ethanporcaro/eric-fulltext-meta huggingface dataset:
High-School Students&apos; Probabilistic Reasoning When Working with Random Intervals = Razonamiento probabilístico de estudiantes de bachillerato cuando trabajan con intervalos aleatorios
Author: Martínez Pérez, Sandra Areli
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Thinking Skills,Probability,Intervals,Computation,Foreign Countries,Public Schools,Incidence,Time,Prediction

This work reports the results of a research aimed to know the probabilistic reasoning of high-school students when they deal with the notion of random intervals. An activity was carried out involving students between ages 16 and 17 who built random intervals through physical and computational simulations. The research question guiding this work was: Which reasoning do students exhibit when they estimate the probabilities of events related to the experience of creating random intervals from a frequentist approach? From the data analysis, partly based on the Grounded Theory, four categories were established. They suggest that the patterns observed in this work are likely present in situations demanding the frequentist approach to probability. [For the complete proceedings, see ED629884.]
Comparison Strategies by Quotient and the Urn Model in the Choice of Probabilities = Estrategias de comparación por cociente y el modelo de urna en la elección de probabilidades
Author: Aguas-Hidalgo, Maribel
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Decision Making,Mathematics Instruction,Models,Secondary School Students,Comparative Analysis,Probability,Foreign Countries

In this research, quotient strategies and their influence on decision-making in situations that involve the comparison of probabilities are analyzed. In order to achieve this, classical probability situations modeled with urns were designed. In each situation, two urns with simple extraction, involving or not proportional relationships, were proposed to third grade secondary school students. The analysis was carried out through the categorization of the results based on the relationships established between the components of the urns (favorable, unfavorable and possible cases). The study concluded that when comparing probabilities, students not only resort to the quotient (ratio): favorable case numbers among the number of possible cases to make their choice, but to others where they also include unfavorable cases. [For the complete proceedings, see ED629884.]
Student Debt and the Class of 2012
Author: Reed, Matthew
Date: 2013-12-00
Type: Reports - Research
Subjects: Debt (Financial),Student Loan Programs,College Graduates,Geographic Location,Student Financial Aid,Loan Repayment,Grants,Federal Aid,Public Colleges,Private Colleges,For Profit Colleges,Low Income Students,Intervention,Educational Policy

Student Debt and the Class of 2012 is the eighth annual report on the cumulative student loan debt of recent graduates from four-year colleges. The authors' analysis finds that the debt levels of students who graduate with loans continue to rise, with considerable variation among states as well as among colleges. Seven in 10 college seniors who graduated in 2012 had student loan debt, with an average of $29,400 for those with loans. The national share of seniors graduating with loans rose in recent years, from 68 percent in 2008 to 71 percent in 2012, while their debt at graduation increased by an average of six percent per year. Even though the financial crisis caused a substantial decline in private education lending while these borrowers were in school, about one-fifth (20%) of their debt is comprised of private loans, which are typically more costly and provide fewer consumer protections and repayment options than safer federal loans. State averages for debt at graduation ranged widely in 2012, from $18,000 to $33,650, and graduating seniors' likelihood of having debt ranged from 41 percent to 78 percent. In five states, average debt was more than $30,000. High-debt states remain concentrated in the Northeast and Midwest, with low-debt states mainly in the West and South. Average debt varies even more at the college level than at the state level, from $4,450 to $49,450. This report includes policy recommendations to address rising student debt, including collecting more comprehensive college-level data. Other recommendations focus on reducing the need to borrow, improving consumer information, strengthening college accountability, and protecting private loan borrowers. [For &quot;Student Debt and the Class of 2011,&quot; see ED537338.]
High School Students&apos; Misconceptions about Significance Testing with a Repeated Sampling Approach = Dificultades de estudiantes de bachillerato sobre pruebas de significación a través de un enfoque de muestreo repetido
Author: Sánchez Sánchez, Ernesto
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Misconceptions,Statistical Significance,Testing,Statistics Education,Testing Problems,Sampling,Statistical Inference,Statistical Distributions,Problem Solving

In this paper, we address the following questions: What misconceptions do high school students exhibit in their first encounter with significance test problems through a repeated sampling approach? Which theory or framework could explain the presence and features of such patterns? With brief prior instruction on the use of Fathom software to generate empirical sampling distributions, 18 pairs of high school students participated in a series of lessons involving four significance test problems addressed by a repeated sampling approach. Based on the analysis of students' responses to the first problem, we identified four misconceptions about significance testing. A framework to explain the misconceptions is conjectured. [For the complete proceedings, see ED629884.]
Supporting English Learner Students&apos; Development of the Mathematics Register through an Instructional Intervention
Author: Kitchen, Richard
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: English Language Learners,Mathematics Education,Problem Solving,Communication (Thought Transfer),Teaching Methods,Intervention,Second Language Learning,English (Second Language),Academic Language

We describe an instructional intervention designed to help teachers engage English learner (EL) students in mathematical problem solving and learn the mathematics register. The &quot;Discursive Assessment Protocol&quot; (DAP) integrates Pólya's classic problem solving framework with research-based instructional strategies that benefit EL students. The research-based instructional strategies are grounded in theories of academic language development. A sample problem-solving episode is provided that demonstrates how an EL student wrote a &quot;multiplication story&quot; involving fractions and what we learned from using the DAP to support him and other EL students develop the mathematics register in English. Among the implications of this study is the value of selecting tasks that are not only worthwhile mathematically, but worthwhile in that they have potential to develop students' mathematics register. [For the complete proceedings, see ED629884.]
Supporting Inclusion of Students That Typically Struggle with Mathematics in Cognitively Demanding Small-Group Discourse
Author: Litster, Kristy
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Inclusion,Mathematics Education,Learning Problems,Cooperative Learning,Cognitive Processes,Difficulty Level,Grade 5,Elementary School Students,Mathematics Activities,Peer Relationship

This study examined how two small-group discourse types (Reflective and Exploratory) supported the inclusion and enacted levels of cognitive demand of students who typically struggle with mathematics in real-world, task-based assessment activities. The study focused on 11 fifth-grade students within a larger study involving 97 fifth-grade students engaging with 24 mathematics task-based assessment activities. Results showed that students that typically struggle with mathematics were more likely to participate in group discourse during reflective discourse. Additionally, discourse contributions by these students were more likely to be high cognitive demand during reflective discourse. Reflective discourse provided students with time to think through and write down their own strategies which may have increased student confidence and willingness to engage in explaining and justifying their thinking. [For the complete proceedings, see ED629884.]
High School Mathematics Teachers&apos; Orientations toward Engagement
Author: Jansen, Amanda
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: High School Teachers,Mathematics Teachers,Teacher Attitudes,Learner Engagement,Beliefs,Educational Objectives,Cognitive Processes,Psychological Patterns,Mathematics Instruction,Teacher Student Relationship

The purpose of this research study is to characterize secondary teachers' orientations toward mathematics engagement. Results indicated that these 16 high school mathematics teachers tended to emphasize a cognitive dimension for engagement in their orientations, usually intertwined with an additional dimension (affective, social, or behavioral). Understanding teachers' thinking about engagement is a critical step toward helping teachers improve their practice to support their students' engagement in mathematics learning. [For the complete proceedings, see ED629884.]
Mathematics Anxiety as a Mediator for Gender Differences in 2012 PISA Mathematics Scores
Author: Cox, Jennifer
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Mathematics Anxiety,Gender Differences,Scores,Mathematics Achievement,Achievement Gap

Although gender differences in mathematics are smaller than they have been in the past, prominent voices still attribute these differences to a variety of fixed individual factors, such as genetic characteristics of men and women. We hold the alternative view that these differences can be ultimately attributed to malleable factors. From this vantage, societies could influence gender differences in mathematics by changing students' experiences in school. In this study, we built on prior work suggesting that mathematics anxiety causes lower mathematics scores. In particular, we found that mathematics anxiety entirely explains the gender differences evident in mathematics scores from the 2012 US Programme for International Student Assessment (PISA). Furthermore, we found that gender moderates the mediating role of mathematics anxiety: math anxiety is more detrimental for male than for female students. Because math anxiety is a malleable individual characteristic, we conclude that gender differences reveal more about gendered societal experiences than they do about innate characteristics of men and women. [For the complete proceedings, see ED629884.]
A Case of Shared Authority during a Student Demonstration in a Mathematics Classroom
Author: Byun, Sunghwan
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Power Structure,Teacher Role,Student Role,Demonstrations (Educational),Secondary School Teachers,Interpersonal Communication,Secondary School Students,Grade 8

By applying a conversation analytic approach to analyze the fine-grained manifestation of authority in classroom interaction, we examine the interaction between a teacher and a student while the student presented a solution at the whiteboard. This case highlights the complexity of shared authority and the ways that authority is construed by discourse practices and negotiations over the ownership of knowledge. We offer a nuanced interpretation of how the teacher and student shared epistemic authority through their joint activity. Further, we argue for the importance of distinguishing teachers' epistemic authority and deontic authority to further our understanding of how a teacher can share authority with students during instruction. [For the complete proceedings, see ED629884.]
Articulating Effective Middle Grades Instructional Practices in a Teacher-Researcher Alliance
Author: Champion, Joe
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Instruction,Instructional Effectiveness,Educational Research,Partnerships in Education,Middle School Teachers,Mathematics Teachers,Grade 6,Grade 7,Grade 8,Faculty Development,Mathematics Achievement,Research and Development,Theory Practice Relationship

One of the most intransigent problems in mathematics education is the culturally-influenced divide between classroom practice and educational research. This paper describes our explicit attempt to bridge that divide by translating research on instructional practices linked to improving students' mathematics achievement into a brief guide outlining constructs, features, strategies, routines, and tools for use in a teacher-researcher alliance. We outline the design and development process, share the guide itself, and summarize data addressing the utility of the guide for a research and professional development project in which 100 U.S. Grades 6-8 teachers are collaborating to improve middle grades modeling and problem solving achievement. [For the complete proceedings, see ED629884.]
An Investigation of Pre-Service Preschool Teachers&apos; Attitudes and Self-Efficacy towards Science Education According to Various Variables
Author: Meral, Seda Eskidemir
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Preschool Teachers,Self Efficacy,Science Education,Foreign Countries,Correlation,Gender Differences,Instructional Program Divisions,Grade Point Average

Science education helps individuals understand the events occurring in their environment and the world, starting from their immediate environment. This study aims to determine pre-service preschool teachers' science education self-efficacy and attitudes toward science teaching according to various variables. This research is a descriptive study based on the survey model. The study group of the research consists of 320 pre-service teachers studying at Akdeniz University, Faculty of Education, and Department of Preschool Education. The data of the study were collected through the &quot;Attitude Scale of Preschool Teachers Towards Science Teaching and &quot;Self-Efficacy Scale of Preschool Teachers Towards Science Education. As a result of the study, it was determined that pre-service preschool teachers had positive attitudes toward science teaching and self-efficacy toward science education was high.
Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching
Author: Kim, Youngjun
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Video Technology,Case Studies,Mathematics Instruction,Mathematics Teachers,Faculty Development,Communities of Practice,Inservice Teacher Education,Secondary School Teachers,Learning Analytics

Incorporating video case study of mathematics teaching into professional development (PD) can provide opportunities for teachers to develop new ways of seeing teaching and learning and inform efforts to enact new instructional practices. However, more research is needed to understand how such PD can foster sustained teacher learning about high-quality instruction and materials. In this paper, we share the evolution of our analytic method that aims to reveal how secondary mathematics teachers learn while collectively analyzing video of mathematics teaching. We found that conceptualizing this PD within a community of practice, along with applying analytic tools from frame analysis and professional noticing, helped us recognize and describe the process of teacher learning in this setting. We plan to apply our analytic method to our full dataset to better understand how teacher learning in this context is happening over time. [For the complete proceedings, see ED629884.]
Studying a Synchronous Online Course Using a Community of Inquiry Framework
Author: Choppin, Jeffrey
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Synchronous Communication,Online Courses,Communities of Practice,Rural Education,Mathematics Teachers,Faculty Development,Cognitive Processes,Social Behavior,Middle School Teachers

We studied two iterations of an online course provided to rural mathematics teachers. The online courses, which involved primarily synchronous activity, emphasized high-leverage discourse practices. We applied a community of inquiry framework, which emphasizes deep intellectual work, and its three tenets: cognitive presence, social presence, and teaching presence. We adapted the framework by creating a category on content-related interactions and by using mediating processes from our conjecture maps (e.g., Sandoval, 2014) to characterize cognitive presence. The adapted framework allowed us to notice substantive differences between the course iterations, especially in relation to teaching presence and cognitive presence. The implications of the study are that the framework helps us gauge the efficacy of synchronous online interactions and to better gauge goals for future iterations of the course. [For the complete proceedings, see ED629884.]
Examining How Teachers Enact the Suggestions of a Coach: Critique of a Methodology
Author: Gillespie, Ryan
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Coaching (Performance),Faculty Development,Cooperative Planning,Mathematics Education,Mathematics Instruction,Decision Making,Mathematics Teachers

In this methodology paper, we present a methodology for characterizing how teachers use coaches' suggestions. We identified suggestions from planning conversations and explored the extent to which the teachers implemented the suggestions in enacted lessons. The planning conversations took place within online content-focused coaching cycles. A primary challenge confronting content-focused coaches when working one-on-one with teachers is finding a productive balance between giving suggestions and inquiring into teachers' practices through reflective questioning. This paper articulates a process for identifying suggestions made by a coach during a planning conversation and an analytic process for examining how a teacher takes up the suggestion during lesson implementation. We discuss the methodological challenges we encountered and tradeoffs in our decisions related to low- and high-inference claims. [For the complete proceedings, see ED629884.]
Teacher Questioning Strategies in Supporting Validity of Collective Argumentation: Explanation Adapted from Habermas&apos; Communicative Theory
Author: Zhuang, Yuling
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Questioning Techniques,Persuasive Discourse,Mathematics Instruction,Mathematical Logic,Validity,Interpersonal Communication,Interaction,Grade 9,Algebra,Learner Engagement

Facilitating productive mathematical argumentation is challenging; it is critical to develop a specific guiding vision of practices to help teachers learn to teach argumentation. However, what counts as acceptable classroom-based mathematical argumentation remains an open question. In this study, building on Habermas' theory of communicative action, we developed two analytic frameworks to examine questioning strategies used to support the validity of collective mathematical argumentation. Habermas' three components of rationality allowed us to focus on fine-grained rationality components of teacher questioning as well as teachers' intentions of asking these questions. The theory of validity claims was used to capture different forms of validating argumentation. The frameworks may help teachers to be aware of the types of questions that they are asking when aiming at supporting valid argumentation. [For the complete proceedings, see ED629884.]
Changes in Practicing Secondary Teachers&apos; Professional Noticing over a Long-Term Professional Development Program
Author: LaRochelle, Raymond
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Change,Attention,Faculty Development,Time Perspective,Teacher Response,Secondary School Students,Mathematics Instruction,Cognitive Processes,Master Teachers,Teaching Skills

Much of the research on the development of professional noticing expertise has focused on prospective teachers. We contend that we must investigate practicing teachers as well, and in particular practicing secondary teachers, because they bring with them years of teaching experience and are situated in unique contexts. Hence we studied the longitudinal growth of the professional-noticing expertise of a group of practicing secondary teachers (N=10) as they progressed through a 5-year professional development (PD) about being responsive to students' mathematical thinking. Results indicated that the first half of the PD supported their interpreting and deciding-how-to-respond skills, and the second half of the PD supported their attending skills, which were already strong even before the PD. We compare these results with the activities that occurred in the PD and discuss implications for future research and PD programs. [For the complete proceedings, see ED629884.]
An Invitation to Conversation: Addressing the Limitations of Graphical Tasks for Assessing Covariational Reasoning
Author: Drimalla, James
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Graphs,Evaluation Methods,Calculus,Schemata (Cognition),College Students

We reflect on the limitations of our research group's prior methods for assessing covariational reasoning which primarily used graphical tasks found in extant literature. Graphical tasks dominate the literature on covariational reasoning, and through our use of these tasks we came to question the heavy reliance on them. Our concerns led us to ask the following: (1) What are the limitations of using tasks with graphs to assess covariational reasoning? (2) How can we improve assessment of covariational reasoning to accommodate students with nonnormative graphing schemes? We offer this piece as the beginning of a conversation to develop improved methodologies that attend to the ubiquity of students' nonnormative graphing schemes. [For the complete proceedings, see ED629884.]
Productive Seeds in Preservice Teachers&apos; Reasoning about Fraction Comparisons
Author: Whitacre, Ian
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Skills,Mathematical Logic,Fractions,Number Concepts,Arithmetic,Preservice Teacher Education

Reasoning about fraction magnitude is an important topic in elementary mathematics because it lays the foundations for meaningful reasoning about fraction operations. Much of the research literature has reported deficits in preservice elementary teachers' (PSTs) knowledge of fractions and has given little attention to the productive resources that PSTs bring to teacher education. We surveyed 26 PSTs using a set of 9 fraction-comparison tasks. We report the frequency of complete strategy-arguments and the perspectives (ways of reasoning) used for each item. We further examine incomplete strategy-arguments, noting substantial evidence for productive seeds of reasoning. Using data from interviews with 10 of these PSTs, we identify evidence suggesting these seeds are, in fact, productive in that they provide foundations for further development. We argue that this type of research is needed in order to further mathematics teacher education. [For the complete proceedings, see ED629884.]