ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Teachers' Integration of ICTs: Intrinsic and Extrinsic Barriers
Author: Fox, Jillian
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Early Childhood Education,Foreign Countries,Preschool Teachers,Barriers,Educational Technology,Technology Integration,Teaching Methods,Access to Computers,Time,Faculty Development,Teacher Attitudes,Semi Structured Interviews

The aim of this paper is to report on barriers to ICT integration in teaching practices from the perspective of early childhood teachers. Six early childhood teachers from a combined private school in Queensland participated in this study. Individual interviews explored the ICT tools used in early childhood programs and the barriers to integration in teaching programs. Results indicate that a range of extrinsic barriers which included lack of certain digital tools, time, access (technical and tools) and professional development opportunities were perceived as the major barriers. Intrinsic barriers were also identified but less frequently. Strongly held philosophies about early childhood teaching practices influenced some teachers' decisions about incorporating ICT into their programs.
&quot;Mathematics Is Just 1 + 1 = 2, What Is There to Argue About?&quot;: Developing a Framework for Argument-Based Mathematical Inquiry
Author: Fielding-Wells, Jill
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Active Learning,Mathematics Instruction,Persuasive Discourse,Models,Elementary School Mathematics,Learning Theories,Foreign Countries,Elementary School Students

One potential means to develop students' contextual and conceptual understanding of mathematics is through Inquiry Learning. However, introducing a problem context can distract from mathematical content. Incorporating argumentation practices into Inquiry may address this through providing a stronger reliance on mathematical evidence and reasoning. This paper presents a framework derived from the implementation of multiple, successive Argument-Based Inquiry units to 8-10 year olds. Three key knowledge domains are identified: mathematical, contextual and argumentation knowledge. Key components and roles of each domain are addressed and offered as an initial framework for further research.
Assessing Children's Strategy Choices to Make Better Decisions about Remediation
Author: Hopkins, Sarah
Date: 2016-00-00
Type: Reports - Research
Subjects: Elementary School Students,Addition,Problem Solving,Computation,Accuracy,Reaction Time,Elementary School Mathematics,Foreign Countries

A considerable number of children rely on counting to solve single-digit addition problems when they are expected to use accurate retrieval-based strategies. There are different reasons why this may be so. Children may use inefficient counting strategies, produce errors when applying backup strategies or lack sufficient confidence to just state the answer. In this study, children in Years 2-6 (n = 94) were assessed on how the solved single-digit problems. Data were analysed to identify five performance groups that represented different patterns of difficulty. The findings highlight how interventions need to be better tailored to suit individual learning needs and indicate how this may be achieved.
Hard Lessons: Why Rational Number Arithmetic Is so Difficult for so Many People
Author: Siegler, Robert S.
Date: 2017-00-00
Type: Reports - Research
Subjects: Mathematics Education,Number Concepts,Arithmetic,Fractions,Mathematics Skills,Learning Problems,Difficulty Level,Cultural Influences,Cultural Differences,Intervention,Symbols (Mathematics),Mathematical Applications,Mathematics Instruction,Mathematics Teachers,Pedagogical Content Knowledge,Language Variation

Fraction and decimal arithmetic pose large difficulties for many children and adults. This is a serious problem, because proficiency with these skills is crucial for learning more advanced mathematics and science and for success in many occupations. This review identifies two main classes of difficulties that underlie poor understanding of rational number arithmetic: inherent and culturally contingent. Inherent sources of difficulty are ones that are imposed by the task of learning rational number arithmetic, such as complex relations among fraction arithmetic operations, and that are present for all learners. Culturally contingent sources of difficulty are ones that vary among cultures, such as teacher understanding of rational numbers, and that lead to poorer learning among students in some places than others. We conclude by discussing interventions that can improve learning of rational number arithmetic. [This research was supported in part by the Siegler Center for Innovative Learning and Advanced Technology Center, Beijing Normal University. At time of submission to ERIC, this article was in press with &quot;Current Directions in Psychological Science.&quot;]
The Boundaries and Connections between the VET and Higher Education Sectors: &quot;Confused, Contested and Collaborative.&quot; Occasional Paper
Author: Fowler, Craig
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Vocational Education,Comparative Analysis,Educational Trends,Barriers,Alignment (Education),Organizational Change,Associate Degrees,Enrollment Trends,Competition,Institutional Cooperation,Apprenticeships,Student Mobility,Student Costs,Accountability,Student Loan Programs,Educational Practices,Foreign Countries

Internationally, Australia's tertiary education system, comprising the higher education and vocational education and training (VET) sectors, is highly regarded, with both sectors subject to ongoing national review and reforms. This paper explores in detail the multiple issues that lie at what might be termed the &quot;boundaries and connections&quot; between these sectors. The purpose of this occasional paper is twofold, the first being to provide a brief illustration and commentary on the relative trend change and potential trajectories of Australia's vocational education and training (VET) sector by comparison with the higher education sector. This provides the necessary context for the second objective, which is to explore in detail the multiple issues that lie at what might be described as the &quot;boundaries and connections&quot; between these two components of the tertiary education sector.
Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons
Author: Clarke, Doug
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Middle School Teachers,Reflection,Mathematics Instruction,Pedagogical Content Knowledge,Teacher Effectiveness,Research Design,Mathematics Curriculum,Interviews

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. In this project, the knowledge construction of mathematics teachers was examined utilising multi-camera research techniques during lesson planning, classroom interactions and reflection. Our goal is a refined understanding of classroom events that create opportunities for teacher learning. This paper reports what one Year 5 teacher appeared to learn from the process.
The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge
Author: Chick, Helen
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Mathematics Achievement,Language Usage,Fractions,Word Problems (Mathematics),Mathematical Linguistics,Educational Practices,Focus Groups,Mathematical Models,Addition,Arithmetic,Elementary Secondary Education,Foreign Countries

Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in which language is used to make sense of mathematical knowledge, either personally or for students. It was found that some mathematical knowledge appeared to be &quot;taken as understood,&quot; perhaps because the expected words were used.
CAS or Pen-and-Paper: Factors That Influence Students' Choices
Author: Cameron, Scott
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Uses in Education,Educational Technology,Mathematics Instruction,Secondary School Mathematics,Grade 11,Conventional Instruction,Algebra,Calculus,Worksheets,Foreign Countries,Teaching Methods,Semi Structured Interviews,Problem Solving

This paper reports on a study of choices about the use of a computer algebra system (CAS) or pen-and-paper (p&amp;p) by a class of seven Year 11 Mathematical Methods (CAS) students as they completed a calculus worksheet. Factors that influenced students' choices are highlighted by comparing and contrasting the use of CAS and p&amp;p between students. Teacher expectation of students' use of CAS and p&amp;p reveals that, even in a small class, the students' use of CAS and p&amp;p sometimes differed from what was expected. The analysis here indicates that there are a variety of factors that influence students' decisions, including speed of calculation and accuracy of p&amp;p work.
Contemplating Symbolic Literacy of First Year Mathematics Students
Author: Bardini, Caroline
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,College Freshmen,Symbols (Mathematics),Mathematical Concepts,Syntax,Student Experience,Tutorial Programs,Calculus,Problem Solving,Teaching Methods,Foreign Countries

Analysis of mathematical notations must consider both syntactical aspects of symbols and the underpinning mathematical concept(s) conveyed. We argue that the construct of &quot;syntax template&quot; provides a theoretical framework to analyse undergraduate mathematics students' written solutions, where we have identified several types of symbol-related errors. A focus on syntax templates may address the under-developed symbol sense of many tertiary mathematics students, resulting in greater mathematics success, and with the potential to improve retention rates in mathematics.
Problematising Mathematics Education
Author: Begg, Andy
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Improvement,Mathematics Curriculum,Learning Theories,Teaching Methods,Thinking Skills,Mathematical Logic,Evaluation Methods

We assume many things when considering our practice, but our assumptions limit what we do. In this theoretical/philosophical paper I consider some assumptions that relate to our work. My purpose is to stimulate a debate, a search for alternatives, and to help us improve mathematics education by influencing our future curriculum documents and practice.
Identity as an Embedder-of-Numeracy: Identifying Ways to Support Teachers to Embed Numeracy across the Curriculum
Author: Bennison, Anne
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Curriculum Enrichment,Case Studies,Secondary School Teachers,History Instruction,Interdisciplinary Approach,Educational Practices,Identification (Psychology),Semi Structured Interviews,Biographies,Context Effect,Affective Objectives,Teacher Collaboration,Foreign Countries

The context in which mathematics is used is an important aspect of numeracy. Therefore, students' numeracy capabilities need to be developed in subjects across the curriculum. The case study of a secondary school history teacher is presented to demonstrate how a framework for identity as an embedder-of-numeracy can be used to identify ways that this teacher might be supported to embed numeracy into the history curriculum. While the framework was generally effective for this purpose, a potential limitation was identified.
The Role of Cultural Capital in Creating Equity for Pasifika Learners in Mathematics
Author: Bills, Trevor
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Cultural Capital,Equal Education,Mathematics Instruction,Culturally Relevant Education,Pacific Islanders,Ethnic Groups,Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Elementary School Mathematics,Foreign Countries

Despite the Ministry of Education Statement of Intent 2014-2018 that the performance of the education system for priority students--Maori, Pasifika, students with special education needs and students from low socio-economic areas needs to improve rapidly these groups remain a concern in the New Zealand Education System. This article explores what happens to a group of Pasifika students and their teachers when the teachers draw on Pasifika focused culturally responsive teaching in the mathematics classroom. Changes to the identity and mathematical disposition of the Pasifika students are illustrated when their ethos becomes the cultural capital valued in the classroom using teacher and student voice.
Coming to Do Mathematics in the Margins
Author: Brown, Raymond
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Discourse Analysis,Professional Identity,Context Effect,Interviews,Nontraditional Education,Conventional Instruction,Knowledge Level,Teaching Methods,Socialization,Classroom Environment,Teacher Attitudes

This paper explores teacher' &quot;identity&quot; as two teachers talk about teaching mathematics in classrooms situated within two different contexts of learning--mainstream and alternative. Employing a form of discourse analysis framed within a participation approach to learning, this paper describes teacher identity in terms of the norms and practices that frame the translation of content, pedagogy and assessment in each teacher's classroom. Differences between each context of learning are highlighted and parallels drawn between similarities.
Young Children's Number Line Placements and Place-Value Understanding
Author: Bicknell, Brenda
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Numeracy,Mathematics Skills,Foreign Countries,Elementary School Mathematics,Number Concepts,Numbers,Young Children,Urban Schools,Accuracy

In this paper we report on two assessment tasks extracted from a larger study. The tasks involved number-line placements on two different number lines (0-to-10 and 0-to-20) and place-value understanding. Participants were 119 children from four different classes (Years 1-3). Children's placements were more accurate on the 0-to-20 than the 0-to-10 number line but many found midpoint placements difficult. Children with good place-value understanding were better than their peers at making accurate number-line placements. The findings have implications for practitioners in making more explicit the connections between number and space. [This project was made possible by funding from the Teaching and Learning Research Initiative [TLRI] through the New Zealand Council for Educational Research.]
Specialised Content Knowledge: Evidence of Pre-Service Teachers' Appraisal of Student Errors in Proportional Reasoning
Author: Chinnappan, Mohan
Date: 2015-00-00
Type: Reports - Research
Subjects: Evidence,Preservice Teachers,Preservice Teacher Education,Error Correction,Error Patterns,Knowledge Base for Teaching,Specialization,Thinking Skills,Mathematical Logic,Teaching Skills,Teaching Methods,Knowledge Level,Case Studies,Cooperative Learning,Masters Programs,Task Analysis,Mathematics Achievement,Mathematics Activities,Foreign Countries

That the quality of teachers' knowledge has direct impact on students' engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of &quot;Specialised Content Knowledge&quot;, SCK (Ball, Thames and Phelps, 2008) of a group of pre-service teachers in the domain of proportional reasoning. In particular, we were concerned with teachers' knowledge of evaluation of the plausibility of students' claims and errors. Our preliminary results indicate that the participants, as a group, had developed a sense of student error but experienced difficulty in explaining the source of these errors.
The Importance of &quot;Praxis&quot; in Financial Literacy Education: An Indigenous Perspective
Author: Blue, Levon
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Praxis,Money Management,Indigenous Knowledge,Indigenous Personnel,Interviews,Trainers,Community Education,Participant Satisfaction,Relevance (Education),Educational Benefits,Educational Practices,Barriers,Foreign Countries

We argue the importance of &quot;praxis&quot; in financial literacy education teaching practices that is, the moral and ethical nature of teaching and learning. Post the global financial crisis of 2008, the teaching of financial literacy has become a priority for many countries. Indigenous communities are often the target of broad FLE strategies and/or government policies. We present a case for praxis in financial literacy education by drawing on interview data following a financial literacy &quot;train the trainer&quot; workshop in an Indigenous community in Canada that failed to gain traction.
&quot;You Play on Them. They're Active.&quot; Enhancing the Mathematics Learning of Reluctant Teenage Students
Author: Calder, Nigel
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Attitude Measures,Adolescents,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Mathematics Education,Numeracy,Teaching Methods,Attitude Change,Handheld Devices,Telecommunications,Qualitative Research,Semi Structured Interviews,Surveys,Observation,Pretests Posttests,Foreign Countries,Relevance (Education)

This paper reports on a research project that examined the beliefs and attitudes of reluctant 16 to 18-year-old learners when using apps in their numeracy and literacy programmes. In particular, it considers the students' change of attitude towards numeracy learning. The data were consistent that the use of apps in the numeracy programme was instrumental in transforming student attitudes towards numeracy.
Open Enrollment: Overview and 2016 Legislative Update. Policy Analysis
Author: Wixom, Micah Ann
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Open Enrollment,Public Schools,Educational Legislation,State Legislation,Transfer Students,Transfer Policy,State Policy,Policy Analysis,Educational Change,School Desegregation

Open-enrollment policies allow students to transfer from one public school to another of their choice. While open-enrollment policies involve students transferring to another school or district, the specifics of these policies vary significantly across states. States' open-enrollment policies may allow for voluntary or mandatory participation at the district level, and they can also allow for intradistrict transfer, interdistrict transfer, or both. This policy analysis provides an overview of open-enrollment policies across the country, as well as a 2016 state-by-state legislative update.
Evolution Not Revolution: Views on Training Products Reform. Summary Report
Author: Beddie, Francesca
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Industry,Educational Change,Labor Needs,Labor Force Development,Student Needs,Training,Change Strategies,Program Development,Program Implementation,Competence,Standards,Evaluation,Barriers,Enrollment Trends,Outcomes of Education,Employment Level,Institutional Characteristics

At the request of the Council of Australian Governments (COAG) Industry Skills Council (ISC), and the Skills Senior Officials Network (SSON), a National Training Product Reform Group, comprising representatives from all of the jurisdictions, considered the longer-term reform of training products. This exercise, conducted during 2016, aimed to ensure that training products remain relevant and support skills development, in the face of technology, jobs, and industry change. The role of the National Centre for Vocational Education Research (NCVER) was to convene a group of thought leaders to consider the challenges and opportunities for the reform of training products. NCVER commissioned three essays to inform discussion at a symposium, held on 9 August 2016. The essays are contained in the appendix and appear as follows: (1) Workforce Needs (Sara Caplan); (2) Student Needs (Kwong Lee Dow); and (3) The Public Benefit (David Beckett). The 60 or so symposium participants considered training product reform from the perspective of industry, educators, students, and regulators. Their views are captured in this summary, which was prepared to assist the reform group. The areas of agreement are presented in the key messages that follow. The points of difference about how to balance the various interests represented in the system were also raised. This task will require deft negotiation to avoid the introduction of further complexity into training products, given that all participants agreed that training product simplification must be an essential goal of reform. Key messages resulting from this symposium are detailed. In addition to the three discussion papers that are presented, a delegate list and the questions guiding group discussion can be found in the appendix.
What Matters Now: A New Compact for Teaching and Learning. A Call to Action
Author: National Commission on Teaching and America's Future
Date: 2016-00-00
Type: Reports - Research
Subjects: Student Development,Educational Change,Change Strategies,Low Income Students,African American Students,Hispanic American Students,Educational Improvement,Planning Commissions,Teacher Role,Teacher Leadership,Teacher Effectiveness,Systems Building,Educational Cooperation,School Support,Alignment (Education),Teacher Recruitment,Teacher Education,Beginning Teacher Induction,Accountability,Community Support,Achievement Gap

Twenty years ago, a report by the National Commission on Teaching and America's Future (NCTAF) changed the national discussion about what must be done to improve America's schools so that all students experience success. The Commission drew attention to the overlooked fact that the most important school variable affecting student achievement is the teacher. Looking over the past two decades, as a nation we continue to struggle with providing access to great teaching and learning for all students. The current education system simply does not work for millions of students, many of them Black and Hispanic students and students from low-income families. The Commission believes this country is entering a new era of teaching and learning in which the teacher is not the target of reform but the primary engine driving improvement. The commission is calling for a new compact with teachers to capitalize on this moment when policy and practice are shifting toward more engaging and relevant teaching and learning for all students. In order to accomplish this, the Commission is recommending that: (1) Policymakers should establish and broadly communicate a new compact with teachers; (2) Every state should establish a Commission on Teaching, Learning, and the State's Future; (3) States and districts should codify and track whether all schools are &quot;organized for success&quot;; (4) Teacher preparation should be more relevant and clinically-based; (5) States should support all new teachers with multi-year induction and high-quality mentoring; and (6) Education leaders should evaluate ALL professional learning for responsiveness and effectiveness. It is NCTAF's hope that this report will serve as a catalyst for action at the state and local district levels. NCTAF is also poised to work with states to help implement these system changes. (The Commission also acknowledges the NEA Foundation and Total Wine &amp; More for their support of the report.)