical Analysis

As part of an intervention project to encourage exploratory talk with young children in mathematics, it was found that, although the children did not engage fully in reasoning, the intervention had supported some children in developing more cohesive discourse. The cohesion was evidenced through the children's use of deictic words, in particular the word &quot;that&quot;. Examples of dialogue are contrasted to illustrate the changes in this use of deixis and are related to children's meaning-making in mathematics.
Utah State Office of Education Fingertip Facts, 2012-13
Author: Utah State Office of Education
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Language Tests,Mathematics Tests,Criterion Referenced Tests,Public Education,Educational Finance,Federal Aid,State Aid,Expenditures,Enrollment,Public Schools,Public School Teachers,Administrators,Teacher Salaries,Teacher Student Ratio,Expenditure per Student,African American Students,Asian American Students,White Students,Hispanic American Students,American Indian Students,Pacific Americans,Economically Disadvantaged,Disabilities,Limited English Speaking,Elementary Secondary Education,Preschool Education

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: Core CRT Language Arts Testing, 2012; Core CRT Mathematics Testing, 2012; 2012 Public Education General Fund; 2011-2012 Enrollment Demographics; Public Schools by Grade Level, 2011-12; Number of Licensed Educators; Median Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2012-13 School Year; Per Pupil Spending in Perspective, 2010; and Public School Enrollment. A Utah State Office of Education contact list is included.
Utah State Office of Education Fingertip Facts, 2013-14
Author: Utah State Office of Education
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Language Tests,Mathematics Tests,Criterion Referenced Tests,Public Education,Educational Finance,Federal Aid,State Aid,Expenditures,Enrollment,Public Schools,Public School Teachers,Administrators,Teacher Salaries,Teacher Student Ratio,Expenditure per Student,African American Students,Asian American Students,White Students,Hispanic American Students,American Indian Students,Pacific Americans,Economically Disadvantaged,Disabilities,Limited English Speaking,Elementary Secondary Education,Preschool Education

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: Core CRT Language Arts Testing, 2013; Core CRT Mathematics Testing, 2013; 2013 Public Education General Fund; 2012-13 Enrollment Demographics; Public Schools by Grade Level, 2012-13; Number of Licensed Educators; Average Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2013-14 School Year; Per Pupil Spending in Perspective, 2011; and Public School Enrollment. A Utah State Office of Education contact list is included. [For &quot;Utah State Office of Education Fingertip Facts, 2012-13,&quot; see ED572987.]
Utah State Office of Education Fingertip Facts, 2014-15
Author: Utah State Office of Education
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Language Tests,Mathematics Tests,Public Education,Educational Finance,Federal Aid,State Aid,Expenditures,Enrollment,Public Schools,Public School Teachers,Administrators,Teacher Salaries,Teacher Student Ratio,Expenditure per Student,African American Students,Asian American Students,White Students,Hispanic American Students,American Indian Students,Pacific Americans,Economically Disadvantaged,Disabilities,Limited English Speaking,Elementary Secondary Education,Preschool Education,Science Tests,Multiracial Persons

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: SAGE Testing, 2014; 2013 Public Education General Fund; 2014-15 Public School Enrollment Demographics; Public Schools by Grade Level, 2013-14; Number of Licensed Educators; Trimmed Mean Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2014-15 School Year; Per Pupil Spending in Perspective, 2011; and Public School Enrollment. A Utah State Office of Education contact list is included. [For &quot;Utah State Office of Education Fingertip Facts, 2013-14,&quot; see ED572988.]
Utah State Office of Education Fingertip Facts, 2015-16
Author: Utah State Office of Education
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Language Tests,Mathematics Tests,Public Education,Educational Finance,Federal Aid,State Aid,Expenditures,Enrollment,Public Schools,Public School Teachers,Administrators,Teacher Salaries,Teacher Student Ratio,Expenditure per Student,African American Students,Asian American Students,White Students,Hispanic American Students,American Indian Students,Pacific Americans,Economically Disadvantaged,Disabilities,Limited English Speaking,Elementary Secondary Education,Preschool Education,Science Tests,Multiracial Persons

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: SAGE Testing, 2014-15; 2015 Public Education General Fund; 2014-15 Public School Enrollment Demographics; Public Schools by Grade Level, 2014-15; Number of Licensed Educators; Estimated Average Teacher Salary; Pupil-Teacher Ration; Value of the Weighted Pupil Unit (WPU) for the 2014-15 School Year; Per Pupil Spending; and Public School Enrollment. A Utah State Office of Education contact list is included. [For &quot;Utah State Office of Education Fingertip Facts, 2014-15,&quot; see ED572989.]
Voices from the Classroom: Results from the 2016 Tennessee Educator Survey
Author: Bailey, Isaiah
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Teacher Surveys,Teacher Attitudes,Educational Attitudes,State Surveys,Educational Environment,Educational Policy,State Policy,Discipline Policy,Discipline Problems,Student Evaluation,Teacher Education,Professional Education,Educational Planning,Statewide Planning,Strategic Planning,Technology Uses in Education,College Readiness,Career Readiness,Learner Engagement,Faculty Development,Teacher Evaluation,Teacher Improvement

The Tennessee Educator Survey, created in partnership with the Tennessee Education Research Alliance at Vanderbilt University (TERA), aims to take the pulse of teacher perceptions, monitor school climate and culture across the state, and include educators' voices in the policy discussion. The survey offers a snapshot of where Tennessee is--and where the state needs to go--if educators are to meet collective goals around excellence and equity, ensuring that all students find success both while attending schools and following high school graduation. For the last six years, the survey was distributed to all educators listed in the state system with a valid email address. This year's survey was available between April 13 and May 27, 2016. All participants completed a main survey differentiated by self-reported role (teacher, administrator, counselor, instructional coach, school support staff, etc.). Teachers and administrators additionally completed one special topic section that either covered assessment and standards, evaluation, personalized learning, or professional learning. This year's survey represents the perceptions of more than 30,000 educators, about half of the state's teachers and administrators, and results are weighted to take into account differential response rates. Results are released publicly for districts and schools that achieved a response rate greater than or equal to 45 percent. Half of Tennessee's 1,800 schools and 123 of 148 districts crossed this threshold. All results can be accessed via the updated survey website and in downloadable spreadsheet form. The report reflects what Tennessee educators thought about climate and classroom in their schools, student discipline, evaluation and professional learning, as they look to what's ahead for Tennessee's educators and the department. This report also highlights several additional findings drawn from early analyses into topics associated with the state's strategic plan, including teacher technology use and building culture in high schools focused on college and career readiness. Some of these initial findings will become topics for more extensive research briefs in the coming year. [This report was written with support of Jonathon Attridge, Laura Booker, Shelby Buono, Lila Goldstein, Lacey Hartigan, Nate Schwartz, and Zac Stone. This report was designed by Brad Walker.]
What Financial Dilemmas Reveal about Students' Social and Mathematical Understanding
Author: Sawatzki, Carly
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 5,Research Projects,Mathematical Concepts,Foreign Countries,Mathematics Instruction,Problem Solving,Money Management,Adolescents

Everyday financial dilemmas require us to draw on social, interdisciplinary, and mathematical understandings simultaneously and in synergy if we are to make informed financial decisions. Financial literacy is enjoying an elevated status across the &quot;Australian Curriculum.&quot; This paper reviews some of the literature on financial literacy, and describes aspects of a research project in which Year 6 students were presented with financial dilemmas to gain insights into their social and mathematical understands and financial decision making. The findings suggest that teaching that provides meaningful contexts in which mathematical concepts are situated is critical to student learning.
Using Tablet PCs for Active Learning: Learning from Others' Mistakes
Author: Robson, Daphne
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Mathematics Instruction,Learner Engagement,Peer Teaching,Student Attitudes,Foreign Countries,Active Learning,Questionnaires,Teaching Methods,Postsecondary Education

Tablet PCs were used interactively in a Discrete Mathematics course in the first year of a Computing degree. The main benefit expected was an improvement in student engagement, but peer instruction was very evident and the ability to display many student answers led to very effective and immediate feedback, particularly when incorrect answers were displayed to the class. We discuss our experiences and the student reactions, and in particular, what they reported as the main advantages.
A Vision for Teaching, Leading, and Learning: Core Teaching and Leadership Standards for Vermont Educators
Author: Vermont Agency of Education, Vermont Standards Board for Professional Educators (VSBPE)
Date: 2013-06-26
Type: Reports - Descriptive
Subjects: State Standards,Academic Standards,Teacher Competencies,Leadership,Ethics,Faculty Development,Alignment (Education),Educational Administration,Administrator Qualifications,Teacher Qualifications,Common Core State Standards

The purpose of this document is to serve as a resource for educators, leaders, districts, professional organizations, teacher education programs, and others. As each set of standards included here emphasizes the skills and knowledge needed for 21st century teaching and learning, they form the basis for teacher preparation, licensure, and professional learning. This document was created to replace &quot;A Vision for Schooling,&quot; adopted by the Vermont Standards Board for Professional Educators (VSBPE) in August 2003. The previous &quot;Apple Book&quot; included the Five Standards and Sixteen Principles for Vermont Educators. The new &quot;Tree Book&quot; includes: (1) Core Teaching Standards for Vermont Educators; (2) Core Leadership Standards for Vermont Educators; (3) Professional Learning Standards; and (4) Code of Professional Ethics. This book has been divided into sections devoted to each set of standards. Each section includes an introduction as well as the detailed standards themselves. This allows each section to function alone or in relation to the other standards. Individual sections contain references.
Overcoming Challenges of Being an In-Field Mathematics Teacher in Indigenous Secondary School Classrooms
Author: Sandhu, Satwant
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Secondary School Mathematics,Mathematics Instruction,Problem Solving,Mathematics Activities,Secondary School Teachers,Grade 7,Grade 8,Grade 9,Case Studies,Indigenous Populations,Rural Schools,Rural Areas,Observation

Queensland rural and remote schools have difficulty in attracting experienced, in-field mathematics teachers. Thus, when such teachers arrive, much is expected of them to increase the mathematics knowledge of students. This paper looks at one such teacher who, against the high expectations placed upon him as an in-field teacher, experienced challenges in teaching mathematics to underperforming Indigenous Australian students. The paper considers implications of in-field mathematics teachers in underperforming classrooms. [The AIM project was funded by the Commonwealth Government's Closing the Gap: Expansion of Intensive Literacy and Numeracy program for Indigenous students. The authors would like to acknowledge the schools' teachers and students, and the AIM project team at the YuMi Deadly Centre, Queensland University of Technology.]
Coaching as Professional Learning: Guidance for Implementing Effective Coaching Systems
Author: Vermont Agency of Education
Date: 2016-03-00
Type: Information Analyses
Subjects: Coaching (Performance),Professional Education,Faculty Development,Program Implementation,Guidance,Educational Change,Literature Reviews,Educational Research,Synthesis,Instructional Effectiveness,Definitions,Capacity Building,Educational Benefits,Teacher Characteristics,Teacher Effectiveness,Educational Practices,Teacher Role,Principals,Teacher Administrator Relationship,School Culture

To build collective capacity within organizations, schools and districts across the world have implemented coaching as an effective method for systemic reform. Vermont in particular has a wide variety of coaches, including instructional coaches and systems coaches, as well as a variety of interpretations of the coaching practice. Many schools invest a great deal of time and money in professional learning for instructional coaching, often funded with federal program funds. With these investments comes the responsibility to design systems and processes with the greatest potential to improve organizations, classroom instruction, and, ultimately, student achievement. This document is a synthesis of research on coaching in educational settings. The contents include information and resources that support methods for implementing and sustaining effective coaching systems and practices in a variety of educational contexts. An appendix provides additional resources for building and strengthening coaching systems.
Texas Higher Education Strategic Plan: 2015-2030. 60x30TX
Author: Texas Higher Education Coordinating Board
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Strategic Planning,Educational Attainment,Graduation,Employment Potential,Job Skills,Debt (Financial),College Graduates,Student Loan Programs,Undergraduate Students,Public Colleges,Outcomes of Education

Higher education improves the lives of Texans. This new higher education plan, 60x30TX, focuses on the common goal by striving for 60 percent of the 25- to 34-year-old Texas population to hold a certificate or degree by 2030. The plan seeks to increase student success through the combined expertise and resources of many stakeholders. Because of these collaborative efforts, Texas institutions of higher education will have more opportunities to grow, which will enrich students and the state. The 60x30TX (&quot;60 by 30 Tex&quot;) higher education strategic plan contains four broad goals presented in this report: (1) 60x30: By 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree; (2) Completion: By 2030, at least 550,000 students in that year will complete a certificate, associate, bachelor's, or master's from an institution of higher education in Texas; (3) Marketable Skills: By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills; and (4) Student Debt: By 2030, undergraduate student loan debt will not exceed 60 percent of first-year wages for graduates of Texas public institutions. Each goal contains a set of targets that will move the state toward reaching one or more goals. Many stakeholders across Texas will need to develop and implement a wide range of strategies to meet each target. The following are appended: (1) History of the Texas Higher Education Strategic Planning Committee for the 60x30TX Plan; and (2) Glossary.
How Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogy
Author: Prodromou, Theodosia
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Preservice Teachers,Teaching Methods,Preadolescents,Mathematics Skills,Barriers,Learning Problems,Faculty Development,Statistics,Teaching Skills,Arithmetic,Mathematical Concepts,Foreign Countries,Algebra,Probability,Lecture Method,Workshops,Assignments

This research study investigates how pre-service teachers integrate statistical content, students' thinking, and pedagogy as they examine how 11- to 12-year olds develop mathematically. The findings provide insights into: a) how pre-service teachers identify some of the difficulties that students commonly have, and b) what pedagogical approaches pre-service teachers use to address students' difficulties and enhance students' learning. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in teaching statistics.