ethanporcaro/eric-fulltext-meta huggingface dataset:
The Classicist and the Frequentist Approach to Probability within a &quot;TinkerPlots2&quot; Combinatorial Problem
Author: Prodromou, Theodosia
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Probability,Grade 9,Mathematics Skills,Computer Software,Secondary School Mathematics,Computer Simulation,Secondary School Students,Foreign Countries

This article seeks to address a pedagogical theory of introducing the classicist and the frequentist approach to probability, by investigating important elements in 9th grade students' learning process while working with a &quot;TinkerPlots2&quot; combinatorial problem. Results from this research study indicate that, after the students had seen the systematic construction of the event space via combinatorial analysis, they viewed the sample space as an essential property that regulated the results of the distribution of each sum's theoretical frequency.
Developing Mathematical Knowledge through Social Justice Pedagogy with Young Adult Arab Women
Author: Tanko, Mohammed Goma
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Muslims,Females,Mathematics Instruction,Social Justice,Teaching Methods,Foreign Countries,College Students,Student Projects,Knowledge Level,Mathematics Skills,Relevance (Education),Grounded Theory,Focus Groups,Questionnaires

The study involved a group of Middle Eastern Muslim women learning mathematics through social justice pedagogy. The findings suggest that the involvement of students in social justice issues has not lead into a decline in their opportunity to learn mathematical content as set in the course. However, this approach has helped them to develop significant mathematical knowledge beyond the basic numeracy skills expected of them. In addition, this study demonstrated how a focus on mathematical content can be maintained while students are involved in social issues in mathematics learning.
Identifying Stages in a Learning Hierarchy for Use in Formative Assessment--The Example of Line Graphs
Author: Stacey, Kaye
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Formative Evaluation,Evaluation Methods,Graphs,Learning Processes,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10

This paper discusses issues arising in the design of questions to use in an on-line computer-based formative assessment system, focussing on how best to identify the stages of a learning hierarchy for reporting to teachers. Data from several hundred students is used to illustrate how design decisions have been made for a test on interpreting line graphs.
Students' Ways of Knowing and Learning Mathematics and Their Ways of Interacting with Advanced Calculators
Author: Tan, Hazel
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Calculators,Teaching Methods,Beliefs,Student Attitudes,Online Surveys,Secondary School Students,Foreign Countries,Mathematics Skills,Gender Differences,Cross Cultural Studies,Cultural Differences,Technology Uses in Education,Correlation,Statistical Analysis

In this paper, the relationships between students' beliefs about knowing and learning mathematics, and how they engage with calculators, are investigated. An online survey was conducted for 964 Singaporean and 176 Victorian senior secondary students. Students' &quot;connected knowing-deep approach&quot; conception of mathematics was found to be associated with their use of &quot;calculators as collaborator,&quot; and their &quot;separate knowing-surface approach&quot; conception of mathematics was associated with use of &quot;calculators as master.&quot; Gender differences in students' beliefs were also found.
Pedagogical Content Knowledge in Mathematical Modelling Instruction
Author: Tan, Liang Soon
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Mathematical Models,Mathematics Instruction,Lesson Plans,Teaching Methods,Teaching Models,Teaching Skills,Secondary School Mathematics,Secondary School Teachers,Educational Practices

This paper posits that teachers' pedagogical content knowledge in mathematical modelling instruction can be demonstrated in the crafting of action plans and expected teaching and learning moves via their lesson images (Schoenfeld, 1998). It can also be developed when teachers shape appropriate teaching moves in response to students' learning actions. Such adaptive development of teachers' pedagogical content knowledge may in turn be supported by their knowledge of the mathematical modelling process and Ang's (to appear) proposed framework for planning mathematical modelling instruction.
What Stimulation That Parents Can Provide to Their Child for His/Her Holistic Development from the Time of Conception till Birth?
Author: Khowaja, Hina Amin
Date: 2017-03-29
Type: Reports - Descriptive
Subjects: Stimulation,Parent Child Relationship,Child Development,Holistic Approach,Birth,Prenatal Influences,Pregnancy

This paper is an attempt to highlight the ways through which expected parents can support their children for their development from the time of conception till birth. This paper shares ideas to the parents about stimulation, which children are required for their development. This paper is divided into three categories: First trimester, second trimester and third trimester. Each category first discusses the physical growth of a child and then it shares the stimulation or activities that parents can give to the children for their holistic development. The stimulation which are suggested in this paper are some recommendations not the only recommendations that parents can do for upbringing of their children, there can be more ways or activities which we can explore further. In short, this paper is the first effort to explore stimulation towards the development of a child from the time of conception till birth.
Social and Emotional Learning Centered around Human Motivation
Author: Pittman, Evan
Date: 2017-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Motivation,College Readiness,Career Readiness,High School Students,Urban Schools,Urban Youth,Public Schools

As a higher education professional and soon to be doctoral student, studying to become an urban youth and community guru, it has become increasingly clear that re-educating our inner city youth is key. However, before the re-education of the youth can occur, there must be a time of re-education and better preparation for teaching professionals. Educators have to appeal to the minds of the students. Educators also have to engage the students and make education innovative, creative, and attractive to urban youth. The best way to accomplish this goal is to have a clear understanding on the five sources of motivation. The five sources of motivation are: intrinsic process, instrumental, self-concept external, self-concept internal, and goal internalization (Leonard, Beauvais, &amp; Scholl., 1999; Barbuto, 2002). There must be a development for our professionals to understand the essence and importance of captivating the mind of each individual student. One of the greatest gifts is the ability to listen. As educators, it is imperative teachers remain co-learners in the classroom. Once the value of the voice of students' returns as a main priority, educators will be able to effectively and morally socially develop the whole student through education.
Professional Collaboration as Responsive Pedagogy
Author: Brown, Barbara
Date: 2015-00-01
Type: Speeches/Meeting Papers
Subjects: Teacher Collaboration,Action Research,College Faculty,Qualitative Research,Reflective Teaching,Instructional Design,Higher Education,Masters Programs,Blended Learning,Electronic Learning

In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is discussed as a methodology used by instructors to reflect on practice in order to engage in continuous quality improvement of learning in higher education. The authors share how action research proved to be a valuable methodology used to guide this reflective experience and can be used to inform ongoing instructional design processes and future research. [This paper was published in Preciado Babb, P., Takeuchi, M., &amp; Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 101-108. Calgary, Canada: Werklund School of Education, University of Calgary.]
Empirical Evidence for Niss' &quot;Implemented Anticipation&quot; in Mathematising Realistic Situations
Author: Stillman, Gloria
Date: 2012-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Foreign Countries,Teaching Methods,Relevance (Education),Scaffolding (Teaching Technique),Expectation,Mathematical Models,Assignments,Secondary School Mathematics

Mathematisation of realistic situations is an on-going focus of research. Classroom data from a Year 9 class participating in a program of structured modelling of real situations was analysed for evidence of Niss's theoretical construct, implemented anticipation, during mathematisation. Evidence was found for two of three proposed aspects. In addition, unsuccessful attempts at mathematisations were related in this study to inability to use relevant mathematical knowledge in the modelling context rather than lack of mathematical knowledge, an application oriented view of mathematics or persistence.
Developing Mathematical Resilience among Aboriginal Students
Author: Thornton, Steve
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Resilience (Psychology),Mathematics,Mathematics Instruction,National Programs,Case Studies,Culturally Relevant Education,Elementary School Students,Elementary School Teachers,Elementary School Mathematics

The processes of mathematisation, the use of mathematical models and representations of real world contexts, and contextualisation, the embedding of mathematical ideas into a meaningful context, are key aspects of students' mathematical learning. We present a conceptual framework for thinking about mathematising and contextualising developed as part of the &quot;Make it Count,&quot; a national project that seeks to develop an evidence base of practices that improve Indigenous students' learning in mathematics. We suggest that an intentional focus on mathematisation and contextualisation helps to make mathematics meaningful, particularly for Indigenous students. In particular we suggest that such a focus has the potential to enhance the mathematical resilience of Aboriginal students.
British Columbia Post-Secondary Direct-Entry Admission Practices: Implications for the BC Secondary School Graduation Program. Project Report
Author: James, Ted
Date: 2015-04-00
Type: Reports - Research
Subjects: Foreign Countries,College Admission,College Applicants,Admission Criteria,Selective Admission,Open Enrollment,Graduation Requirements,Secondary Education,Undergraduate Study,Focus Groups,Interviews

This report was commissioned jointly by the British Columbia Council on Admissions and Transfer (BCCAT) and the British Columbia Registrar's Association (BCRA) to create a background document to further dialogue among stakeholders regarding any proposed changes to the secondary school graduation program in BC. The scope of the report includes only the admission processes for direct-­entry applicants for the post-­secondary members of the BC Transfer system. Guided by a project advisory committee of BCRA representatives, the authors researched the different types of admission models and admission practices used by post-­secondary institutions in BC and obtained feedback and other input from 2 focus groups of members from the British Columbia Associate Registrars and Managers Association (BCARMA). The report concludes that further dialogue is needed among the various stakeholders to address the implications, challenges and issues raised earlier. Key stakeholders in such further dialogue will be the post-­secondary institutions, including faculty, registrars, and academic administrators. The authors recommend that BCCAT continue to show leadership in assisting the post-­secondary system in BC to participate in further dialogue, to identify and help ameliorate the barriers that students face when transitioning into post-­secondary, to document the correlation between secondary school grades and success in post-secondary studies, and to provide advice and support to post-­secondary institutions in how best to handle the new changes to secondary school graduation when these are implemented. In addition, BCCAT should encourage the post-­secondary articulation committees to invite participation by representatives of secondary school teachers in their articulation meetings in English, mathematics, sciences and modern languages. Furthermore, the report recommends that the Ministry of Education should include representatives from the post-­secondary system in the work teams that develop the proposed new secondary school assessment methods, graduation requirements, and student progress reports identified in the &quot;BC Education Plan.&quot; Two appendices are included: (1) Models of Admission for Direct Entry into Post-­Secondary Education in BC; and (2) Typical Schedule for Annual Admission Process into Post-­Secondary.
On Diagnosis and Intervention: Helping Students with Special Needs Learn Fraction Ideas Involving Decimal Numbers
Author: Seah, Rebecca
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Special Needs Students,Fractions,Arithmetic,Number Concepts,Mathematics Instruction,Pedagogical Content Knowledge,Misconceptions,Mathematical Concepts,Special Education,Teaching Methods,Foreign Countries,Secondary School Mathematics,Problem Solving,High School Students,Secondary School Teachers

Despite the emphasis that children should have a robust sense of number and a thorough understanding of fraction (National Mathematics Advisory Panel, 2008), many students continue to struggle with these concepts. Booker Diagnostic Assessment Framework (Booker, 2011) can inform decision about teaching that improves students' learning outcomes. Focusing on decimal numbers, this paper reports how effective use of the framework and instructional materials can help three teachers challenge their students' misconceptions with mathematics, leading to improved learning outcomes.
Supporting Teachers in Choosing and Using Challenging Mathematics Tasks
Author: Sullivan, Peter
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Foreign Countries,Mathematical Concepts,Data Collection,Comparative Analysis,Secondary School Teachers,Secondary School Mathematics,Secondary School Students,Teacher Surveys

The research reported here was motivated by curiosity about ways of suggesting tasks and activities to teachers that assist them in their planning and which allow them to see the purpose of the suggested tasks. A group of junior secondary teachers involved in a larger project worked through a set of tasks that sought to address the content they were about to teach, and then completed a survey about those tasks. A comparison group also completed the survey. There was consensus across the groups of teachers about the potential of the tasks, they felt they could implement them and that such tasks were preferable to comparable textbook exercises. There are implications for both teacher educators, and for resource developers.
Use of Practical Worksheet in Teacher Education at the Undergraduate and Postgraduate Levels
Author: Toh, Pee Choon
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Problem Solving,Models,Thinking Skills,Foreign Countries,Course Content,Undergraduate Study,College Mathematics,Worksheets,Graduate Study,Teaching Methods,Mathematics Instruction,Preservice Teachers,Undergraduate Students

We have applied the &quot;practical paradigm&quot; in teaching problem solving to secondary school students. The key feature of the practical paradigm is the use of a practical worksheet to guide the students' processes in problem solving. In this paper, we report the diffusion of the practical paradigm to university level courses for prospective and practising teachers. The higher level of mathematics content would demand higher order thinking skills. Learners without a model of problem solving would often revert to solving by referring to many examples of the same &quot;type&quot; of problem. Polya-type problem solving skills framed by the practical worksheet was used as an attempt to elicit more effective problem solving behaviour from them. Preliminary findings show that they were able to use the practical worksheet to model their solution of problems in the courses.
Updated Graduation Requirements Review. A Brief to the Ministry of Education from the British Columbia Teachers' Federation. Revised
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Graduation Requirements,Public Education,Curriculum Implementation,Elementary Secondary Education,Change Strategies

The British Columbia Teachers' Federation (BCTF) is a union of professionals that represents the 41,000 teachers in BC's public-education system. The BCTF is committed to success for every student in a strong and stable public-education system. In reviewing the current BC graduation requirements and plans for the draft curriculum in the fall of 2012, the BCTF encouraged discussion and input from all members, and specifically requested teachers who sit on BCTF committees and provincial specialist associations (PSAs) to provide advice. The BCTF made its original submission in December 2012. BCTF reviewed, revised, and resubmitted feedback based on the current context and progress to date. The BCTF recognizes that the Ministry of Education (the Ministry) has received input from many sources suggesting amendments to the graduation requirements. This brief provides recommendations for consideration and details conditions needed for a successful change strategy for curriculum implementation and graduation requirements.
Mathematical Modelling for Singapore Primary Classrooms: From a Teacher's Lens
Author: Seto, Cynthia
Date: 2012-07-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematical Models,Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Elementary School Teachers,Relevance (Education),Interviews,Prior Learning,Correlation,Mathematical Logic

Limited Singapore research indicated a lack of exposure of modelling tasks at primary levels. Teacher reflection is used as a tool in design research cycles exploring the potentials of modelling tasks in a Singapore primary five classroom. Findings reveal that the teacher identified three potentials of a modelling task on children's mathematisation process: the task provided a platform for children to (a) identify variables and form relationships between them, (b) relate school-based math learning to real-world experiences, and (c) justify their mathematical models. Implications on the promotion of modelling tasks at primary schools as well as teacher education are drawn.
Chinese Primary Students' Mathematical Task Types Preferences
Author: Seah, Wee Tiong
Date: 2012-07-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Instruction,Questionnaires,Asians,Teaching Methods,Immigrants,Elementary School Students,Elementary School Mathematics,Learning Activities,Assignments,Student Attitudes,Mixed Methods Research

The number of ethnic Chinese students in schools across Australian cities is small but increasing. It is important to understand how these students socialise into the Australian (mathematics) education system, so that we can better facilitate their education experiences in ways which optimise their potential to learn. This paper reports on part of a larger study which seeks to deepen our knowledge in this area. The research question addressed by this paper is: what are the preferences amongst three types of mathematical tasks of Grade 5 and 6 students from Chongqing, China? Through the administration of a questionnaire to 1109 students, it was found that across the topics of Number and Geometry, contextualised tasks were the most preferred by Chinese students. &quot;Challenging&quot;, &quot;easy to do&quot; and &quot;involving a model&quot; were students' reasons for preferring particular task types. The significance of providing all students with a diverse range of task types, at the same time providing them with opportunities to be challenged and to experience success, are emphasized.
Insights into Ways That Teachers Plan Their Mathematics Teaching
Author: Sullivan, Peter
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Mathematics Instruction,Educational Planning,Teacher Surveys,Decision Making,Elementary School Teachers,Secondary School Teachers,Mathematics Curriculum,Curriculum Development,Focus Groups,Data Collection,Interviews

Insights into aspects of teachers' planning reported here were gathered as part of a broader project examining aspects of the implementation of the Australian curriculum in mathematics. In particular, responses of teachers to a survey of various aspects of decisions that inform their planning are discussed. While there is diversity in processes teachers use for planning, a consistent theme was that teachers make active decisions at all stages in the planning process. There were slight differences in the ways that primary and secondary teachers plan. There are important implications from our findings for those who support teachers in the transition to the Australian Curriculum: Mathematics.
Nature of an &quot;Attitudes toward Learning Mathematics&quot; Questionnaire
Author: Wong, Khoon Yoong
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Test Construction,Test Validity,Factor Analysis,Mathematics Instruction,Questionnaires,Secondary School Students

Students' attitudes toward mathematics and its learning have been subject to numerous studies in the past six decades. These studies treat such attitudes as both desirable learning outcomes and correlates of mathematics achievement. Many Likert-type attitude scales have been devised to measure significant constructs underlying mathematics-related attitudes, such as confidence, anxiety, and utility of mathematics. The psychometric properties of these attitude scales may be culture and age dependent. As part of a research project called Singapore Mathematics Assessment and Pedagogy Project (SMAPP), an effort was made to devise and validate an attitude toward learning mathematics scale that can be used with lower secondary school students in Singapore. This paper explains the use of exploratory and confirmatory factor analyses to reduce an initial 57-item questionnaire to one with 24 items that cover these six dimensions: &quot;Checking solutions,&quot; &quot;Confidence,&quot; &quot;Enjoyment,&quot; &quot;Use of IT in mathematics learning,&quot; &quot;Multiple solutions,&quot; and &quot;Usefulness of mathematics.&quot; The data comprise responses from about 890 Secondary 1 (Grade 7) students in 2010, who took the 57-item questionnaire, and another 850 students who took the 24-item questionnaire in 2011. The nature of the final questionnaire is discussed. This effort contributes to the continual effort to devise validated attitude scales that are suitable for different cultures and student groups.