ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Early Grade Understanding of the Equal Sign and Non-Standard Equations in Jordan and India
Author: Eichhorn, Melinda S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equations (Mathematics),Symbols (Mathematics),Mathematics Tests,Mathematics Achievement,Problem Solving,Instructional Improvement,Misconceptions,Grade 2,Grade 3,Instructional Materials

Many students around the world are exposed to a rote teaching style in mathematics that emphasizes memorization of procedures. Students are frequently presented with standard types of equations in their textbooks, in which the equal sign is immediately preceding the answer (a + b = c). This exposure can lead to many misconceptions, such as thinking that the equal sign means &quot;do something&quot; or &quot;the answer is.&quot; This paper describes students' understanding of the equal sign when solving nonstandard equations in Jordan on the Early Grade Mathematics Assessment (EGMA) and in India on a number sense screener. Common misconceptions are shared, as well as strategies for improving instruction with the equal sign and non-standard equations to prevent future errors.
The Effect of Summer Break on Engineering Student Success in Calculus
Author: Van de Sande, Carla
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Calculus,Grades (Scholastic),Comparative Analysis,Gender Differences,Foreign Students,Achievement Gains,School Schedules,Introductory Courses,Undergraduate Students,Statistical Analysis,Racial Differences,Ethnicity

Summer break sets students in grades K-12 back by at least one month of instruction and has the strongest impact on mathematics retention. This study investigates whether there is evidence of the summer gap effect at the university level for engineering students enrolled in the introductory calculus course sequence, and possible demographic mediators. Five years of final course grades for students who took the summer off between the first two courses in the Introductory Calculus for Engineers course sequence were compared with grades of students who took both courses in the same academic year. An analysis of covariance and an analysis of difference scores were used to examine the effect of summer break on grades in Calculus 2 and to control for time-invariant characteristics, including aptitude. Results show that university students who take the summer off lose the equivalent of about half a course grade more than do students who take the two courses in the same academic year. The summer break has the most impact on the strongest students, suggesting that it may contribute to the loss of many talented engineering majors. Gender does not mediate the summer gap effect, although international students outperform students who are US citizens.
Broadening K-8 Teachers&apos; Perspectives on Professional Development in Engineering Integration in the United States
Author: Yoon, So Yoon
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,Faculty Development,Engineering Education,Inservice Teacher Education,Teacher Surveys,Integrated Curriculum,Participant Satisfaction,Teacher Attitudes,Teacher Characteristics,Knowledge Base for Teaching,Teacher Motivation,Intention,Educational Needs,Educational Attitudes

As the United States has introduced engineering to science through Next Generation Science Standards, in-service teacher professional development (TPD) becomes necessary because a majority of teachers did not encounter engineering and associated pedagogies in their pre-service programs. This study explored such in-service teachers' perspectives of engineering education for students and the efficacy of TPD programs in engineering. Responses from 302 K-8 teachers on an open-ended survey after a weeklong TPD were analyzed through an inductive analysis and a creative synthesis. While teachers were either intrinsically or extrinsically motivated, they preferred learning engineering through hands-on activities and liked the opportunities to interact with peer teachers, instructors, engineers, and students. They valued innovative ideas and teaching strategies that allowed them to directly integrate engineering into different subjects and wanted to learn more about different engineering fields, engineering pedagogical content knowledge and activities.
Development of a Scale on Scientific Epistemological Views and Investigation of Epistemological Views of Prospective Teachers
Author: Gunes, Gokhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Epistemology,Scientific Literacy,Scientific Methodology,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Measurement Techniques,Test Construction,Psychometrics,Beliefs,Questionnaires,Test Reliability,Test Validity,Attitude Measures,Knowledge Base for Teaching,Foreign Countries,Statistical Analysis

The aim of this research was to develop a valid and reliable measurement tool (SSEV) for the determination of the epistemological views of prospective teachers, and to use this scale to elicit the epistemological views of prospective teachers in Turkey. The application was conducted with 930 participants. SSEV was found to account for 48% of the total variance in the participants? epistemological views. SSEV consisted of three sub-dimensions; &quot;authority and accuracy in scientific knowledge,&quot; &quot;methodological approach and scientific attitude,&quot; and &quot;nature of scientific knowledge.&quot; The ?, r, and a reliability coefficients for the whole scale were found to be 0.868, 0.838 and 0.861, respectively. In terms of the results it can be stated that SSEV is a valid and reliable scale to measure teacher candidates' epistemological views. The prospective teachers that constituted the sample of this research generally had mature epistemological views at a slightly higher level than moderate. It was found that the developed/mature epistemological views of the participants were at a high level for the authority and accuracy sub-dimension, above the moderate level for the methodological approaches and scientific attitude, and at a moderate level for nature of scientific knowledge.
Understanding Inclusion Relations between Quadrilaterals
Author: Zeybek, Zulfiye
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Middle School Teachers,Knowledge Level,Geometric Concepts,Questionnaires,Pretests Posttests,Data Analysis,Foreign Countries

This study investigated pre-service mathematics teachers' (PST), who are going to teach middle grade mathematics (grade 5-8), understanding of inclusion relationships of quadrilaterals. In addition to describing PSTs' understanding of inclusion relations of quadrilaterals; it was also aimed to document the development of PSTs' understanding of quadrilaterals during a geometry course. A designed questionnaire was administered to 48 PSTs at the beginning and again at the end of the semester after the PSTs was engaged in a designed five-week geometry unit. The findings of this study demonstrated that the majority of the PSTs struggled with identifying quadrilaterals and especially inclusion relations of quadrilaterals primarily. However, the number of the PSTs who understood hierarchical relationship between quadrilaterals increased through the end of the semester.
Determining the Perceptions of Teacher Candidates on the Concepts of Science Course, Science Laboratory, Science Teacher and Science Student via Metaphors
Author: Sadoglu, Gunay Palic
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Scientific Concepts,Scientific Literacy,Preservice Teacher Education,Preservice Teachers,Science Laboratories,Intervention,Phenomenology,College Freshmen,Science Curriculum,Student Teacher Attitudes,Foreign Countries

The purpose of this study is to determine the perceptions of teacher candidates on the concepts of science course, science laboratory, science teacher and science student using metaphors. In this study, the phenomenological research method was used. The participants consisted of a total of 58 first year students who are studying at the department of Science Education at a state university located in the Eastern Black Sea Region in Turkey. The data of the study was obtained by asking the students to complete the sentences &quot;a science course is like …, because …,&quot; &quot;a science laboratory is like …, because …,&quot; &quot;a science teacher is like …, because …&quot; and &quot;a science student is like …, because….&quot; In this study which used the research design of phenomenology in the scope of a qualitative research approach, the obtained data was analyzed using the method of content analysis. The most frequently mentioned metaphors in the study by the teacher candidates were &quot;life&quot; for the concept of science course, &quot;fun&quot; for the concept of science laboratory, &quot;mother&quot; for the concept of science teacher and &quot;dough&quot; for the concept of science student. According to the results of the study, it was observed that most teacher candidates perceived the concept of science course as &quot;understanding/discovering life (26.3%) and infinite (21%),&quot; the concept of science laboratory as &quot;a place that provides experience (22.7%) and entertainment (22.6%),&quot; the concept of science teacher as &quot;mentor (25%)&quot; and the concept of science student as &quot;a valuable being (20%).&quot; It was also observed that the perceptions of the teacher candidates on science were generally positive.
Examination of Mathematically Gifted Students Using Data Mining Techniques in Terms of Some Variables
Author: Aksoy, Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Talent Identification,Data Collection,Mathematics Instruction,Data Analysis,Middle School Students,Foreign Countries,Graphs,Models,Cognitive Style,Multiple Intelligences,Personality Traits,Questionnaires,Measures (Individuals),Statistical Analysis

In the identification process, there may be gifted students who may be unnoticed or students who are misdiagnosed and are disappointed. In this context, this study is a step that may solve these two problems about the identification of mathematically gifted students with the help of data mining, which is data analysis methodology that has been successfully used in different areas including education. The decision tree model is one data mining technique, which was implemented using students' learning styles, multiple intelligences and personality types to identify gifted students. The sample size was 735 middle school students (234 mathematically gifted and 501 non-gifted) studying in two different cities in Turkey. The constructed decision tree model with 70% validity revealed that examination of mathematically gifted students using data mining techniques may be possible if specific characteristics are included.
Supporting Mathematics Coaches&apos; Learning of Probability through Professional Development Tasks
Author: Enderson, Mary C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Coaching (Performance),Probability,Faculty Development,Pedagogical Content Knowledge,Elementary School Teachers,Middle School Teachers,Mathematics Skills,Problem Solving,Specialists,Qualitative Research,Outcomes of Education,Reflective Teaching

This study was conducted to propose a framework of professional development tasks (PDTs) that may be used to enhance mathematics coaches' content knowledge and understanding of student work, as well as to help them conceptualize their role in facilitating a professional learning community in school. In this qualitative design experiment, researchers developed and implemented a set of PDTs to use with elementary and middle school mathematics coaches. The PDTs, with a focus on K-8 probability topics, required coaches to conduct mathematics problem solving, student work analysis, and create a community to reflect individually and collaboratively on such experiences. Qualitative data from the coaches' self-reflective writing indicated a positive impact of PDTs and work samples illustrated their experiences in the learning process. The structure of PDTs used in the study was synthesized into a framework that could be utilized by coach or teacher educators as a generic tool for professional development.
Effect of Traditional Methods in Geometry and Numbers Learning Domains on Academic Achievement: A Meta-Analysis Study
Author: San, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Geometry,Numbers,Mathematics Instruction,Academic Achievement,Meta Analysis,Foreign Countries,Teaching Methods,Control Groups,Experimental Groups,Pretests Posttests,Middle School Teachers,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,Regression (Statistics)

Nearly all studies aiming to determine the effect of modern teaching methods on academic success using an experimental design contain control groups in which traditional methods are used. Effect of traditional methods in geometry and numbers learning domains on academic achievement has not been conclusively studied by researchers yet. On the other hand, it is claimed that almost all experimental designed studies aiming to determine the effect of &quot;modern&quot; teaching methods, have utilized traditional methods in their control group. While there are some review studies within the literature, for experimental groups' effects on academic achievement, no review studies on control groups' effect have been detected so far. Consequently, our aim is to systematically review the studies' control group findings on traditional methods in experimental researches. The purpose of this meta-analysis study is to calculate the overall effect of traditional methods in Geometry and Numbers Learning Domains (G &amp; N LD) on academic achievement. With this in mind, data was collected from the master and doctoral theses submitted in Turkey, to indirectly answer the following research question: &quot;Does traditional methods in (G &amp; N LD) effect students' academic achievement?&quot; A meta-analysis aims to compare and combine the findings from various independent studies on a subject and determine their overall effect. Data sources of the study are studies giving pretest and posttest values for their control groups from the studies with pretest and posttest experimental and control group designs on (G &amp; N LD).Included studies were retrieved from Advanced Thesis Search Database of Council of Higher Education (YÖK), using keywords search &quot;geometry,&quot; &quot;number,&quot; &quot;mathematics&quot; and &quot;control&quot; (both in Turkish and in English). The theses on (G &amp; N LD) and using middle school (5th to 8th grades) as the sample were included into the meta-analysis considering the inclusion criteria. The results show that traditional methods differ by an average of 0.83 standard deviations, and it can be interpreted that traditional methods increase success in mathematics teaching. As a result of analysis, it was seen that this success was not by chance (p&lt;0.001). As a recommendation, it is important to note that there is no loss of data since testing will not reveal whether the experienced method is different from the conventional method by testing one-sample t-test for the value obtained in their experimental study with a point increase corresponding to the 0.83 standard deviation.
Violence at Primary Schools and Its Reflections on the Press and the Visual Media in Turkey
Author: Girmen, Pinar
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Violence,News Media,Documentation,Newspapers,Television,Video Technology,Web Sites,Qualitative Research,Bullying,Sexual Abuse,Verbal Communication,Teachers,Administrators,School Personnel,Students,Terrorism

The purpose of this study is to identify the violence at primary schools by examining the news in the press and the visual media in Turkey. Qualitative research method has been adapted while making use of document review technique and violence news as documents. These news have been compiled from the websites of newspapers and television channels and also from video sharing websites. The data collection process has been carried out with various key words. Totally 140 news has been reached and descriptive analysis method has been used while analysing the collected data. The news concerning reported cases of violence at primary schools have been discussed within such parameters as &quot;distribution by years&quot;, &quot;types of violence&quot;, &quot;distribution of individuals in terms of committing or exposure to violence&quot;, &quot;direction of violence&quot;, and &quot;legal actions against violence&quot;. According to the research results, the news about violence have been classified as physical, oral-written, and sexual violence. The research results have demonstrated that persons prone to carry out violent acts are teachers, parents, principals (managers, deputy managers), students, school servants, school bus drivers, unknown individuals, and members of terrorist organizations. According to the results, the sources and causes of violence that occur in schools can be distinguished. To prevent violence, to reduce the number of potentially unwanted and dangerous events, new models and peaceful ways can be presented to students, teachers, or stakeholders.
Exploring 8th Grade Students&apos; Skills and Knowledge on Irrational Numbers
Author: Yilmaz, Nadide
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 8,Mathematical Aptitude,Mathematics Achievement,Mathematics Skills,Numbers,Middle School Students,Qualitative Research,Interviews,Mathematical Logic,Numeracy,Foreign Countries

This study has aimed to determine 8th grade middle school students' skills and knowledge on irrational numbers. A total of ten 8th grade students from a public school in Polatli District of Ankara were participated. In the study, a basic qualitative research design was used, and data were collected by means of clinical interviews. Interview questions were developed based on a review of the relevant literature, and the final versions of the questions were determined in accordance with expert opinions. Analyses of the resultant data revealed that students experienced some difficulties when defining irrational numbers. They were relatively good at classifying numbers as irrational or not and explaining the reason for this classification. Nevertheless, it was concluded that they had difficulty identifying the relationships among sets of numbers, explaining the difference between rational and irrational numbers and performing operations with irrational/rational numbers. A set of recommendations were developed for overcoming those challenges. Among them were using different types of representations during the instruction process, making use of non-routine problems, making connections to the history of mathematics and using calculators.
&apos;When You Get What You Want, but Not What You Need&apos;: The Motivations, Affordances and Shortcomings of Attending Academic/Scientific Conferences
Author: Rowe, Nicholas
Date: 2018-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Mixed Methods Research,Science Education,Interviews,Teacher Participation,Teacher Motivation,Teacher Surveys,Scientific Literacy,Attendance,Educational Needs,Relevance (Education),Computer Mediated Communication,Learning Experience,Conference Papers,College Faculty

Conferences are generally felt to facilitate knowledge exchange and interactions between delegates, and to support formative higher education and continued professional education. However, the motivations and needs of conference delegates are sparsely researched and subjective in nature. This paper presents a mixed method analysis of the needs and motivations of the delegates of academic, scientific and professional (ASP) conferences. A series of 16 mixed method expert interviews were conducted with a randomly selected international sample of established academic faculty. The results were cross-referenced with the findings of a preceding pilot survey (n = 37) that included student as well as established researchers. When examined together, the research shows that whilst ASP delegate needs and expectations seem to be met on a superficial level, delegates are divided as to the long-term worth and benefit of conferences, particularly when they consider how their activities and contributions were viewed and appreciated by others. Although the empirical findings are representative of the participants? perceptions of conferences, they offer an advancement on the opinion-based literature on conference motivations. Importantly, this research helps to explain why delegates hold mixed perceptions of conferences, and identifies key areas where added value is needed to meet contemporary delegate need.
Preservice Middle Grades Mathematics Teachers&apos; Strategies for Solving Geometric Similarity Problems
Author: Arican, Muhammet
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometric Concepts,Middle School Teachers,Preservice Teachers,Problem Solving,Semi Structured Interviews,Mathematical Logic,Concept Formation,Knowledge Level,Multiplication,Foreign Countries,Mathematical Concepts,Mathematics Tests

Proportional relationships and geometric similarity are two of the critical topics in school mathematics. Students and even teachers often struggle with recognizing the proportional relationships in geometric similarity problems. The purpose of this study was to investigate preservice middle-grades mathematics teachers' (PSTs) strategies when solving geometric similarity problems. Furthermore, we also examined the influence of the problem characteristics on the PSTs' solution strategies. The data for the present study came from 32 PSTs' responses to a geometric similarity test consisting of five problems and individual semi-structured interviews with three of these PSTs. The results revealed that the PSTs used a limited number of strategies when solving the similarity problems and usually relied on the cross-multiplication strategy in their solutions. Only a few PSTs were able to explain proportional relationships between corresponding sides of the geometric figures in the given problems. The PSTs' overreliance on the cross-multiplication strategy appeared to constrain their identification of proportional relationships. Based on the results of the present study, we propose the use of dilating perspective, a dynamic dilatio-noriented method that promotes side-by-side comparison of similar figures in teaching geometric similarity.
Student Perceptions of a One-to-One iPad Program in an Urban High School
Author: Kaufman, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Urban Schools,Handheld Devices,Peer Relationship,Interpersonal Communication,Cooperative Learning,Focus Groups,Learning Strategies,Accountability,Computer Uses in Education,Program Implementation,Interviews,Barriers

The iPad, which came out in 2010, was introduced in one-to-one initiatives in schools to replace the laptop, or simply as a new technology. Schools that incorporated tablets reported an increase in student-led learning, increased collaboration, and increased communication. Following a one-to-one iPad implementation at an urban high school for one year, juniors and seniors (n=76) participated in focus groups about their use of iPads for learning and their perceptions of the one-to-one iPad implementation. Students reported changes in communication, collaboration, learning strategies, as well as accountability and independence when learning with iPads. They also described several challenges of learning in an Internet-accessible one-to-one environment. The results highlight the importance of student support for tablet adoption when implementing one-to-one initiatives.