ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perspectives on the Use of Interactive Whiteboards in Mathematics to Support Students&apos; Learning
Author: Collins, Fiona
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Educational Technology,Mathematics Instruction,Foreign Countries,Public Schools,Video Technology,Learner Engagement,Technology Integration,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Internet,Knowledge Level

This paper reports how twenty six New South Wales public school teachers creatively integrate interactive whiteboards into their mathematics instruction to support students' learning through adopting a variety of digital resources in conjunction with the interactive whiteboard including online applications, educational software and presentation software. The use of online video clips on the interactive whiteboard was perceived to be very beneficial in engaging students in mathematics lessons. Lack of access and time were considered to be the main barriers to maximising the potential of the interactive whiteboard in mathematics education.
Teacher Noticing of Primary Students&apos; Mathematical Reasoning in a Problem-Solving Task
Author: Jazby, Dan
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Mathematics Instruction,Mathematical Logic,Problem Solving,Mathematics Skills,Foreign Countries,Cooperative Learning,Teacher Role,Attention

Mathematical reasoning is a key proficiency in mathematics, however primary school teachers may have trouble noticing students' mathematical reasoning mid-lesson. In this study, students' mathematical reasoning has been analysed using video data collected as one grade of Year 5 and 6 students worked through the 'Painted Cube' task. Analysis reveals that students displayed a range of sophistication of mathematical reasoning. An ecological analysis of what student reasoning actions were visible to the teacher mid-lesson suggests that many of these actions were too subtle to be picked up by the teacher.
The Affective Impact of Inclusive Secondary Mathematics for Learners with Down Syndrome: &quot;I Just Love It!&quot;
Author: Faragher, Rhonda
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Down Syndrome,Secondary School Students,Secondary School Mathematics,Mathematics Instruction,Inclusion,Emotional Response,Academic Accommodations (Disabilities),Quality of Life,Foreign Countries,Secondary School Teachers,Mathematics Teachers

Curriculum decisions about what mathematics should be taught to students with Down syndrome in secondary school are often based on utilitarian goals and assessments of current attainment. We report in this paper on the effect of an alternative approach - adjusting the standard mathematics curriculum for the year level - on students' affective responses. Using three vignettes and the Educational Quality of Life framework we draw out implications for curriculum design for learners with Down syndrome, and more broadly, those with intellectual disability. We conclude by arguing for factoring in the impact on the affective domain of teaching the year-level mathematics curriculum, adjusted as required.
Using Video-Based Mathematics Lesson Analysis to Develop Pre-Service Teachers&apos; Reflective Practice
Author: Chikiwa, Samukeliso
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Reflective Teaching,Mathematics Instruction,Preservice Teachers,Case Studies,Teaching Methods,Observation,Student Attitudes,Teacher Education Programs,Foreign Countries

Our qualitative case study explored the nature of pre-service teacher (PST) reflections when analysing video-based lessons aimed at developing their reflective practice. 14 PSTs participated in the study. Data were collected through lesson observation and individual PSTs' written reflections. The initial data show that PSTs find lesson reflection challenging. Many PSTs' initial reflections were below technical description, the first level provided in Muir and Beswick's (2007) reflection framework. A few reflections revealed some aspects of technical description; however, no PST's reflection went beyond Level 1. In this paper we share how we adapted their framework to accommodate PSTs' initial reflections.
What Australian Students Say They Value Most in Their Mathematics Learning
Author: Han, Cindy Di
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Foreign Countries,Elementary School Students,Secondary School Students,Content Analysis,Mathematics Education,Learning Motivation,Learner Engagement,National Curriculum,Mathematics Curriculum,Mathematics Achievement,Values,Mathematical Concepts

625 primary and secondary students from schools in Melbourne and Geelong completed the WIFI Questionnaire to nominate what they valued in their mathematics learning. A content analysis of students' responses to an open-ended question about what they valued most resulted in a list of 64 unique values. A new, fourth category of values in mathematics education is apparent in this range. &quot;Smartness,&quot; &quot;fun,&quot; and &quot;effort&quot; constituted the top 3 popular values. The four Australian Curriculum mathematics proficiencies are also highly valued by the students. None of the students nominated achievement as a value, while it is highly valued by students from countries that perform well in TIMSS or PISA.
What Is Mathematics Education for Children under Three? A Snapshot of Findings from a National Survey
Author: MacDonald, Amy
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Skills,Infants,Toddlers,Preschool Children,Preschool Education,Foreign Countries,Teacher Attitudes,Preschool Teachers

There is clear evidence that early mathematical development sets the foundation for success in later mathematics learning; however, there is little research which considers mathematics education for children under three years of age. This paper provides a snapshot of findings from a national survey of early childhood educators conducted as part of an Australian Research Council &quot;Discovery Early Career Researcher Award&quot; (DECRA) project titled, 'What is mathematics education for babies and toddlers?' The larger project is investigating mathematics education for children under three and interrogating the mathematics education beliefs and practices of the educators who work with these children. This paper presents some preliminary findings from a survey of 506 Australian early years educators to establish a baseline position regarding mathematics education for children under three years of age. Initial analyses offer some promising findings about the state of early childhood mathematics education in Australia. Educators display positive beliefs and self-understandings about mathematics, and utilise a range of everyday activities and resources for mathematics education; all of which are important starting points for high-quality, meaningful mathematics education with our youngest children.
Working towards Equity in Mathematics Education: Is Differentiation the Answer?
Author: Anthony, Glenda
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Individualized Instruction,Equal Education,Social Justice,Foreign Countries,Culturally Relevant Education,Faculty Development,Mathematics Teachers

In this position paper, we review the practice of differentiation -- a universal concept aimed to support diverse students in our classrooms. In exposing the wide-ranging practices of differentiated instruction, and critiques of current implementation, we argue that differentiation in the mathematics classroom needs to be reframed in terms of a social justice perspective. In doing so, we argue that differentiation practices need to move from a focus on cognitive achievement/performance outcomes that serve to divide/label students towards a focus on student well-being and productive mathematical disposition.
Studying Student Interactive Positioning in Collaborative Mathematics Problem Solving: The Case of Four Chinese Students
Author: Zhang, Shu
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Cooperative Learning,Problem Solving,Group Dynamics,Interaction,Grade 7,Instructional Effectiveness

This paper reports on an investigation of the student interaction and group development of a four-student group during collaborative mathematics problem solving. Video and written transcript of the group interaction were analysed. The group problem solving has been described by the flow of negotiative events in terms of topics discussed within the group. Positioning theory framed four interaction positions which described student interaction. A mutual relationship between the two has been identified in this case. Implications for collaborative problem solving are discussed.
Yes, It Is &quot;Immersion&quot; of a Sort, but Not One That Conduces to Mathematical Sense-Making
Author: Robertson, Sally-Ann
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Second Language Instruction,Foreign Countries,Grade 4,Elementary Education,English (Second Language),Language of Instruction,Native Language,African Languages

Immersion models require the concurrent teaching of mathematics and of a second language. Research evidence suggests that few teachers possess sufficient pedagogical knowledge and skill to manage both these tasks adequately. The argument in this position paper is that the construct of 'language-as-resource' offers a more equitable bridging pathway into mathematical sense-making than do many immersion models, and this is illustrated using examples from South African schools.
Tensions in Mathematics Home-School Partnerships
Author: Wadham, Bridget
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Family School Relationship,Cultural Differences,Low Income,Teacher Attitudes,Second Language Learning,English (Second Language),Educational Practices,Barriers,Foreign Countries,Ethnic Groups,Malayo Polynesian Languages,Indians,Pacific Islanders,Parent Attitudes,Teaching Methods,Elementary School Students

Home-school partnerships in mathematics are increasingly seen as a significant contributor to learners' success in school mathematics. Partnering with learners' families can, however, be challenging for schools. This study focused on an exploration of home-school partnership practices in one culturally diverse, low socioeconomic school in Auckland. Teachers completed a questionnaire about their perceptions of the home-school partnership, and parents participated in one of five focus group interviews designed with the cultural and linguistic diversity of the school at the forefront. Findings reveal that a number of tensions between aspects of mathematical practices of the home and school exist.
The Case of Disappearing and Reappearing Zeros: A Disconnection between Procedural Knowledge and Conceptual Understanding
Author: Downton, Ann
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Elementary School Mathematics,Computation,Mathematics Skills,Multiplication,Mathematical Logic,Addition,Foreign Countries

We report on 25 Year 5-6 students' written responses to two items taken from an assessment of mental computation fluency with multiplication, alongside their reasoning of the strategy they had employed, which may or may not have made use of the associative property. Coding of this interview data revealed four distinct levels of conceptual understanding of the associative property, which teachers could use to inform their planning. The findings reveal the complexity associated with assessing multiplicative mental computational fluency and students' reliance on procedures often considered by them to be more magical than logical.
Young Children&apos;s Movement in outside Spaces: Could This Reveal Mathematical Awareness?
Author: McCluskey, Catherine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Young Children,Mathematical Concepts,Motion,Nonverbal Communication,Play,Concept Formation,Recreational Activities,Observation,Early Childhood Education

An awareness of pattern and structure (AMPS) is critical in young children's mathematical development (Mulligan &amp; Mitchelmore, 2009). AMPS is formally assessed in the early years of school (K-3), in structured conditions using predetermined materials, requiring verbal and written responses. However, children also express mathematical thinking non-verbally. What is not understood, is if or how, pattern and structure may emerge informally through movement. For example, could AMPS be embodied through children's movement in outdoor play spaces? Theoretical perspectives on embodied mathematical cognition and mathematical pattern and structure will be presented to discuss possible relationships between AMPS and children's movement outdoors.
Public School Principals&apos; Three Most Important Education Goals, by Community Type and School Level. Data Point. NCES 2020-202
Author: Yanez, Christina
Date: 2020-04-00
Type: Reports - Research
Subjects: Principals,Public Schools,Educational Objectives,Urban Schools,Suburban Schools,Rural Schools,Elementary Schools,Middle Schools,High Schools

This data point report investigates the relationship between various education goals, chosen as important by public school principals, by different community types and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in the supplementary tables.
The Impact of Teacher Interest-Led Inquiry on the Student Learning Experience
Author: Russo, Toby
Date: 2019-00-00
Type: Reports - Research
Subjects: Interests,Mathematics Teachers,Elementary School Teachers,Student Experience,Positive Attitudes,Teacher Attitudes,Units of Study,Elementary School Students,Student Interests,Student Motivation,Inquiry,Active Learning,Grade 5,Grade 6,Middle School Students,Foreign Countries,Middle School Teachers

Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing integrated mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in one of five structured inquires developed by these teachers. Participation was associated with increases in students' intrinsic motivation to learn mathematics. Students attributed positive evaluations to the opportunity to learn mathematics in a context in which they were personally engaged. Possible future research directions are discussed.
Technology and the Knowledge Quartet
Author: Oates, Greg
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Models,Teaching Methods,Secondary School Mathematics,Foreign Countries,Knowledge Level,Pedagogical Content Knowledge,Technological Literacy,Males,Single Sex Schools

Rowland's Knowledge Quartet (KQ) model can provide illuminating insights into teacher practice in mathematics classrooms. This paper explores a framework developed for pedagogical technology knowledge (TPACK) to consider teacher practice in integrated technology classrooms alongside the KQ model. Observations of a Year 11 class in an Australian school provides evidence that technology may impact practice in each of the four component areas, Foundation, Connections, Transformation and Contingency knowledge of the Knowledge Quartet model.
The Mathematics Enrolment Choice Motivation Instrument
Author: Li, Ning
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Decision Making,Grade 11,Secondary School Students,Test Validity,Self Esteem,Self Concept,Value Judgment,Student Experience,Student Motivation,Mathematics Anxiety,Foreign Countries,Course Selection (Students)

The instrument of mathematics enrolment choice motivation (MECM) is designed to measure factors that influence students' decisions to keep or drop mathematics in Year 11. Using survey responses from 289 Year 11 students, this paper presents the initial form of the instrument, examines its factor structure, internal consistency and discriminant power. The preliminary psychometric evidence supports the proposal of a reduced form with five scales for self-concept, self-efficacy, subjective value, anxiety and learning experience in mathematics. With a clearer factor structure and better item information characteristics, the short form is more practical for use with senior secondary students.
Teaching Number Fact and Computational Fluency: Teachers&apos; Perceptions and Impact upon Practice
Author: Thiele, Catherine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computation,Mathematics Instruction,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Grade 3,Grade 4,Mathematics Skills,Teaching Methods,Skill Development,Instructional Effectiveness,Numbers,Teacher Competencies,Teaching Skills,Pedagogical Content Knowledge,Foreign Countries

This paper presents primary school teachers' perceptions associated with their engagement in a project aimed at building Year 3 and Year 4 students' number fact and computational fluency. Throughout the project, teachers were provided with classroom ideas and suggestions for engaging students in number fact practice and for generating student discussions about computational strategies. They were also presented ideas for a teaching sequence for building number facts through thinking strategies; that is, a strategies approach. The impact of this program, through survey responses reveal marked shifts (pre- to post-project) in teacher attitudes, skills, knowledge and practices around teaching fluency with number facts. The impact of the teacher implementing a strategies approach to teaching number facts and computational fluency is discussed.
The Heaviness of Objects and Heaviness of a Material Kind: Some 11 to 12-Year-Old Children&apos;s Understandings of Mass and Density
Author: Senzamici, Leane
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Scientific Concepts,Grade 6,Grade 7,Middle School Students,Foreign Countries,Misconceptions,Middle School Mathematics,Concept Formation,Knowledge Level

The aim of this research was to explore 11 to 12-year-old children's understanding of the mass of objects made from different materials, and the measurement of this attribute. In depth task-based interviews were conducted with six children attending six different schools; five were in Year 6 and one in Year 7. The children were found to hold alternative conceptions about mass, which they understood as being synonymous with weight. These conceptions appear to stem from confusion between the heaviness of an object and the heaviness of the material (its density) from which an object is made. It is recommended that measurement of mass in the Australian Curriculum: Mathematics be integrated with 'Chemical Sciences' in the Australian Curriculum: Science.
The Variability Effect in High and Low Guidance Instruction: A Cognitive Load Perspective
Author: Likourezos, Vicki
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Methods,Cognitive Ability,Pretests Posttests,Learning Theories,Mathematics Instruction,Mathematics Tests,Scores,Comparative Analysis,Adult Students,College Preparation,Postsecondary Education,Foreign Countries,Learning Processes,Prior Learning

The variability effect occurs when learners' exposure to highly variable tasks results in better learning. It was hypothesised that learners who studied high variability worked examples would obtain higher post-test scores compared to learners who studied low variability examples, and learners who self-generated problem solutions for the same high or low variability tasks. This hypothesis was not supported. However, subjective ratings of difficulty supported the assumptions based on cognitive load theory. From a practical perspective, these results suggest that novice learners should initially be presented with low variability, high-guidance learning tasks to reduce a potential cognitive overload.
The Impact of Whole School Professional Learning on Students&apos; Multiplicative Thinking
Author: Downton, Ann
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Mathematics Instruction,Thinking Skills,Pedagogical Content Knowledge,Longitudinal Studies,Faculty Development,Educational Environment,Coaching (Performance),Teaching Methods,Outcomes of Education,Catholic Schools,Elementary School Teachers,Foreign Countries,National Curriculum,Mathematics Achievement,Achievement Gains,Mathematics Tests,Algebra,Mathematical Concepts,Numbers,Elementary School Students,National Competency Tests,Literacy,Numeracy

The complex nature of multiplicative thinking can be challenging for students and teachers to navigate. We report on the impact on student learning of school-based professional learning that targeted teachers' pedagogical content knowledge related to Multiplicative Thinking. Analysis of Year 4 students' longitudinal data indicated greater growth over time in schools involved in the learning than in non-participating schools. Six schools that received additional classroom support from teaching educators, showed the greatest growth over time. These findings suggest that school-based professional learning which includes a coaching component impacts on knowledge and practice, and subsequent student learning.
&quot;The Task Is Not the Challenge&quot;: Changing Teachers&apos; Practices to Support Student Struggle in Mathematics
Author: Bobis, Janette
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Teaching Methods,Mathematics Teachers,Knowledge Level,Faculty Development,Elementary School Teachers,Mathematics Instruction,Pretests Posttests,Thinking Skills,Skill Development,Teacher Attitudes,Pedagogical Content Knowledge

In this paper, we report on changes to teachers' knowledge and practices as a result of their participation in a professional learning initiative focused on cognitively challenging tasks and the pedagogies for enhancing student reasoning as such tasks unfold. Data from 239 primary teachers who responded to an online pre- and post-professional learning questionnaire revealed significant changes in their commitment to challenging tasks and their allowance of student struggle. Classroom observations and follow-up semi-structured interviews with two teachers are used to shed light on what these reported shifts in teacher practices looked like in the classroom.
Undergraduates&apos; Uses of Examples in Introductory Topology: The Structural Example
Author: Gallagher, Keith
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Introductory Courses,Topology,Undergraduate Students,Mathematical Logic,Definitions,Research Universities,Group Activities,Visual Aids,Mathematical Concepts,Study,Mathematics Instruction

Example use in undergraduate mathematics has been extensively studied. However, little is known about undergraduates' example use in the context of introductory point-set topology. We present a case study of one undergraduate and describe her example use when constructing proofs in the context of introductory topology. We describe her use of a type of example previously undiscussed in the research literature, which we call structural examples. We conclude by drawing distinctions between structural examples and other, more specific forms of example.