ethanporcaro/eric-fulltext-meta huggingface dataset:
Categories of Intuitive Reasoning and GeoGebra 3D: An Experience with Brazilian Students
Author: Teófilo de Sousa, Renata
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Electronic Learning,Handheld Devices,Intuition,Logical Thinking,Geometric Concepts,Instructional Effectiveness,High School Students,Secondary School Mathematics,Sequential Learning

This work presents the result of the application of a didactic sequence designed to understand the concept of the Cavalieri's Principle, supported by the GeoGebra application in its version for mobile phones -- 3D Calculator. For this study, the Theory of Categories of Intuitive Reasoning, by Efraim Fischbein, was used as a conceptual basis. The objective of this work was to elaborate and develop a didactic sequence aiming to subsidize the learning of the Cavalieri's Principle from GeoGebra, as a way to help the student in the construction of geometric reasoning, through visualization, perception and intuition. The methodology of this work is qualitative research, exploratory type, being carried out from a didactic sequence developed in two meetings remotely, due to the scenario of the COVID-19 pandemic. The target audience of this research is a group of students aged 15-17 years from a public school in Fortaleza -- CE, Brazil. In summary, it is pointed out that the intuitive reasoning categories mobilized from the use of GeoGebra have great potential to stimulate the evolution of the student's geometric thinking, through the development of perception, intuition and geometric visualization.
Primary Education Degree Programs in Alicante, Barcelona and Helsinki: Could the Differences in the Mathematical Knowledge of Incoming Students Be Explained by the Access Criteria?
Author: Gorgorió, Núria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Elementary Education,Preservice Teachers,Mathematics,Knowledge Level,College Admission,Admission Criteria,Differences

This perspective paper draws on the interest in ensuring that students who enter primary teacher training programs have a solid background knowledge of mathematics. We describe the access criteria and requirements for admission to the primary education degree programs at the Universidad de Alicante and Universitat Autònoma de Barcelona, in Spain, and the University of Helsinki, in Finland. We present the results of an evaluation of the mathematical knowledge that students bring to their education as teachers at these three institutions. The results show that in each program, the subgroup of students who had followed the longer track of mathematics courses scored significantly higher on the mathematical test, although this was no longer as clear when we compared across universities. We also found that the students who had taken the mathematics section of the entrance examination or the matriculation examination scored higher on the test than those from the same program who had not, but this tendency broke down when cross-university comparisons were made. We also explored how the cap set on the number of students admitted to the three programs -- this being the most striking difference in the admission policies -- could be an explanatory variable for these discrepancies. The comparison between universities leads us to hypothesize that expecting applicants to have met certain requirements in their academic trajectories prior to university entrance and adjusting the cap set on the number of places could ensure a better mastery of mathematical knowledge among those students admitted to the Spanish programs.
The Development of Multiple Intelligence Based Textbook
Author: Suwanto
Date: 2021-05-00
Type: Journal Articles
Subjects: Textbooks,Multiple Intelligences,Grade 7,Junior High School Students,Middle School Mathematics,Equations (Mathematics),Mathematical Concepts,Foreign Countries,Textbook Preparation

This study aims to develop multiple intelligence-based textbooks seventh grade junior high school students with material on equations and inequalities. It is hoped that the results of the development of this textbook can improve student learning outcomes, especially in the ability of mathematical representation. The population used was students of SMP/MTs in Medan, by taking several research samples 108 students. The development model of this textbook uses the 4D development model (define, design, development, dissemination), but due to the situation during COVID-19 and time constraints it only reaches the development of the expert validation section and limited trials. Thus in this development it only comes to the analysis of validation and practicality of textbooks, but for effectiveness will be continued in next research. The analysis shows that multiple intelligence-based textbooks on equations and inequalities in class VII are declared valid and practical.
The Implementation of Group Investigation Learning Model through Domino Mathematics Media on the Rank Number and Root Form Materials
Author: Eviyanti, Cut Yuniza
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Group Activities,Junior High School Students,Instructional Effectiveness,Middle School Mathematics,Mathematical Concepts,Cooperative Learning,Games,Educational Media,Foreign Countries

This study aims to find out if the results of students' learning through the implementation of a group investigation learning model through mathematical domino media is better than the implementation of a conventional learning model on the rank number and root form materials. The study was a quasi-experiment with the design of a randomized control group pretest-posttest. The population of this research is the entire class IX SMP Negeri 1 Lhokseumawe consisting of 9 classes. The research sample was determined by a randomized technique that made 2 classes namely experiment class (IXA) and control class (IXB). The results of the student posttest data test show that the data is distributed normally and homogeneously, so it can be analyzed with one-side t-test statistics at a significant [alpha]= 0.05. Based on the results of data processing against the posttest students obtained sig scores. (2-tailed) posttest data is 0.001 which means less than [alpha]= 0.05, this means H[subscript 0] is rejected, so it can be concluded that the learning results of students taught by the group investigation learning model through domino mathematics media are better than conventional learning models on the rank number and root form materials in grade IX of SMP Negeri 1 Lhokseumawe.
Analysis of Students&apos; Thinking Level in Solving Pythagoras&apos; Theorem Problems Based on Van Hiele&apos;s Theory
Author: Wulandari, Sari
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Junior High School Students,Cognitive Processes,Problem Solving,Foreign Countries,Grade 8,Ability

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.
Teacher Perceptions on the Concepts of Principal and Deputy Principal
Author: Ertürk, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Assistant Principals,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Knowledge Level,Figurative Language,Schemata (Cognition),Role Perception

When the literature is examined, in some studies where the school administrator is considered a variable, only the school principal is considered the school administrator. In some studies, the views of the manager and assistant managers are evaluated together under the manager variable. This study aimed to reveal the metaphorical perceptions of teachers towards the principal and deputy principal to determine whether there is a difference between them and shed light on the scientific studies to be conducted. The research is qualitative, designed as a case study. The study group was formed by 289 teachers working in 9 public primary schools, 9 secondary schools and 7 high schools. The data of the study was collected by interview method and analysed by content analysis. According to the research results, there is a high level and significant difference between the concepts of principal and deputy principal according to the teachers' opinions. For this reason, these two concepts should be evaluated as two separate variables in scientific studies where the school administrator is taken as a variable.
The Effect of Fathers&apos; Meet-Up Training on the Perception of Fatherhood Role of Fathers with Preschool Children
Author: Tura, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Fathers,Parent Role,Preschool Children,Parent Attitudes,Parent Education,Foreign Countries,Child Rearing,Online Courses,Program Effectiveness,Parent Responsibility,Parent Child Relationship,Child Development

This study examined the effect of fathers' perceptions of fatherhood through online meetings with fathers who have preschool children between 3-6 years of age. A total of 42 fathers (21 fathers in the experimental group and 21 fathers in the control group) took part in the study. The research design with a pretest and posttest control group was used in the research. The &quot;Fatherhood Role Perception Scale&quot; developed by Kuzucu (1999) was used for data collection. Within the scope of the research, online fathers meet-up training was held for the experimental group once a week throughout 11 weeks. The data were analysed using the Mann Whitney U and Wilcoxon Signed Ranks Test (nonparametric tests). According to the data obtained in the research, it was concluded that the online fathers' meet-up training was significantly effective on fathers' perceptions of the fatherhood role. The study's findings were discussed, and suggestions were listed for future studies in the relevant literature.
The Effect of Psychodrama on Fibromyalgia Syndrome: A Case Report
Author: Sener, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Pain,Chronic Illness,Human Body,Psychotherapy,Intervention,Drama,Females,Group Therapy,Symptoms (Individual Disorders),Anxiety,Foreign Countries,Outcomes of Treatment,Counseling Effectiveness,Trauma

Fibromyalgia Syndrome (FMS) is a chronic pain syndrome that often coexists with common musculoskeletal pain, sleep disorders, bowel syndrome, mood disorders, and fatigue. Although the aetiology of FMS pain has not been elucidated yet, psychotherapy methods are used in addition to physical methods to treat these pains. This study aims to examine the effect of psychodrama on a 62- year-old patient with back and chest pain and who lived alone. This patient participated in psychodrama group psychotherapy with 8 members who were all female and diagnosed with FMS. An informed consent form was obtained from the case for the study. This research is important because there are very few studies on fibromyalgia complaints with psychodrama group therapy, and it contributes to the literature. Studying the case with past trauma and losses in the psychodrama scene has led to a significant reduction in fibromyalgia complaints. As a result, the patient's pain level decreased from 90% to 32.5%, and the anxiety level decreased from advanced to normal. Thus, psychodrama group psychotherapy was found to be effective in reducing FMS pain.
Development of Powtoon Animation Learning Media in Improving Understanding of Mathematical Concept
Author: Akmalia, Rizkiana
Date: 2021-00-00
Type: Journal Articles
Subjects: Animation,Video Technology,Geometry,Mathematics Instruction,Junior High School Students,Middle School Mathematics,Technology Uses in Education,Geometric Concepts,Instructional Effectiveness,Foreign Countries

The purpose of this development research is to determine the feasibility and effectiveness of using Powtoon animation learning media for flat-sided geometry. The development model used is the ADDIE model. The subjects of this study were students of class VIII-2 MTsS Syamsuddhuha (&quot;junior high religious school&quot;). The percentage results of product assessment by media experts are 96% in the very feasible category, the percentage result of product assessment by material experts is 92% in the very feasible category, and the percentage result of product assessment by 10 small group students is 94% in the very feasible category. Based on the results of the product assessment by all validators who stated that it was very feasible, the Powtoon animation learning media developed had meet the criteria for use for students. The effectiveness of using the product can be seen from the results of the comparison of the students' average pretest and posttest scores. The resulting product is effective in increasing the understanding of mathematical concepts, as evidenced by the average pretest score of 43,44, an increase in the posttest of 84,27, and the N-Gain value of 0,72 in the high category. It can be concluded that Powtoon animation learning media is feasible and effective to be used in improving the understanding of mathematical concepts.
Enhancing Primary School Pupils&apos; Mathematics Creative Ability through Activity Based Learning Approach
Author: Nwoke, Bright Lhechukwu
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Creativity,Mathematics Instruction,Experiential Learning,Foreign Countries,Instructional Effectiveness,Conventional Instruction

Mathematics creativity is very important in studying mathematics at every level of education but less attention is paid to it in the teaching-learning process and this has resulted to poor performance in the subject. The study investigated how activity based learning approach can enhance the creative skills of primary school pupils. A sample of 185 pupils from six purposively selected government owned primary schools in Owerri west local Government area of Imo state was used for the study. The study was a quasi-experimental research type adopting the pre-test, posttest non equivalent control design. The instrument for data collection was a researcher made objective test titled &quot;Mathematics Creativity Test (GAT)&quot; Instrument which had reliability coefficient of 0.79 determined using Kuder-Richardson formula (KR[subscript 21]). The experiment group was taught geometric concepts using Activity-Based Learning Approach while the control group was taught using the traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested using ANCOVA statistical tool at 0.05 level of significance. The result of the study revealed that Activity-Based Learning Approach enhanced pupils' mathematics creative ability irrespective of gender and ability levels. Based on the result, it was recommended that Mathematics teachers at the primary school level should apply pupils centered approaches such as activity-based learning approach in teaching to enhance pupils' creativity in mathematics.
Flexibility in Partitioning Strategies of Fourth Graders
Author: Yazgan, Yeliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Mathematics Skills,Foreign Countries,Problem Solving

This study combines the concepts of flexibility and partitioning, and aims to probe fourth grade students' flexibility in partitioning strategies. Seven students participated in this descriptive case study. Students were given three partitioning tasks. Forty-eight answers produced by students were evaluated and classified based on the strategies defined in the taxonomy developed by Charles and Nason (2000). Results showed that students could easily change their strategies both within and across tasks. Namely, they displayed both inter- and intra-task strategy flexibility to a large extent even though they did not have any intervention on partitioning. Another point that findings have implicated was that the fourth graders' flexibility in partitioning strategies may be utilized to introduce concepts of equivalent fractions and mixed numbers. Results are discussed in terms of their implications related to mathematics education, and some recommendations aimed at learning environments and future studies are presented.
A Review of Critical Issues in Transition Team&apos;s Decision-Making and the Importance of Ethical Leadership
Author: Brady, Kevin P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Court Litigation,Federal Legislation,Educational Legislation,Guidelines,Transitional Programs,Special Education,Special Needs Students,Postsecondary Education,Career Development,Independent Living,Planning,Ethics,Leadership,Equal Education,Students with Disabilities,Vocational Education,Labor Legislation,Labor Force Development,Decision Making,Compliance (Legal)

This paper presents a review of legislation and court cases that have resulted in the present guidelines and criteria for transition services for students with special education needs. These include effective transition to post-secondary learning, career, and/or independent living. Transition planning is viewed from the lens of the Shapiro and Stefkovitch (2016) model of ethics in leadership.
An Examination of the Related Literature for Inclusive School Leadership
Author: McMillan, Megan
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Inclusion,Public Schools,Leadership Responsibility,Principals,Administrator Education,Professional Development,Equal Education,Access to Education,Students with Disabilities,Educational Legislation,Federal Legislation,Accountability,Administrator Effectiveness,Leadership Styles

The purpose of this article is to review current research about the struggles facing effective inclusive schooling and the role the principal plays in bringing about improved equity, access, and achievement in K-12 public schools. Also, we examine the leadership pipeline and how principal preparation and professional development should address leaders' knowledge, skills, and dispositions necessary to lead effective inclusive schools.
A Case Study of Trauma-Informed Practice and Implementation to Support Mental Health and Learning in Public Schools in Suffolk County, New York
Author: Palios, Mark L.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Districts,Trauma,Mental Health,Intervention,Student Needs,Readiness,Students with Disabilities,Court Litigation,Special Education,At Risk Students,Public Schools,Knowledge Level,Barriers,School Social Workers

The purpose of this study is to examine the readiness of school districts in Suffolk County, New York, to implement a trauma-informed system to address the growing needs of mental health interventions in student populations. A review of the literature showed a historical prevalence of mental health providers and individual student interventions within school buildings or in partnership with community agencies. Recent literature revealed an increase in school-related issues that have origins in student trauma or adverse childhood experiences. This study examined mental health issues in schools by conducting a mixed method analysis, using a survey instrument and focus group interviews, from members of the Suffolk Directors of Guidance. The study may help districts where leaders want to implement a systematic and districtwide approach to mitigating trauma-related student issues by examining current readiness and gaps to implement the National Dropout Prevention Center's Trauma-Skilled Schools Model.
Self-Regulation of Novice Middle School Mathematics Teachers in the Preparation Process for Teaching
Author: Yildiz, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Management,Beginning Teachers,Middle School Teachers,Mathematics Teachers,Goal Orientation,Planning,Foreign Countries,Mathematics Skills,Student Behavior,Student Attitudes,Teaching Methods

This study analyses the self-regulation (goal setting and planning) of the novice middle school mathematics teachers during the preparation phase of teaching. The study is designed as a case study. The participants are six mathematics teachers with less than five-year teaching experience. The data were collected through interviews, observations and document analysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of prisms) were observed to uncover the classroom behavior of the participants. In the semistructured interviews carried out after the class observations, the participants were asked some questions about their goals and planning concerning the related teaching activities. The findings of the study indicate that the participants do not exhibit the goal setting and planning activities that are consistent with the conceptual learning covered in the mathematics education program. It is also found that they do not set clear goals and develop detailed planning in regard to teaching activities.
Investigation of the Relationship between Nomophobia and High School Entrance Exam (LGS) Scores in Terms of Sociodemographic Variables
Author: Yildiz Vatansever, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Fear,Addictive Behavior,Grade 8,Secondary School Students,Academic Achievement,Gender Differences,Parent Attitudes,Parent Background,Educational Attainment,Incidence,Placement Tests,Foreign Countries,Student Characteristics,Predictor Variables,Parenting Styles

Nomophobia, a type of technological addiction defined as the fear of being deprived of a smartphone, is quite prevalent in young individuals with the widespread use of mobile phones. This study aims to determine the nomophobia level of secondary school 8th-grade students. The effect of nomophobia on academic achievement was investigated by comparing the detected nomophobia levels of the students and the High School Entrance Exam (LGS) scores. These effects on LGS scores were determined by gender, parental attitude, parental education level, smartphone usage purpose, daily smartphone checking frequency, whether or not to carry a charger, areas where the smartphone is mostly used, and checking the smartphone before going to sleep. For this purpose, a correlational survey model was used in the study. The &quot;Personal Information Form&quot; and &quot;Nomophobia Scale&quot; were applied during the 2019-2020 academic year. According to the results of the research, nomophobia in secondary school students differs according to gender, the purpose of using a smartphone, the areas where the smartphone is mostly used, whether or not to carry a charger or not, whether or not to have a smartphone with them before going to sleep; while parental attitude, parental education level, daily smartphone checking frequency doesn't differ their nomophobia. It was determined that the students had moderate nomophobia levels, and the nomophobia sub-factor scores differed according to students' LGS scores.