ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Co-Operative Learning Strategy on Senior Secondary School Students&apos; Achievement in Woodwork Technology
Author: Olabiyi, Oladiran S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Strategies,Woodworking,Foreign Countries,Conventional Instruction,Performance Factors,Gender Differences,Instructional Effectiveness,Vocational Education,Secondary School Students,Adolescents,Technology Education,Academic Achievement

This study explored the aftermath of co-operative learning strategy on senior secondary school students' achievement in woodwork technology in Nigeria within the scheme of the pre-test, post-test non-equivalent control group quasi-experimental design. Three null hypotheses and three research questions guided the study in which the experimental group undergone tutelage with the co-operative learning strategy while the control group received instruction with the conventional teaching method for eight weeks. One instrument, Woodwork Technology Achievement Test (WTAT) with KR-20 reliability coefficient of 0.85 was used for data collection. Results showed that students in the experimental group achieved significantly better performance in woodwork technology than students in the control group. Also, male students slightly outperformed their female counterparts in woodwork technology with cooperative learning strategy, although no significant difference existed between genders taught woodwork technology using cooperative learning strategy. Gender had no statistically significant main influence on students' achievement in woodwork technology. Also, the interaction effect of treatment and gender on students' achievement in woodwork technology was not statistically significant. The co-operative learning strategy made lesson more interesting, easy and created friendship among students. It was thus, recommended that co-operative learning strategy be adopted as a close substitute to the conventional teaching method in teaching woodwork technology in senior secondary schools in Nigeria.
Social Capital of Territorial Educational Complexes: Development Features and Problems (Using the Example of Moscow)
Author: Medvedeva, Natalia V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Capital,Educational Quality,School Districts,School Administration,Barriers,Foreign Countries,Teacher Administrator Relationship,Educational Planning,Security (Psychology),Educational Change,Educational Administration

In modern Russian conditions of the education system modernization, special attention must be paid to the social capital of educational organizations, since it largely determines the quality of educational activity. The article analyzes the personnel management system in the framework of the territorial educational complexes of the Southern Administrative District of Moscow. The relationship was found between the satisfaction of teachers with their work and such factors as the complexity and intensity of work, the ability of management to manage effectively, and communication between the administration and the teaching staff. Based on the study, key barriers were identified that did not allow educational complexes to develop social capital: a high level of tension among the teaching staff of educational institutions; a high level and variety of tasks that teachers need to solve; difficulties with planning activities within the educational complex and related to communication between teaching staff and governing bodies; insufficient level of managerial competence development among the employees of educational complexes. The authors conclude that in order to overcome the identified barriers, it is necessary to carry out comprehensive diagnostics of the educational complex management system state regularly, conduct the monitoring of indicators reflecting the level of employee motivation and the effectiveness of their managerial activities on the basis of educational complexes. It is necessary to maintain the socio-psychological security of the educational environment and apply an integrated approach to interaction system development between all participants of the educational process.
The Creation and Application of a Question Bank for an Introductory Logic Module
Author: Bakó, Mária
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Banks,Introductory Courses,Multiple Choice Tests,Taxonomy,Mathematical Logic,Integrated Learning Systems,Foreign Countries,Drills (Practice),Computer Science Education,College Freshmen

The expansion of the LMS system triggered the spread of MCQs as an addition, or even substitute for traditional assessment methods. Our goal was to create a question bank, which could be used to evaluate learning at advanced cognitive levels, and aside from examination purposes it could also function as a tool for student practice. In this article, we briefly describe how this question bank was created, and how we generated the questions and all corresponding incorrect answers. In our research we also examine which categories of the MATH taxonomy the question types appearing in our exams correspond to. Grouped by question types, we compare the students' practice and exam results. Accessing this data from the Moodle system, we analyse whether students perform the exam at least with the same results as the practice exercises.
The Relationship of Education and Economic in the Don Host at the 1890
Author: Peretyatko, Artyom Yu.
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Educational History,Poverty,Ethnic Groups,Geographic Regions,Work Ethic,Literacy,Males,Agricultural Production,Foreign Countries

The question of the possible relationship between the level of education of the Cossacks and the degree of their well-being has not been raised by historians to date. Meanwhile, &quot;His Imperial Majesty's Commission to analyze the causes that damaged the economic life of the Don Host, and to formulate measures to restore its economic well-being&quot; (&quot;N.A. Maslakovets' Commission&quot;) in 1899 confidently stated that it was the shortcomings of the education system in the Don Host Land that entail the impoverishment of the Cossacks. The author, on the basis of the protocols of the commission and the materials of its activities, preserved in archives (the State Archive of the Rostov Region, the Russian State Military Historical Archive and the Manuscripts Department of the Russian National Library), shows that the commission did not have unity in considering educational issues. Nevertheless, prevailing was P.G. Mordvintsev's point of view, according to which education in the Cossack regions was to ensure the universal literacy of male Cossacks and their mastery of the special technical knowledge necessary for effective agriculture. Prior to achieving this goal, according to the members of the commission, it was impossible to implement many other measures they proposed aimed at restoring the wellbeing of the Don farms. However, War Minister A.N. Kuropatkin rejected the commission's proposals, relying on the opinion of the most conservative part of the Cossacks, who believed that education discouraged Cossacks from hard work.
Effectiveness of Applying the Learning Together Method at Different Intervals in Teaching Science
Author: Zorlu, Fulya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Intervals,Student Improvement,Scientific Literacy,Middle School Students,Public Schools,Early Adolescents,Cooperative Learning,Science Achievement,Grade 6,Grade 7,Research Design,Science Curriculum,Science Instruction,Teaching Methods

The aim of this study was to examine effectiveness of applying learning together (LT) method at different intervals on improvement of middle school students' academic success and science process skills. The sample of study consisted of 117 sixth and seventh grade students in two public middle schools. In this study, the &quot;Solomon Experimental Design&quot; was used. In the first year of the application was conducted with sixth grade students, and in the second year, a year later, the same students who graduated to the seventh grade and an additional seventh grade class who had not participated the year before were included in the study. The experimental groups were applied the LT method and control groups were applied the existing method which the middle school science curriculum followed in Turkey was taught. As data collection tools, Preliminary Information Tests, Science Process Skills Tests and Academic Achievement Tests were used. According to the findings, the Solomon Experimental Design, applied twice different intervals in the same group of students, internal and external validity of the research was increased. In conclusion, it was found that the two-time application of the LT in teaching a subject to the same students group was more effective than the one-time.
Traditional Patterns of Easter Eggs in the Carpathian Basin and Spherical Symmetries
Author: Stettner, Eleonóra
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Art Products,Geometric Concepts,Folk Culture,Handicrafts

In this article we are analyzing which spherical symmetry groups can be found and which ones cannot among the eggs with wax-resist patterns most frequently used in the Carpathian Basin. We are also trying to answer the question why exactly these symmetry decorations can be found. Before that, we are providing a review on the history of decorating eggs and of the above-mentioned decoration technique. By publishing this article, our unconcealed aim is also to make this tradition and the related precious patterns more widely known. The author of the second chapter of the article is Rózsa Nienhaus, the founder of the Egg Art Museum.
Examination of the Metaphorical Perceptions of Mathematics Teacher Candidates towards Mathematical Proving
Author: Yazlik, Derya Ozlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Figurative Language,Mathematical Logic,Validity,Mathematics Education,Preservice Teacher Education,Public Colleges,Foreign Countries,Difficulty Level

The purpose of this study is to examine mathematics teacher candidates' perceptions about mathematical proving through metaphors. The participants of the research were 203 mathematics teacher candidates who were having education at the Faculty of Education of the two state universities in the Central Anatolia region, and they were selected on the basis of volunteerism. As a means of data collection, the mathematics teacher candidates were given papers which were written &quot;proving is like...... because.......&quot; on. While the metaphors developed by mathematics teacher candidates were being analyzed, the appropriate and inappropriate metaphors were determined. Then, the sources of metaphors developed by mathematics teacher candidates for proving were read in detail, and these metaphors were classified according to their similarities, and categorized. At the end of the content analysis, the metaphors developed by the participants were collected under a total of 12 conceptual categories. When these categories were examined, it was found that 35% of the participants perceived proving as a difficult, complex, boring and unnecessary process, and their perceptions about proving were negative, while the remaining participants (65%) had positive perceptions towards proving, and generally the metaphors obtained were towards explaining the nature of proving.
Visualizing the Olympic Didactic Situation (ODS): Teaching Mathematics with Support of the GeoGebra Software
Author: Alves, Francisco Regis Vieira
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Software,Educational Technology,Technology Uses in Education,Teaching Methods,Competition,Visualization,Foreign Countries,Public Schools,Preservice Teacher Education,Problem Solving

The teaching of Mathematics in the context of the Mathematical Olympiads in Brazil constitutes a context of research still little considered, with particular interest in the teaching and the learning phenomena. In Brazil, we identified a large number of teachers and students who do not participate in official math competitions, such as the Brazilian Olympiads of Mathematics of Public Schools (OBMEP). On the other hand, it is important to implement didactic resources that allow other forms of didactic transposition to the mathematical knowledge addressed for the Olympic Problems (OP). In this way, the present work presents and introduces the notion of Olympic Didactical Situation (ODS), from a perspective of didactic transposition necessary for the teacher, who must transmit the mathematical knowledge characteristic of the Mathematical Olympiads to the greatest possible number of students. Thus, visualization becomes a primordial element to approximate and transmit intuitive and heuristic notions present in a set of three Olympic Problems (OP) discussed throughout the text.
Faculty Members vs Students: How They Use Social Networking Sites Personally and Educationally
Author: Islim, Omer Faruk
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Social Media,Technology Uses in Education,Educational Technology,Teacher Student Relationship,Telecommunications,Computer Mediated Communication,Foreign Countries,Teacher Attitudes,Student Attitudes

Youngsters use social networking sites (SNSs), especially Facebook, to stay in touch with their friends as well as for entertainment. In this quantitative research, a cross-sectional survey design and purposeful sampling method were utilized. The data were gathered from 53 faculty members and 373 undergraduate students. According to the results of the study, the most common SNS was Facebook. Both faculty members and students were conscious about friendship requests, and that both were able to send and/or accept friend requests from each other without hesitation. On the other hand, faculty members preferred that students did not communicate with them via SNSs. Only one-third of the faculty members created groups on SNSs in order to communicate and share with their students. Institutional SNS accounts and groups were seen as a requirement by both students and faculty members for announcements and sharing on an institutional level.
Elementary Mathematics Teacher Candidates&apos; Geometric Thinking Levels and Their Self-Efficacy in Geometry
Author: Atasoy, Ercan
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Preservice Teachers,Geometry,Self Efficacy,Knowledge Level,College Freshmen,Preservice Teacher Education,Thinking Skills,Foreign Countries,Correlation,Mathematical Logic

The present study aimed to examine the geometric thinking levels of elementary mathematics teacher candidates and to reveal the relationship between the participants' geometric thinking levels and their self-efficacy beliefs towards geometry. The sample group of the study was comprised of 85 freshman students studying in the elementary mathematics teaching department. The study, in which the relational survey model was employed, the &quot;Van Hiele Geometry Thinking Test&quot; and the &quot;Self-Efficacy Scale towards Geometry&quot; were administered. The relationships were analyzed by means of the Pearson Correlation Coefficient Calculation Technique. Interestingly, the findings revealed that approximately 30% of the teacher candidates had not reached the 2nd level. Thus, it can be deduced that the candidates' geometric thinking levels were low. While the relationship between the participants' geometric thinking scores and their overall scores for self-efficacy towards geometry was expected to be high, the results yielded a significantly weak (r=0.064), but positive correlation. The examination of the relationship between geometric thinking levels and the sub dimensions of the self-efficacy towards geometry test revealed a weak (r=0.004) but positive correlation between geometric thinking levels and the scores for positive self-efficacy beliefs towards geometry. On the other hand, there was again a weak (r= -0.047) but negative relationship between geometric thinking levels and self-efficacy towards being able to use geometry. Furthermore, the analyses yielded a weak (r= -0.202) indirect, yet a more significant correlation between geometric thinking levels and self-efficacy beliefs towards geometry.
Flipped Classrooms and Moodle: Digital Technologies to Support Teaching and Learning Mathematics
Author: Abar, Celina A. A. P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Online Courses,Mathematics Education,College Mathematics,College Students,Mathematics Instruction,Calculus,Electronic Learning,Barriers,Student Adjustment,Instructional Effectiveness

This paper presents the results of research about innovative actions that use Virtual Environments to improve the teaching and learning of Mathematics in Higher Education and the participants were higher education students of Mathematics. The project was carried out in three stages. During the first stage, we assessed theoretical assumptions about the use of Virtual Learning Environments, as well as teaching of Calculus and Blended Learning. During the second stage, we describe how the project was proposed to participants. The third stage presents a proposal for the teaching of Mathematics involving the Flipped Classroom model.
Influence of Drawing and Figures on Secondary School Students&apos; Argumentation and Proof: An Investigation on Parallelogram
Author: Tchonang Youkap, Patrick
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Validity,Mathematical Logic,Mathematics Instruction,Secondary School Mathematics,Mathematical Concepts,Concept Formation,Definitions,Foreign Countries,Geometry,Visual Aids

In this article, we wish to explore the influence of the figure of the drawing on the argumentation of students who are involved in a proof task. It is about analysing the knowledge that students associate with parallelograms and the interactions between students and drawing. Our research is based on both Toulmin's model and Vinner's concept image and concept definition. After decomposing down the students' arguments, we analyse the data in order to identify their origin and the element of the concept image mobilized in argument. Our data suggest that the students' personal concept definitions do not correspond to the formal definition of the figure, the drawing causes a conceptual change in the students' personal concept definition. The data resulting from the abusive interpretation of the drawing is found in both the students' argumentation and proof.
Students Future Teachers for Primary Schools Opinion about the University Openness towards Innovation
Author: Ciascai, Liliana
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Elementary School Teachers,Student Educational Objectives,Preservice Teacher Education,Innovation,Skill Development,Foreign Countries

This study presents the results of an investigation focused on the university position towards innovation. 219 students, future teachers for preschool and primary education, have been involved in the survey and voluntarily filled in an online questionnaire. The results indicate that most students agree that the development of innovation skills has to be an aim of the current educational system and that it's an important objective of their university. Still, a high percent of students disagrees with the fact that they have enough time to be innovative and that university is a proper environment to be innovative. However, most participants agreed that teachers can stimulate the students' interest for innovation and they also have an active role in cultivating their capacity for innovation. Participants believe that all students should benefit from programs focused on the development of their innovation skills, not only those students with an innovative potential. The answers of participants suggest that university is theoretically opened toward innovation and the development of students' innovative skills. However, in practice there are some malfunctions, as the results of the study indicate.
Mathematics Teachers&apos; Opinion about the History of Mathematics
Author: Basibüyük, Kani
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Case Studies,Content Analysis,Foreign Countries,History,Teaching Methods,Course Content,Mathematics Instruction,Secondary School Teachers,Affective Behavior,Secondary School Students

In this study, we used the case study to determine the views of mathematics teachers towards history of mathematics. The participants consisted of 21 mathematics teachers who worked in different provinces in Turkey and were determined by purposeful sampling. A structured interview form was used as a data collection tool. The data obtained from interview were analyzed through the content analysis technique. As a result, the participants usually stated that, considering the history of mathematics, they mostly thought about the famous mathematicians and the emergence of mathematics. It was found that they felt inadequate in utilizing the history of mathematics, and as a result, they did not sufficiently include it in their classes. The participants also stated that there is no sufficient amount of materials that would allow them to utilize the history of mathematics. Moreover, they reported that they used history of mathematics usually in developing the affective characteristics of their students.
Pre-Service Elementary Teachers&apos; Difficulties in Solving Realistic Division Problems
Author: Dogan Coskun, Sumeyra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Problem Solving,Division,Measurement,Arithmetic,Error Patterns

The purpose of this study is to investigate pre-service elementary teachers' realistic considerations and difficulties in solving &quot;division with remainder&quot; type of problems which focus on the measurement meaning of division operation. The qualitative research method of case study design was used for the study. The purposive sampling method was used to determine the participants. A total of 60 senior pre-service teachers who had already taken mathematics teaching courses participated in the study. They were enrolled in the Elementary Teacher Education Program of the Faculty of Education in Turkey in 2018-2019 academic year. The data collection tool included a problem based questionnaire and semi-structured interviews to obtain a detailed description of participants' difficulties related to division with remainder problems. The questionnaire included four groups of problems according to the types of the remainder: Remainder Divisible, Remainder Not Divisible, Remainder as the Result, and Readjusted Quotient by Partial Increments. Based on Verschaffel, De Corte and Lasure's (1994) framework, participants' answers to the problems were analyzed and categorized into four groups as &quot;realistic answer, expected answer, arithmetic error, and other error&quot;. The findings showed that the pre-service teachers' answers were mostly coded under the Realistic Answer category compared to the other categories.