ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Procedures to Understand Algebraic Structures: A Hermeneutic Approach
Author: Kluth, Verilda Speridião
Date: 2020-00-00
Type: Journal Articles
Subjects: College Mathematics,Undergraduate Study,Algebra,Hermeneutics,Phenomenology,Research Methodology,Educational Theories,Educational Philosophy,Mathematical Concepts

The authors question how hermetic texts in mathematics, history, and philosophy of mathematics, specifically those referring to abstract algebra, can be open to the understanding of researchers, teachers and students who are intentionally willing to understand them. This discussion suggests that the openness may happen through hermeneutic procedures. These procedures, in the wake of Gadamerian thinking, take the dialectic of the process of formulating the question and pursuing possible ways of answering it, going into the intricacies of the historicity of knowledge constitution based on the Husserlian perspective and the production of algebra itself, in order to explain a methodology of research. They advance by bringing a hermeneutic study on algebraic structures, explaining the research methodology that aims at the formation of the ideality of algebraic structures and their maturation in the living present as notions of algebraic structures, as objects of study and as subjects of algebra.
Scarcely Visible? Analysing Initial Teacher Education Research and the Research Excellence Framework
Author: Clapham, Andrew
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Educational Research,Educational Quality,Universities,Research Methodology,Educational Policy,Discourse Analysis

In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education.
Policy in the Pandemic: Lost Opportunities, Returning to &apos;Normal&apos; and Ratcheting up Control
Author: Brooks, Clare
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Formation,Policy Analysis,Educational Change,COVID-19,Pandemics,Preservice Teacher Education,Inspection,Power Structure,Resistance to Change,Educational Improvement

In this article, we examine education policymaking in England during the COVID-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as 'truths'. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy -- initial teacher education and inspection -- we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular 'truth' about what needs to be done to improve education outcomes.
Teachers Epistemology on the Origin of Mathematical Knowledge
Author: Obreque, Karla Viviana Sepulveda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Epistemology,Knowledge Level,Heuristics,Grounded Theory

This research sought to understand the origin attributed by teachers to mathematical knowledge. The theoretical framework guiding this research is the Socioepistemological theory of Educational Mathematics which accepts mathematics as a human activity that is resignified and reconstructed in specific contexts. This qualitative research forms a heuristic case and uses Grounded Theory as an information processing technique. The results showed most teachers understand mathematics as a priori knowledge, assigning to human action the role of discovering, interpreting or formalizing it.
A Hands-On Guided-Inquiry Materials Laboratory That Supports Student Agency
Author: Ford, Matthew J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Hands on Science,Laboratory Experiments,Personal Autonomy,Learner Engagement,COVID-19,Pandemics,Distance Education,Science Materials,Self Efficacy,Inquiry,Active Learning,Cooperative Learning,Undergraduate Students

Under the new ABET accreditation framework, students are expected to demonstrate &quot;an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.&quot; Traditional, recipe-based labs provide few opportunities for students to engage in realistic experimental design or develop a sense of agency, and research has cast doubt on their pedagogical benefit. At the same time, the COVID-19 pandemic forced institutions to move to remote learning. We developed a scaffolded series of remote lab activities for an upper-division mechanics of materials course, culminating in a collaborative guided-inquiry experiment design challenge. In the first iteration of the course, we mailed kits to students with basic supplies for the at-home experiments, while in the second students were expected to make use of readily-available household items. We analyzed 36 lab reports from the second iteration of the guided-inquiry lab and identified 25 unique approaches to the design challenge, an indication of a truly open-ended activity. Student outcomes were measured by post-lab surveys of attitudes and self-efficacy, as well as a standardized conceptual learning assessment. The fraction of students endorsing statements related to a sense of agency increased dramatically over the course of the semester: from 53% to 83% for goal-setting and from 63% to 92% for choice of methods. Self-efficacy increased significantly in the primary targeted skills (designing experiments and making predictions), but there was no significant shift in skills not explicitly targeted by the guided-inquiry lab (equitable sharing of labor, expressing opinions in a group, and interpreting graphs).
Examination of Pre-Service Teachers&apos; Perceptions of the Concept of Fraction Using the Word Association Test
Author: Tastepe, Mehtap
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics Teachers,Mathematical Concepts,Fractions,Associative Learning,Association Measures,Knowledge Level

In this study, it is aimed to examine the perceptions of the mathematics teacher candidates regarding the concept of fraction. 32 teacher candidates participated in the research carried out in the screening model. The word association test was used as a data collection tool and the obtained data were analyzed by content analysis method. According to the results of the analysis, it is seen that the perceptions of teacher candidates regarding the concept of fraction are mostly concentrated in the themes of meanings of fractions, operations in fractions, and representation of fractions. In addition, the themes of numbers, notation, and other mathematical topics in which it is used are other themes that emerged. It was seen that the teacher candidates expressed the quotient meaning at most, they did not mention the percent meaning. It was seen that they mostly expressed the addition operation in fractions and the type of compound fraction. As a result, it is seen that pre-service teachers' perceptions about the concept of fraction are limited. Pre-service teachers can be given a more comprehensive and relational education on the concept of fraction.
Analysis of Flipped Classroom Techniques and Case Study Based Learning in an Introduction to Engineering Materials Course
Author: Merrett, Craig G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Classroom Techniques,Case Method (Teaching Technique),Introductory Courses,Engineering Education,Performance Based Assessment,Video Technology,Undergraduate Students,Foreign Countries,Educational Change,Academic Achievement,Student Evaluation of Teacher Performance,Problem Solving

Students should be exposed to open-ended, complex design challenges during their courses to better prepare the students for the design challenges that they will encounter during their careers. This preparation may be achieved by combining flipped classroom instruction, case based learning in an active classroom, and authentic assessments. Between 2012 and 2016, these techniques were assessed in a second year introduction to engineering materials course. Iterations of the course examined flipped classroom instruction using assigned textbook readings and custom made YouTube videos. Classroom activities and final exams using case studies were also evaluated. Flipped classroom instruction using assigned textbook readings was shown to have a negligible effect on students' final exam performance compared to a traditional lecture delivery. The use of custom made YouTube videos and case studies had a positive impact on students' quiz and laboratory scores, indicating an improved alignment with the course's learning outcomes. The use of case studies during the problem analysis sessions led by teaching assistants was shown to have a negligible impact on students' final exam performance. Given the results of the quizzes and laboratories, the use of a flipped classroom approach with YouTube videos and active learning driven by case studies is recommended for teaching engineering materials. This pedagogical configuration exhibits improved alignment with the practical learning outcomes associated with engineering materials such as material selection, failure, and heat treatments.
The Development of Social Interaction for Early Childhood in Lampang Province by Using Virtual Reality Application
Author: Muangmool, Somchai
Date: 2023-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Foreign Countries,Interpersonal Relationship,Interpersonal Competence,Skill Development,Computer Simulation,Instructional Effectiveness,Child Behavior,Independent Study,Independent Living,Cultural Maintenance,Environmental Education,Interaction,Concept Formation,Communication Skills

The aim of this research was to develop social interaction for early childhood children in Lampang province, Thailand by using virtual reality technology. The population in this study was early childhood children from 355 schools in Lampang province, under the jurisdiction of Lampang Primary Educational Service Area 1, 2, and 3. The sample group consisted of sixty early childhood children who were selected by purposive selection. The research tools the application of Lampang learning resources and the early childhood social development evaluation form. The results were statistically analysed for percentages in the form of descriptive narrative. The results showed that the overall social development of the sample group was at the highest level or 76.58% with an average value of 4.53. Also, the results presented that the sample group was able to follow the rules and the agreements of the learning resources appropriately, give comments and answer the questions of the instructors. This was a result of using the VRLampang application which could be divided into three parts: (1) regulations and guidelines of the learning resources (2) information of ten Lampang learning resources (3) the efficient learning content activities appropriate for students.
Implementation and Feasibility of a Group Mindfulness Intervention for Undergraduate Engineering Students
Author: Dalton, Elizabeth Dolin
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Implementation,Feasibility Studies,Metacognition,Intervention,Undergraduate Students,Engineering Education,Group Activities,Mental Health,Stress Variables,Program Effectiveness

Students' mental health and well-being are increasingly recognized as urgent and important needs in engineering education. Mindfulness-based interventions, in which students learn and practice present-focused techniques such as meditation and deep breathing, have been demonstrated to positively affect college students' well-being. The use of such interventions for engineering students specifically, however, has not been thoroughly examined. In this work, we examine the feasibility and utility of a group-based mindfulness intervention for 48 undergraduate engineering students. Participants completed four weekly, one-hour group mindfulness sessions led by the study authors. Qualitative and quantitative data were collected before and after the intervention to assess the impact of the intervention on participants' trait mindfulness, perceived stress, intellectual curiosity and exploration, and weekly mindfulness practices. Compared to participants in a control condition, participants engaging in the group intervention demonstrated an increase in trait mindfulness and weekly mindfulness practice, and lower perceived stress. The intervention did not have a significant impact on participants' intellectual curiosity and exploration. The group mindfulness intervention was well-received, with a majority of participants attending all four sessions, rating them as helpful, and reporting that they would retain the length and frequency of the sessions. Results suggest that group-based mindfulness practices may be a feasible way to support the well-being of undergraduate engineering students. We conclude with a discussion of the applications and implications of this work for other educators.
Shared Ownership of an Engineering Success Centre to Support Students and Develop Leaders
Author: Osgood, Libby
Date: 2023-00-00
Type: Journal Articles
Subjects: Engineering Education,School Holding Power,Academic Support Services,Student Leadership,Leadership Training,College Students,Educational Needs,Tutoring,Computer Assisted Design,Ownership

An Engineering Success Centre was formed with the long-term goals of providing targeted first-year support, increasing retention, and developing leaders. The novelty of the Centre is that the priorities and activities were defined by the students that were employed to run it in a shared leadership model. Student leaders were in various years of undergraduate and graduate engineering degrees, which provided multiple years for leadership opportunities and organizational memory. The priorities identified by the student leaders were to: (1) guide students through their time in engineering, (2) connect students with campus resources, (3) impact the overall experience for students in a positive way, and (4) assist students with educational needs such as tutoring, writing support, and CAD development. Between the drop-in hours and professional development programs, 145 students (55% of engineering students) interacted over 400 times in formal Centre activities throughout the year, and at least 77% of students engaged in online or asynchronous platforms. This paper was written by two of the student leaders and the faculty coordinator to document the motivations, successes, and challenges of the Centre in its inaugural year and promote shared ownership in academic support centres. Goals were derived, and a model was developed to map Centre activities, priorities, and goals to assess the success of the Centre.
Curriculum System of the Philosophy of Mathematics Education for Normal Students
Author: Yan, Yaqiang
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Curriculum,Educational Philosophy,Foreign Countries,Mathematics Teachers,College Students,Mathematics

The teachers of mathematics education in China have gradually demonstrated the need for the systematic theory about mathematics education. However, the philosophy of mathematics education is biased towards the academic level, and there are few &quot;readable materials&quot; for direct application in practice. This paper prepares a curriculum system for the philosophy of mathematics education for normal students (the students of teaching universities). The purpose is to stimulate the discussion of the philosophy of mathematics education among the (future) mathematics teachers for practical guidance, to implant the necessary &quot;genetic genes&quot; for the benign development of mathematics education.
Imagination in the Philosophy of Mathematics and Its Implication for Mathematics Education
Author: Degu, Yenealem Ayalew
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Educational Philosophy,Imagination,Mathematics

Teachers of mathematics and researchers in mathematics education are recommended to be engaged in a creative endeavor. However, creativity cannot be thought of independent of imagination. This article analyzes the relation between imagination and the philosophy of mathematics. The later concept is inclusively concerned with arguments on whether or not: (1) mathematics is invented or discovered; (2) the existence of mathematical entities and objects; and (3) the truthness of mathematical discourse. On the other hand, the philosophy of mathematics education covers the understanding of, and the meaning we attribute to, mathematics and its nature. In this article, I argue that &quot;imagination&quot; is a vital asset in mathematics education.
Philosophical Inquiry for Critical Mathematics Education
Author: Kennedy, Nadia Stoyanova
Date: 2020-00-00
Type: Journal Articles
Subjects: Philosophy,Inquiry,Mathematics Education,Critical Thinking,Reflection,Dialogs (Language),Home Schooling,Children,Adolescents,Mathematics Instruction,Mathematics Activities

This paper argues that critical mathematics education requires reflective knowledge, which lies outside of mathematical and technological knowledge, and which can be generated through philosophical inquiry in the classroom. Philosophical inquiry can provide &quot;thinking tools&quot; for questioning, challenging and critiquing implicit assumptions and misconceptions and for the reconstruction of concepts. As such, it can offer a space for critical reflection on mathematics, for the development of an epistemological approach that encourages an enriched, overarching view of mathematics and its connections to the other school disciplines, society and self. It also offers space for the deconstruction and reconstruction of beliefs about mathematics as a form of knowledge, about the social value of mathematical practice, and beliefs about oneself as a mathematics learner/thinker.
Prioritising Content to Enhance Preservice Teachers&apos; Preparedness for Inclusive Education: Implications for Online Learning
Author: Walker, Nolene
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Inclusion,Students with Disabilities,Preferences,Electronic Learning,Online Courses,Teacher Education Curriculum,Student Attitudes,Experienced Teachers,Teacher Attitudes,Individualized Instruction,Reading Materials

This paper presents survey findings of preservice (n = 128) and experienced teachers (n = 326) about enhancing the preparation of preservice teachers to include students with disabilities in regular classes during initial teacher education. Non-parametric statistics were used to analyse the data. When asked to rank their preferred mode of learning, preservice teachers ranked online learning last. Results identified topics to prioritise during initial teacher education. Implications in regard to online delivery of inclusive content are discussed. Given that the recent pandemic resulted in a sudden shift to online learning, these findings may add to the body of knowledge about preparing preservice teachers for inclusive teaching.
Teacher Educators&apos; Understanding and Experiences with Implementing the Initial Primary Teacher Education Policy in Malawi
Author: Chirwa, Grames
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Knowledge Level,Preservice Teacher Education,Educational Policy,Foreign Countries,Teacher Education Curriculum,Curriculum Implementation,Curriculum Development,Curriculum Design,Educational Philosophy,Teacher Orientation,Educational Quality

The initial primary teacher education (IPTE) curriculum policy was revised in 2016 and implemented in 2017 in Malawi (Ministry of Education, 2021). This study investigates teacher educators' (TE) understanding and experiences in two teacher training colleges. The study is informed by the cognitivist theory of Spillane et al. (2002). Following a qualitative research design, data were collected through face-to-face interviews with teacher educators and principals. Classroom lesson observations were used to triangulate interview data. Data analysis showed that teacher educators' superficial understanding of the espoused goals, content, and pedagogy of the IPTE impedes effective teacher education. The study found that the implementation of the revised IPTE curriculum is constrained by ineffective re-education and orientation of lecturers to the revised curriculum; unavailability of qualified lecturers; the duration and mode of training; the lack of teaching and learning resources; and TEs that are not being supported by the Ministry of Education officials. The study also shows that superficial understanding and ineffective implementation of the IPTE policy by educational stakeholders, such as lecturers, also comprises the quality of primary teacher education in Malawi. Based on the findings, several recommendations are made to improve the implementation of the IPTE in the country. These recommendations have implications both in Malawi and beyond.