ethanporcaro/eric-fulltext-meta huggingface dataset:
The Making of a Meaning Maker: An English Learner&apos;s Participation in Mathematics
Author: Dominguez, Higinio
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,English Language Learners,Video Technology,Bilingual Students,Grade 4,Student Participation,Comprehension,Interaction,Mathematical Concepts,Concept Formation,Relevance (Education),Elementary School Mathematics,Cognitive Processes

This paper focuses on meaning making as a process that can transform English learners' participation in mathematics. Using selected video transcripts from a one year long project in a fourth grade bilingual classroom, the paper documents the development of participation along a continuum of meaning making, from preparing students to transform their participation to creating meaning eliciting tasks to showcasing students in meaning making interactions. Findings suggest that the problem of participation in mathematics by English learners--and other students as well--is a problem rooted in the absence of meaning making practices in mathematics classrooms. [For the complete proceedings, see ED584829.]
A Processes Approach to Mathematical Knowledge for Teaching: The Case of a Beginning Teacher
Author: Heid, M. Kathleen
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Pedagogical Content Knowledge,Mathematical Logic,Mathematics Teachers,Beginning Teachers,Secondary School Teachers,Secondary School Mathematics,Problem Solving,Observation,Teacher Characteristics,Secondary School Students,Teacher Student Relationship,Interviews,Learner Engagement,Teaching Methods

This study examines the connection between mathematical knowledge (described as a teacher's engagement in mathematical processes and actions on the products of those processes) used by a beginning secondary mathematics teacher (Fiona) in her personal mathematical problem solving and the mathematics in which she engaged her students in her classroom instruction. This Process and Action approach involved analysis of Fiona's use of four mathematical process/product pairs (justifying/justification, generalizing/generalization, defining/definition, and representing/representation). Two themes arose in the analysis of interview and classroom observation data: (a) Although able to do so, Fiona did not regularly engage in processes in her personal mathematics or classroom mathematics, and (b) Fiona focused on selected features of a product or mathematical object rather than attending to all relevant features. [For the complete proceedings, see ED584829.]
Strategies and Difficulties That University Students Develop through the Modeling of Random Phenomena by Simulation
Author: Inzunsa, Santiago
Date: 2012-11-00
Type: Reports - Research
Subjects: Simulation,Mathematics Instruction,Spreadsheets,Undergraduate Students,Difficulty Level,Probability,Statistics,Information Systems,Information Science Education,Models,Classification,Schemata (Cognition)

This paper reports the results of a research about the strategies and difficulties developed by university students in the process of modeling and simulating of random phenomena in an environment of a spreadsheet. The results indicate that students had difficulties to identify key components of the problems, which are crucial to formulate a simulation model. We have identified three different schemes to generate the results of the key components, which only one of them is correct; this scheme is based in the generation of random numbers. In consequence during this investigation it was observed that the process of the instrumentation of the spreadsheet to simulate random phenomena it is complex. [For the complete proceedings, see ED584829.]
Mathematics Teachers Investigating Reasoning and Sense Making in Their Teaching
Author: Keazer, Lindsay M.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Action Research,Inquiry,Academic Standards,Teaching Methods,Educational Change,Alignment (Education),Teaching Experience,Mathematical Logic,Teacher Attitudes,High Schools,Secondary School Teachers,Comprehension

The purpose of this study was to generate an understanding of the experiences of mathematics teachers examining recommendations for Reasoning and Sense Making (NCTM, 2009) and investigating them in their practice. Narrative inquiry incorporates the voices of teachers and illustrates the phenomenon studied through narratives of participants' experiences. This paper presents the findings through four analogies that convey abbreviated narratives of teachers' experiences enacting recommendations for Reasoning and Sense Making. [For the complete proceedings, see ED584829.]
Prompting Mathematical Knowledge for Teaching through Parent-Teacher Learning Communities
Author: Knapp, Andrea
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Parent Teacher Cooperation,Mathematics Instruction,Pretests Posttests,Qualitative Research,Partnerships in Education,Parent Participation,Economically Disadvantaged,Academic Achievement,Pedagogical Content Knowledge,Parents,Elementary School Students,Elementary School Mathematics,Teacher Student Relationship,Parent Child Relationship,Mathematics Achievement,Communities of Practice,Disadvantaged Schools,Elementary School Teachers,Mathematical Logic,Interviews,Mathematics Teachers

Parents, K-8 teachers, and 4th-8th grade children participated as equals in math-focused learning communities through the Math and Parent Partners (MAPPS) program. Pre/post testing and qualitative interviews revealed that the learning communities served as a platform for improvement in mathematical knowledge for teaching of participating teachers. Moreover, teachers learned about parents' knowledge and strategies, a construct analogous to Knowledge of Content and Students that we describe as &quot;Knowledge of Content and Parents.&quot; [For the complete proceedings, see ED584829.]
Evaluating Teachers&apos; Decisions in Posing a Proof Problem
Author: Kosko, Karl W.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Validity,Decision Making,Geometry,Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Teaching Experience,Professional Autonomy,Regression (Statistics),Behavior Standards,Teacher Behavior,Mathematics Instruction

When Geometry teachers pose proof problems to students, it is the teacher who provides the givens and the statement to be proven; we hypothesize that teachers of geometry recognize this to be the norm. This study examined teachers' decision-making in regards to the posing of a proof problem, and whether recognition of this norm accounted for the decision made. Results of a multinomial regression indicated that the more participants recognized that norm of posing proof problems, the less likely they were to select an action that breached the norm. [For the complete proceedings, see ED584829.]
Prospective Teachers&apos; Transition from Thinking Arithmetically to Thinking Algebraically about Even and Odd Numbers
Author: Callahan, Kadian M.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Transitional Programs,Arithmetic,Algebra,Numbers,Mathematics Teachers,Mathematics Instruction,Middle School Teachers,Preservice Teacher Education,Geometry,Number Concepts,Teaching Methods,Models

We present findings from a study of prospective middle school teachers' reasoning as they transitioned from thinking arithmetically to thinking algebraically about even and odd numbers. Teachers were asked to make sense of and use two representations of even and odd numbers to model them and to make connections between the representations. Analysis of a whole-class discussion indicates that although teachers easily represented even and odd numbers using an algebraic generalization, they grappled to make sense of a given geometric model. As teachers worked to make sense of the geometric model, they transitioned back and forth among three ways of interpreting the model (two of which were incorrect; one of which was correct). [For the complete proceedings, see ED584829.]
Teacher Identity and Tensions of Learning to Leverage Student Thinking in Math Teaching
Author: Neumayer-DePiper, Jill
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teacher Education,Mathematics Teachers,Thinking Skills,Professional Identity,Faculty Development,Teaching Methods,Correlation,Self Concept,Seminars,Elementary School Teachers,Masters Programs,Teacher Certification,Program Descriptions

In mathematics teaching, high-leverage practices include eliciting, analyzing, and responding to students' ideas and reasoning (Kazemi, Franke, &amp; Lampert, 2009). While a focus on student thinking in professional development can be a powerful mechanism for linking pedagogy, mathematics, and student thinking, it is less clear how to support teacher candidates (TCs) to leverage student thinking in their mathematics teaching. Findings suggest developing an understanding of self as mathematics teacher relates to TCs' capacity for leveraging student thinking as a pedagogical practice and for making sense of their relations to the complex dynamics in schools. The tensions TCs experienced when leveraging student thinking in the actual socio-political contexts and constraints of schooling and the influence of their identity on their representations of practice lead to implications for mathematics teacher education. [For the complete proceedings, see ED584829.]
A Research Synthesis of Preservice Teachers&apos; Knowledge of Multiplying and Dividing Fractions
Author: Tobias, Jennifer M.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Teacher Characteristics,Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Fractions,Multiplication,Arithmetic,Elementary School Teachers,Elementary School Mathematics,Numbers,Mathematics Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Mathematical Logic

This paper describes a synthesis conducted to determine what research says regarding preservice teachers' understanding of fractions and identify the gaps in their existing knowledge basis. Specifically, this paper will address a smaller portion of the synthesis and report the findings from fraction multiplication and division topics. Results indicated that preservice teachers' understanding of fraction multiplication and division is limited and largely based on rote procedures. Implications for teacher education programs and future research studies are provided. [For the complete proceedings, see ED584829.]
Writing Problems to Build on Children&apos;s Thinking: Tasks That Support Pre-Service Teacher Transitions
Author: Tyminski, Andrew M.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Children,Thinking Skills,Preservice Teachers,Elementary School Mathematics,Preservice Teacher Education,Mathematical Logic,Pedagogical Content Knowledge,Computation,Elementary School Students

A critical practice in teaching elementary mathematics is posing problems that build on children's mathematical thinking. As such, teacher educators must provide pre-service teachers (PSTs) with a set of learning experiences to support PSTs in this practice. In this study, we present our analyses of PSTs' responses to a sequence of three methods course activities that engaged them in increasingly complex tasks requiring the PSTs to write problems in response to authentic student work. [For the complete proceedings, see ED584829.]
A Tension in Teaching &quot;Math for Teachers&quot;: Managing Cognitive and Affective Goals
Author: Oesterle, Susan
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Course Content,Preservice Teachers,Elementary School Teachers,Preservice Teacher Education,Elementary School Mathematics,Semi Structured Interviews,Teaching Experience,Student Attitudes,Beliefs,Pedagogical Content Knowledge,Teaching Methods,Mathematical Logic,Mathematics Anxiety

This paper presents partial results of a completed study which investigated the experience of teaching mathematics content courses to preservice elementary teachers. Interviews with ten mathematics instructors who teach these courses revealed several major tensions, including one that arises as instructors strive to set priorities and balance their affective and cognitive goals for their students. An analysis of three of the instructors' experiences of this particular tension will provide insight into the factors that contribute to it and how it is managed. [For the complete proceedings, see ED584829.]
Representations of Algebra Instruction in Preservice Teacher Education
Author: Wilsey, Jillian N.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Algebra,Preservice Teacher Education,Preservice Teachers,Student Reaction,Scaffolding (Teaching Technique),Animation,Reflection,Academic Achievement,Student Motivation,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Pedagogical Content Knowledge,Teaching Methods,Mathematical Concepts

This study examined preservice teachers' reactions to and reflections on a set of five animations as representations of algebra instruction. The results showed that most comments in the preservice teachers' reflections were related to: (a) student learning and motivation, or (b) the classroom and instructional environment. Few comments in the reflections focused on the preservice teachers' reactions to the realistic nature of the animations. The data suggest that animations are a useful alternative to video. Not only do they allow for a condensed format that is free of distractions and focuses on a specific scenario to be analyzed, this study suggests that animations can also promote productive reflection without prior scaffolding. [For the complete proceedings, see ED584829.]
A General Theory of Instruction to Assist the Professional Development of Beginning Mathematics Teachers
Author: Forrest, Denise B.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Beginning Teachers,Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Beliefs,Teacher Effectiveness,Mathematical Concepts,Teaching Methods,Methods Courses

In this paper we discuss how a general theory of instruction called Concept-Focused Instruction (CFI) can assist in the professional development of prospective teachers. CFI provides prospective teachers with a foundation and logical decision-making process for selecting, designing, and teaching mathematics. First, we provide a theoretical and practical context for having a theory of instruction. This leads into a description of the theory. The background and three core principles are provided, in particular in the context of the university methods course. The paper concludes with an overview of the findings and areas for future development. [For the complete proceedings, see ED584829.]
North Carolina NAEP: Applying the National Assessment of Educational Progress within Preservice Teacher Education
Author: Goodson-Espy, Tracy
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: National Competency Tests,Preservice Teachers,Preservice Teacher Education,Beliefs,Student Attitudes,Learning Modules,Elementary School Teachers,Middle School Teachers,Self Efficacy,Mathematics Instruction,Methods Courses,Mathematical Concepts,Teacher Education Programs,Pedagogical Content Knowledge,Mathematical Logic,Mathematics Teachers,Teaching Methods

This study developed twelve instructional modules based on the National Assessment of Educational Progress for mathematics content and methods courses for preservice elementary and middle school teachers and examined their impact on PSTs' mathematical content knowledge and self-efficacy beliefs about teaching mathematics. The modules help preservice teachers: (1) improve their mathematical content knowledge, (2) learn how to use effective methods to teach mathematics; and (3) become aware of uses of NAEP. Mathematical content knowledge was measured by instruments from the Learning Mathematics for Teaching project and mathematics teaching efficacy beliefs were measured by the Mathematics Teaching Efficacy Beliefs Instrument or the Yackel Beliefs Survey. Modules were found to increase PSTs' mathematical content knowledge for teaching and improve their teaching efficacy beliefs. [For the complete proceedings, see ED584829.]
Learning Trajectories as a Tool for Mathematics Lesson Planning
Author: Edgington, Cyndi
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Mathematics Instruction,Lesson Plans,Mathematics Activities,Learning Activities,Mathematical Logic,Thinking Skills,Grade 2,Elementary School Teachers,Elementary School Students,Teaching Methods,Common Core State Standards,Mathematics Teachers,Grounded Theory,Qualitative Research,Questionnaires,Observation

In this paper, I examine the utility of a mathematics learning trajectory as a tool to support teachers' attention to students' mathematical thinking. I present findings from one second grade teacher's use of a learning trajectory as she planned a sequence of three mathematics lessons. Findings suggest learning trajectories support teachers in choosing appropriate tasks and learning goals, and in anticipating students' likely approaches and difficulties. Learning trajectories, as representations of student thinking, provide teachers with a means of evaluating evidence of student learning of intended goals and afford them with a range of instructional moves based on their students' current conceptions. [For the complete proceedings, see ED584829.]
Towards Expert Curriculum Use: Developing a Measure of Pre-Service Teachers&apos; Curricular Knowledge
Author: Land, Tonia
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Knowledge Base for Teaching,Elementary Education,Curriculum,Mathematics Education,Student Teacher Evaluation,Test Construction,Academic Standards,Instructional Material Evaluation,Curriculum Evaluation,Educational Strategies,Problem Solving,Surveys

The overall purpose of this study is to develop a measure of elementary mathematics teachers' curricular knowledge (Shulman, 1986) and curriculum use practices. In this paper, we present the first step in this larger effort--the piloting of one set of questions that document pre-service teachers' (PSTs') knowledge and practices for reading, evaluating, and adapting a Standards-based curriculum lesson. We present the range of responses elicited from 34 PSTs related to the goals and purposes of the lesson, the strengths and weaknesses of the lesson, and possible changes to the lesson. These survey questions and our findings about the range of PSTs' responses to the questions are intended to help researchers further develop the constructs of curriculum use and curricular knowledge. [For the complete proceedings, see ED584829.]
Creating Innovation Zones to Advance the Promise of Competency-Based Pathways
Author: Achieve, Inc.
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Competency Based Education,Pilot Projects,Educational Policy,State Policy,Program Implementation,Educational Strategies,Government Role,Equal Education,Accountability,Alignment (Education),School Districts,Eligibility,Program Evaluation,Scaling

States across the country are embracing innovation in education. In recent years, there has been an increase in district pilots that re-envision student learning by promoting competency-based pathways. States have supported these pilots, or &quot;Innovation Zones,&quot; in the hopes that lessons learned can inform their broader vision and potentially lead to expanding pilots statewide. This enthusiasm for innovation has only grown as shifts in federal policy have opened the door for additional flexibility and continued progress. As states pursue innovation zones, they should carefully consider their implementation strategy. What principles should guide efforts as states create innovation zones? What are the guardrails states must put in place in creating their own innovation zones? This brief explores the state's role in creating and supporting district innovation zones and discusses key design considerations.
Taking Root: Lessons Learned for Sustaining the College- and Career-Ready Agenda
Author: Achieve, Inc.
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Sustainability,Educational Strategies,State Policy,Educational Policy,Educational Change,Policy Formation,Case Studies,Educational Planning,Statewide Planning,Change Agents,Leadership,Partnerships in Education,Strategic Planning,Outreach Programs,Program Implementation,Capacity Building,Budgeting,Progress Monitoring,Alignment (Education),Nongovernmental Organizations,Data Collection,Information Utilization

College and career readiness has become a unifying principle for education reform leaders across the country. A majority of states have made it a top policy priority, with an increasing number of national foundations and education reform advocates supporting this work. To help state leaders build strategies for sustaining their education agendas over the long run, Achieve launched &quot;Taking Root: Strategies for Sustaining the College- and Career-Ready Agenda.&quot; Through this project, Achieve conducted research on state education policies that have been sustained successfully to better understand the factors that had the most significant impact. Achieve focused on reforms in Indiana, Massachusetts, South Carolina and Texas because these states were able to sustain significant education reforms over at least a decade. This paper summarizes the lessons learned from Achieve's research in the four states and highlights examples and promising strategies from those states and others. Achieve also published separate case studies for each of the four states that go into greater detail on how their reforms were enacted and sustained. [For the state reports: &quot;Taking Root: Indiana's Lessons for Sustaining the College- and Career-Ready Agenda,&quot; see ED512098; &quot;Taking Root: South Carolina's Lessons for Sustaining the College- and Career-Ready Agenda,&quot; see ED512095; &quot;Taking Root: Texas' Lessons for Sustaining the College- and Career-Ready Agenda,&quot; see ED512097; and &quot;Taking Root: Massachusetts' Lessons for Sustaining the College- and Career-Ready Agenda,&quot; see ED512096.]