ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing a Pattern and Structure Mathematics Awareness Program (PASMAP) in Kindergarten
Author: Mulligan, Joanne T.
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Intervention,Foreign Countries,Kindergarten,Mathematical Concepts,Reports,Program Effectiveness,Longitudinal Studies,Young Children,Primary Education

This paper provides an interim report of a large empirical evaluation study in progress. An intervention was implemented to evaluate the effectiveness of the Pattern and Structure Mathematical Awareness Program (PASMAP) on Kindergarten students' mathematical development. Four large schools (two from Sydney and two from Brisbane), 16 teachers and their 316 students participated in the first phase of a 2-year longitudinal study. Eight of 16 classes implemented the PASMAP program over three school terms. This paper provides an overview of key aspects of the intervention, and preliminary analysis of the impact of PASMAP on students' representation, abstraction and generalisation of mathematical ideas. (Contains 1 table and 8 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning
Author: Mathematics Education Research Group of Australasia
Date: 2010-07-00
Type: Collected Works - General
Subjects: Mathematics Education,Play,Young Children,Foreign Countries,Mathematical Concepts,Mathematics Instruction,Teacher Role,Teacher Attitudes,Indigenous Populations,Cultural Influences,Outdoor Education

Play is an essential part of young children's lives. This symposium highlights the integral role of play in young children's mathematics learning and examines the teacher's role in facilitating and extending this. Papers examine key tenets of play, contributing to theoretical understandings and presenting data on teacher's perceptions of play and young children's actions in play. Examination of teacher perceptions and young children's experiences of mathematical play identifies potential for development of mathematical concepts beyond embryonic mathematics inherent in play. The papers included in this symposium are: (1) What Makes Mathematics Play? (Sue Dockett and Bob Perry); (2) Teaching Mathematics and Play-based Learning in an Indigenous Early Childhood Setting: Early Childhood Teachers' Perspectives (Louise Thomas, Elizabeth Warren, and Eva deVries); (3) Mathematical Outdoor Play: Toddler's Experiences (Shiree Lee); and (4) Little People, Big Play, and Big Mathematical Ideas (Robert P. Hunting). Individual papers contain tables and references. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Three Primary School Students' Cognition about 3D Rotation in a Virtual Reality Learning Environment
Author: Yeh, Andy
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Computer Simulation,Foreign Countries,Elementary School Students,Elementary School Mathematics,Mathematical Concepts,Geometric Concepts,Motion,Educational Technology,Computer Uses in Education,Concept Formation

This paper reports on three primary school students' explorations of 3D rotation in a virtual reality learning environment (VRLE) named VRMath. When asked to investigate if you would face the same direction when you turn right 45 degrees first then roll up 45 degrees, or when you roll up 45 degrees first then turn right 45 degrees, the students found that the different order of the two turns ended up with different directions in the VRLE. This was contrary to the students' prior predictions based on using pen, paper and body movements. The findings of this study showed the difficulty young children have in perceiving and understanding the non-commutative nature of 3D rotation and the power of the computational VRLE in giving students experiences that they rarely have in real life with 3D manipulations and 3D mental movements. (Contains 6 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Maths in the Kimberley Project: Evaluating the Pedagogical Model
Author: Mathematics Education Research Group of Australasia
Date: 2010-07-00
Type: Collected Works - General
Subjects: Conferences (Gatherings),Mathematics Curriculum,Research and Development,Mathematics Education,Community Schools,Foreign Countries,Teaching Methods,Inclusion,Interaction,Indigenous Populations,Data Collection

The Mathematics in the Kimberley Project is a three-year research and development project that focuses on mathematical pedagogy in remote Aboriginal community schools. The research team has regularly reported on the project at MERGA (Mathematics Education Research Group of Australasia) conferences, and in this symposium the participants evaluate the pedagogical model that underpins the project. After two years of the project, the data indicate that some aspects of the pedagogical model have been successful, but other aspects have not been particularly fruitful and still require greater thought, research and development. The papers included in this symposium are: (1) The Maths in the Kimberley Project: An Overview (Richard Niesche, Peter Grootenboer, Robyn Jorgensen and Peter Sullivan); (2) Effective Features of the Maths in the Kimberley Inclusive Pedagogy Model (Peter Grootenboer); and (3) Group Work, Language and Interaction: Challenges of Implementation in Aboriginal Contexts (Robyn Jorgensen). Individual papers contain figures, tables and references. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Algebraic Thinking: A Problem Solving Approach
Author: Windsor, Will
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Problem Solving,Foreign Countries,Geometric Concepts,Algebra,Mathematical Logic,Thinking Skills

Algebraic thinking is a crucial and fundamental element of mathematical thinking and reasoning. It initially involves recognising patterns and general mathematical relationships among numbers, objects and geometric shapes. This paper will highlight how the ability to think algebraically might support a deeper and more useful knowledge, not only of algebra, but the thinking required to successfully use mathematics. The paper will highlight how a deeper analysis of mathematical problems can instigate student discourse, providing meaningful experiences that can developing algebraic thinking. (Contains 5 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Counting on in the Middle Years
Author: Leslie White, Allan
Date: 2010-07-00
Type: Reports - Research
Subjects: Teaching Methods,Mathematics Education,Program Evaluation,Program Effectiveness,Foreign Countries,Mathematical Concepts,Faculty Development,Teacher Competencies,Numeracy

The 2009 &quot;Counting On&quot; program has evolved from a series that began in 1999 and which continued to expand and change until the current manifestation. The program has always had a twin learning focus upon both students and teachers. Thus it seeks to improve student mathematical outcomes while building capacity within the teachers by improving their professional situated mathematical knowledge which is the knowledge teachers need to effectively teach the early mathematical concepts to their students in a classroom context. &quot;Counting On&quot; 2009 was evaluated and this paper will use the findings of the evaluation report (White, 2010 in press) to examine whether the program was successful in changing student learning outcomes. (Contains 7 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Modelling the Cooling of Coffee: Insights from a Preliminary Study in Indonesia
Author: Widjaja, Wanty
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Discussion,Mathematical Models,Foreign Countries,Preservice Teachers,Investigations,Identification,Mathematics Instruction,Climate,Food,Science Projects,Teaching Skills,Mathematics,Adult Education

This paper discusses an attempt to examine pre-service teachers' mathematical modelling skills. A modelling project investigating relationships between temperature and time in the process of cooling of coffee was chosen. The analysis was based on group written reports of the cooling of coffee project and observation of classroom discussion. Findings showed that pre-service teachers were able to model the process of cooling of coffee as a decreasing exponential function. Difficulties with interpretation of the constant rate of cooling and reinterpretation of mathematical model were identified. (Contains 4 figures and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Teacher Educators' Attitude towards Computer: Perspective Bangladesh
Author: Rahman, Mohammad Ataur
Date: 2011-02-01
Type: Reports - Research
Subjects: Teacher Educators,Teacher Attitudes,Computer Attitudes,Gender Differences,Foreign Countries

This study examined how teacher educators perceive the attitude towards use of  computer technology in Teachers' Training Colleges in Bangladesh. This study investigated  teacher educators' computer attitudes by using the valid and reliable instruments of Loyd  and Gressard's (1984) Computer Attitude Scale (CAS). The data was collected through  questionnaires from 75 teacher educators of teachers' training college in the Rajshahi  division in Bangladesh and eventually received 46 responses. The results revealed that the  teacher educators possessed their high attitude towards computer. It also determined that  there is no significant difference between male and female in terms of their attitudes toward  computer technology.
Propelling Students into Active Grammar Participation
Author: Jurhill, Dennis A.
Date: 2011-05-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Student Motivation,English (Second Language),Grammar,Instruction,Educational Change,Action Research,Experimental Groups,Control Groups,Teaching Methods,Questionnaires,Interviews,Expertise,Cooperative Learning

&quot;O! this learning, what a thing it is.&quot; -W. Shakespeare, &quot;The Taming of the Shrew.&quot; The aim of this action research was to find out if active grammar involvement amongst students might lead to better results. My approach was to activate my students during grammar instruction by using cooperative learning: that is a form of learning in which teachers favour the instructional use of small groups through which students work together to maximize their own and each other's learning (Johnson, Johnson, &amp; Holubec, 1991). My motivation was to instil a more active attitude towards grammar instruction amongst my students. I used three groups, of 26-30 students each that participated in this study: one experimental group and two control groups. I incorporated the &quot;Jigsaw Method&quot; in my experimental group. I divided this group into small groups with one mini-expert who would explain grammar to others. After two cycles the findings were promising. The students of my experimental group scored higher and were more actively involved during the grammar lessons than their peers of the control groups. Though this approach to grammar seems to have worked in my school practice I do advise to study the effects of cooperative learning in grammar education holistically over a longer period of time. Appended are: (1) Lesson Observations by Colleagues Part I; (2)  Lesson Observations by Colleagues Part II; (3) Interviewing Students on Past Grammar Lessons; (4)  Student Questionnaire Experimental Group; (5) Short Questionnaire After Each Grammar Lesson Cycle 1; (6) Interview with Mini-Experts After Cycle 1; (7) Schedule/Planning for Cycle 2; and (8) Student Questionnaire After Cycle 2. (Contains a bibliography.)
The New Media and Informal Learning
Author: Matijevic, Milan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Futures (of Society),Computer Mediated Communication,Internet,Role of Education,Competence,Curriculum,Interpersonal Communication,Informal Education,Compulsory Education,Young Adults,Children,Multimedia Instruction,Educational Technology,Generational Differences,Lifelong Learning

At the end of the last millennium, schools received strong competition from the Internet, multimedia and other developed electronic media thanks to the new possibilities for gathering, processing, searching for and sending information. Furthermore, young people and adults now travel a lot, and by travelling they also learn. Never before in the history of mankind have people travelled so much, or produced and transferred information to such extent. These facts lead to numerous questions concerning school and learning. Here are only some of these questions: What is the future of the school? What and how can we learn for the future? What is optimal duration of compulsory education to allow for the development of basic competences needed for life and work? What are these competences? Is the social communication of children and young people today of a higher quality than of the young thirty or fifty years ago? How many of the competences necessary for life are acquired in school and how many are acquired in everyday life? Let us remind ourselves: in most European countries children spend more days a year out of school than in school! Only one ninth of the time during a year do children spend in school. Many of the contents and competences that we learned during our schooling are forgotten by us, cast aside and replaced with new knowledge and competences. How can we organise classes and the school to prepare for the future? The author attempts to provide answers to these and many other questions in this paper.
Linguicism? Making Meaning of Acquiring English As a Second Language in a Georgia Public School
Author: Shealy, Damaris E.
Date: 2010-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: English (Second Language),Linguistic Theory,Second Language Learning,Hispanic American Students,Phenomenology,Interviews,Student Attitudes,Academic Persistence,Native Language,School Districts,Letters (Correspondence),Records (Forms),Spanish,Learning Experience,Difficulty Level,Academic Discourse,Civil Rights

Unknown is the extent to which restrictions imposed on Latino students' first language undermines their ability to learn and how these limitations impact their attrition rate. The purpose of this study was to describe Latino students' lived experiences of acquiring English as a second language in the academic context. Five Latino students participated in two In-Depth Phenomenological interviews. Verbatim transcribed interviews from this purposeful sample were analyzed to present the essence of their experiences. Findings revealed students struggled with the language[s]; experienced difficulty with the acquisition process; and their native language was marginalized. Nevertheless, participants were optimistic about their future. Several recommendations were made for professionals and for further research examining linguistic complexities experienced by Latino students in school. Appended to this document are the following: &quot;IRB Approval Letter,&quot; &quot;School District's Approval Letter,&quot; &quot;Letter to the Principal,&quot; &quot;Letter from the Principal,&quot; &quot;Letter to the Teacher,&quot; &quot;Parental Consent Form,&quot; &quot;Parental Consent Form (Spanish),&quot; &quot;Student Assent Form,&quot; &quot;Student Assent Form (Spanish),&quot; &quot;Potential Participant Demographics Intake Form,&quot; &quot;Potential Participant Demographics Intake Form (Spanish),&quot; &quot;In-Depth Phenomenological Interview Protocol/Interview One,&quot; &quot;In-Depth Phenomenological Interview (One/Spanish);&quot; &quot;In-Depth Phenomenological Interview Protocol/Interview Two,&quot; and &quot;In-Depth Phenomenological Interview (Two/Spanish).&quot; (Contains 4 tables.)
Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges for Administrators, Teachers, and Counselors
Author: Gahungu, Athanase
Date: 2011-04-17
Type: Reports - Evaluative
Subjects: Foreign Countries,Refugees,Relocation,Student Adjustment,English (Second Language),Second Language Learning,Educational Attainment,Acculturation,Access to Education,School Readiness,Student Placement,Social Promotion,Cultural Context,Cultural Differences,Instructional Leadership,Educational Policy,School Responsibility,Student School Relationship

From 2006 to 2008, refugee resettlement agencies brought 4018 refugees to Chicago, Illinois.  Using the example of the challenges faced by 14 refugee students from Burundi in adjusting to the U.S. school system, the authors call the attention of schools to the distinction between educating English Language Learners (ELL) and Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE).  These authors also question the appropriateness of social promotion practices by which these students with truncated formal education are placed several grade levels above their actual educational attainment in U.S. schools, regardless of their school interruptions or limited school readiness.  Principles and strategies for responsive integration of CDS-TFE in the U.S. educational systems are also explored. (Contains 2 footnotes and 6 tables.) [This article has been published in the Connexions Content Module, produced by The Connexions Project and in the &quot;International Journal of Educational Leadership Preparation&quot; Volume 6, Number 2, April-June 2011.]
Creating and Sustaining a Culture of Evidence and Improvement: How Can Integrating Institutional Research, Assessment and Planning Help?
Author: Leimer, Christina
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Evidence,Higher Education,Institutional Research,Accreditation (Institutions),Institutional Evaluation,Educational Improvement,School Culture,Decision Making,Educational Planning,Systems Approach,Change Strategies,Organizational Change,Educational Policy,Self Evaluation (Groups)

Regional accrediting agencies today require higher education institutions to develop and demonstrate a culture of evidence-based decision-making and improvement as part of its emphasis on effectiveness. However, scant literature or examples exist to guide colleges and universities in developing such a culture. Cultural change is usually prompted by external pressure. Intentionally shaping such change requires leadership, vision and direction. Structures and processes that will support change and the emerging culture are necessary as are communication, collaboration, data and research, patience, time and sustained effort. This paper addresses these critical components of systemic and cultural change by focusing on California State University-Fresno's approach to building a culture of evidence and improvement, particularly its integration of institutional research, assessment, planning, and academic program review. This case elucidates major issues and challenges to be considered by any college or university attempting to create and sustain a culture of evidence-based decision making and improvement. (Contains a bibliography.)
Wave of the Future?: Integrating IR, Outcomes Assessment, Planning, Program Review, and Accreditation
Author: Leimer, Christina
Date: 2010-07-00
Type: Reports - Research
Subjects: Evidence,Strategic Planning,Higher Education,Institutional Research,Program Effectiveness,Decision Making,Institutional Evaluation,College Outcomes Assessment,Accreditation (Institutions),Evaluation Methods,Interviews,Administrators,Models,Data,College Administration,College Presidents,Self Evaluation (Groups)

Integrating institutional research, outcomes assessment, program review, strategic planning, and accreditation can be a powerful means of creating a culture of evidence-based decision making and continuous improvement. This study examined how this "integrated" model is organized in practice, how such offices began, why this approach was chosen, and its advantages and challenges. Semi-structured phone interviews were conducted with managers of integrated offices at 19 U.S. colleges and universities. These cases cover a range of institutional types, sizes, and geographic locales. Findings suggest that the integrated model is a new form of organizing whose impetus is accreditation and higher education presidents who recognize the need. Staffing and skill sets are the primary challenges. The benefits are leadership in this crucial area and functions that fit naturally together and offer the possibility for efficiency, high quality research and evaluation, and more effective use of data and research for planning and decision making. (Contains 1 table.)