ethanporcaro/eric-fulltext-meta huggingface dataset:
Uncovering Teachers&apos; Views via Imagined Role-Playing
Author: Zazkis, Rina
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Role Playing,Teaching Methods,Playwriting,Masters Programs,Faculty Development,Criticism,Student Needs,Simulation,Teacher Education

Role-playing is considered a valuable pedagogical strategy in a variety of fields. However, the use of this strategy in teacher education is underdeveloped. In this study we employ script-writing for a play (which we consider imagined role-playing) as a variation on a role-playing method. We invited teachers participating in a Master of Education professional development program to write an imagined dialogue with a colleague, in which they advocate for their teaching methods. The scripts reveal participants' ideas about teaching as well as their perceptions of nature of criticism and opposition to their ideas. The benefits of the script-writing method are discussed. [For the complete proceedings, see ED597799.]
Designing Tasks for Conjecturing and Proving in Number Theory
Author: Toh, Pee Choon
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,College Mathematics,Number Concepts,Mathematical Logic,Problem Solving,Preservice Teachers,Mathematics Instruction,Geometry,Design

The purpose of this study is to develop design principles for crafting tasks that will encourage conjecturing and proving in the context of elementary number theory at the undergraduate level. From the analyses of the written work of 46 prospective mathematics teachers on a task designed according to these principles, we think that there is potential to build on and refine from these principles for other undergraduate mathematics courses [For the complete proceedings, see ED597799.]
Using an Experimental Framework of Key Elements to Parse One-to-One, Targeted Intervention Teaching in Whole-Number Arithmetic
Author: Tran, Thi L.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Arithmetic,Mathematics Instruction,Elementary School Mathematics,Elementary School Students,Grade 3,Grade 4,Teaching Methods,Problem Solving,Intervention,Teacher Behavior,Interaction,Elementary School Teachers,Feedback (Response),Individualized Instruction

This report focuses on key elements of teaching occurring during intensive, one-to-one instruction with 3rd- and 4th-graders. The study involves six cases in all, each consisting of video records of up to eight lessons, each of 30-45 minutes' duration, resulting in the analysis of about 33 hours of video data. A resulting framework of four stages of analysis of one-to-one teaching is presented and the stage 'During solving a task' is elaborated according to students' responses: correct, partly correct, incorrect, and no response. Three subcategories pertaining to an incorrect response are described and two are exemplified via cases drawn from the data. The cases exemplify how the framework can be applied to analyse or inform intervention instruction and highlight its theoretical and practical importance. [For the complete proceedings, see ED597799.]
Intervention for Middle School Students with Poor Achievement in Mathematics
Author: Yates, Shirley M.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Middle School Students,Low Achievement,Mathematics Achievement,Grade 7,Grade 8,Multiplication,Foreign Countries,Program Effectiveness,Numeracy,National Competency Tests,Reaction Time,Accuracy,Early Adolescents,Males,Recall (Psychology)

Poor mathematics achievement in middle school students is evident in many countries. While some of the difficulties can be attributed to student related factors, there is considerable evidence that computational automaticity is essential for mathematics achievement. A QuickSmart (QS) mathematics intervention program was trialled with a group of students in Grades 7 and 8, matched with a control group of similar underachieving classmates. A statistically significant decrease in mean response latencies was found for QS participants after lessons in multiplication only. Significant differences were also evident between the pre and post scores of the two groups on a standardised test of mathematics. This study confirms and extends previous findings of the efficacy of mathematics intervention for underperforming middle school students. [For the complete proceedings, see ED597799.]
Viable Arguments, Conceptual Insights, and Technical Handles
Author: Yopp, David
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Elementary School Teachers,Preservice Teachers,Generalization,Mathematical Logic,Mathematics Skills,Demonstrations (Educational)

Findings from an empirical study on prospective elementary teachers' argument productions are reported. In order to analyse the data, a generative study was conducted to develop a framework for expressed actions that afforded the communication of viable arguments for generalizations. Identified are three types of technical handles that appear constructive in communicating viable arguments. Inappropriate and inadequate technical handles are also noted. [For the complete proceedings, see ED597799.]
Why Anna Left Academia
Author: Sumpter, Lovisa
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Women Faculty,Teacher Persistence,Labor Turnover,Gender Bias,Power Structure,Politics of Education,Stress Variables,Departments

This paper aims to explain why Swedish female mathematicians decide not to work in academia. The stories of five women were merged into one narrative. Anna describes a struggle with her own self-identity in a gendered structure that most often involved implicit power. One of the main reasons for not working in a mathematics department after finishing their PhD was the difficulty in getting a job without support. [For the complete proceedings, see ED597799.]
Comparing Kansas 2019: Kansas Still Ranked 9th in Student Outcomes
Author: Kansas Association of School Boards (KASB)
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Expenditure per Student,Educational Finance,Postsecondary Education,Graduation Rate,High School Graduates,College Students,College Graduates,Economically Disadvantaged,Low Income Students,Limited English Speaking,Students with Disabilities,National Competency Tests,College Entrance Examinations,Geographic Location,Young Adults,Late Adolescents,Financial Support,White Students,Graduate Study,Family Income,Urban Areas,Teacher Student Ratio,Teacher Salaries

For many years, Kansas Association of School Boards (KASB) has provided information on Kansas' rankings compared to other states on a variety of student outcome measures. In addition, KASB annually determines &quot;peer states&quot; which are most similar to Kansas in terms of student characteristics, adult population characteristics and population distribution, and a combination of all three. This analysis is called &quot;Comparing Kansas.&quot; This year Kansas ranks 9th in the nation in terms of student outcomes. This is the same ranking Kansas earned in last year's analysis. Top-level findings in this year's report include: (1) Kansas has better overall educational outcomes than the U.S. average on all indicators, and exceeds similar states on almost all measures; and (2) Kansas provides less total per pupil funding that the U.S. average and less than all groups of similar states except adjacent states.
Types of Arguments When Dealing with Chance Experiments
Author: Schnell, Susanne
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Probability,Persuasive Discourse,Experiments,Inferences,Data Collection,Elementary School Students,Middle School Students,Grade 6,Grade 7,Foreign Countries,Statistics,Educational Games,Computer Simulation

This paper contributes to the discourse in stochastic education of how young students deal with learning settings that allow a data-based approach to probability. By using the micro-structure of arguments by Toulmin (1958), it explores which arguments students use and which role they play in the learning process. The data stems from design experiments with students at the beginning of their stochastic career (aged 11 to 13) and is analysed with an interpretative approach. [For the complete proceedings, see ED597799.]
Written Reasoning in Primary School
Author: Ruwisch, Silke
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Language Skills,Mathematics Instruction,Mathematical Logic,Arithmetic,Grade 3,Grade 4,Grade 6,Problem Solving,Worksheets,Persuasive Discourse,Writing (Composition),Elementary School Students

Currently, language competences in mathematics lessons gain more attention in Germany. The paper reports an interdisciplinary study of linguistics and mathematics education on reasoning. A model to rate the competences in arithmetic reasoning at primary level will be presented for discussion: mathematical reasoning is coded separately from its linguistic realization. In a pilot study, 243 students of 3rd, 4th, and 6th grade solved different arithmetic reasoning tasks. The results show a one-dimensional scale for the model of reasoning. Its specific components provide differentiated requirements, which are formulated concretely in the coding guidelines. They may unfold didactical potential for language support in mathematical reasoning as well as in mathematics lessons itself at primary level. [For the complete proceedings, see ED597799.]
Features of Successful Calculus Programs at Five Doctoral Degree Granting Institutions
Author: Rasmussen, Chris
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Calculus,Doctoral Degrees,College Mathematics,STEM Education,Teacher Attitudes,Administrator Attitudes,Student Attitudes,College Students,Coordinators,Data Collection,Data Analysis,Teaching Assistants,Active Learning,Difficulty Level,Tutoring,Student Placement

We present findings from case study analyses at five exemplary calculus programs at US institutions that offer a doctoral degree in mathematics. Understanding the features that characterize exemplary calculus programs at doctoral degree granting institutions is particularly important because the vast majority of STEM graduates come from such institutions. Analysis of over 95 hours of interviews with faculty, administrators and students reveals seven different programmatic and structural features that are common across the five institutions. A community of practice and a social-academic integrations perspective are used to illuminate why and how these seven features contribute to successful calculus programs. [For the complete proceedings, see ED597799.]
Making Generalizations Explicit: An Inferential Perspective on Concept-Formation of Variables
Author: Schacht, Florian
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Generalization,Inferences,Mathematics Education,Mathematical Concepts,Algebra,Geometry,Arithmetic,Concept Formation,Learning Processes

The transition from preformal and propaedeutic generalization-actions to a symbolically explicit use of the concept of variable has been a matter of significant attention in mathematics education, for example in the context of generalization processes on a preformal level and regarding the specific nature of algebraic concepts. This contribution offers an inferential theoretical perspective to study the relation of geometric and arithmetic notions when dealing with figural growing patterns and arithmetic sequences. By reconstructing &quot;individual commitments&quot; we show results of the impacts of this relation on the individual notion and explicit use of the concept of variable. Finally, the results also show that the concept of &quot;propaedeutics&quot; itself gains an extension in the light of the theoretical framework. [For the complete proceedings, see ED597799.]
Exploring &apos;What Japanese Students Find Important in Mathematics Learning&apos; Based on the Third Wave Project
Author: Shinno, Yusuke
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Grade 5,Junior High School Students,Grade 9,Mathematics Education,Student Attitudes,Value Judgment,Age Differences,Questionnaires

The present study is an ongoing survey targeting Japanese fifth and ninth grade elementary and junior high school students respectively using the framework of &quot;The Third Wave&quot; international comparative study. The purpose of this research report is to describe the questionnaire survey's results and analyze some similarities and differences between fifth and ninth graders from a value perspective. The main results show that there are five common factors underlying students' valuing and that fifth graders tend to value &quot;process&quot;, &quot;effort&quot;, &quot;exploration&quot;, &quot;fact&quot;, &quot;openness&quot; and &quot;progress&quot;; in contrast, ninth graders tend to value &quot;product&quot;, &quot;ability&quot;, &quot;exposition&quot;, &quot;idea&quot;, &quot;mystery&quot;, and &quot;control&quot;. [For the complete proceedings, see ED597799.]
Bakhtinian Dialogue and Hegelian Dialectic in Mathematical and Professional Education
Author: Williams, Julian
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Teaching Methods,Dialogs (Language),Educational Philosophy,Faculty Development,Lesson Plans,Teacher Attitudes,Researchers,Interpersonal Relationship

We argue that the distinction between dialogue (after Bakhtin) and dialectic (after Hegel, Marx, Vygotsky), that Matusov has previously highlighted, is of key importance to mathematics education. According to Matusov, for Bakhtin these concepts are incommensurable since dialectics implies and the dialogism denies telos (a target). In this essay we argue that mathematical dialogue can and should have teleology Matusov says is implied by dialectics. Thus a good dialogue might involve mathematical (or professional) negation and sublation, providing the dialectic for mathematical (or professional) 'progress' and development. To make this concrete, we illustrate the argument with a lesson study in which progress emerging from dialogues is interpreted in dialectical terms. [For the complete proceedings, see ED597799.]
Exploring Students&apos; Mental Models in Linear Algebra and Analytic Geometry: Obstacles for Understanding Basic Concepts
Author: Schueler, Sven
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Schemata (Cognition),Algebra,Geometry,Fundamental Concepts,Barriers,Mathematical Concepts,Problem Solving,High School Students,Foreign Countries

In this paper, we discuss the relevance of 'Grundvorstellungen' (GVs), a didactical category to analyze students' mental models in comparison to the intended mathematical meanings in the context of Linear Algebra and Analytic Geometry. Diagnostic tasks were used to reveal students' conceptual understanding in this field of expertise. In particular, an open item format was chosen to elicit students' individual GVs and to explore how they use them while working on mathematical tasks. 30 students from upper secondary school participated in our study; data was collected by a paper-and-pencil test. The results show that elaborated representations of GVs foster students' understanding of mathematics and facilitate the process of finding problem solving strategies. [For the complete proceedings, see ED597799.]
Mathematics Learning in Mainland China, Hong Kong and Taiwan: The Values Perspective
Author: Seah, Wee Tiong
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Preadolescents,Mathematics Instruction,Mathematics Achievement,Relevance (Education),Communication Skills,Educational Technology,Feedback (Response),Cultural Influences,Student Attitudes,Drills (Practice)

Drawing on 1386 questionnaire responses, 11- and 12-year old primary students in mainland China, Hong Kong, and Taiwan valued the same six orientations in their mathematics learning. These are achievement, relevance, practice, communication, information and communication technologies [ICT], and feedback. Each of these six values was also embraced to different degrees by students across the three regions. These findings shed light on how students' values might be used to support learning, at the same time emphasising that such values are culture-dependent. [For the complete proceedings, see ED597799.]
Cognitive Processes Underlying Mathematical Concept Construction: The Missing Process of Structural Abstraction
Author: Scheiner, Thorsten
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Processes,Mathematical Concepts,Concept Formation,Learning Processes,Abstract Reasoning,Undergraduate Students,Foreign Countries,Mathematical Logic

The purpose of this paper is twofold: On the one hand, this work frames a variety of considerations on cognitive processes underlying mathematical concept construction in two research strands, namely an actions-first strand and an objects-first strand, that mainly shapes past and current approaches on abstraction in learning mathematics. This classification provides the identification of an often overlooked fundamental cognitive process, namely structural abstraction. On the other hand, this work shows a theory-driven and research-based approach illuminating the hidden architecture of cognitive processes involved in structural abstraction that gives new insights into an integrated framework on abstraction in learning mathematics. Based on our findings in empirical investigations, the paper outlines a theoretical framework on the cognitive processes taking place on mental (rather than physical) objects. [For the complete proceedings, see ED597799.]
2015-2016 Reward Schools Case Studies: Statewide Report
Author: Herrera, Angelica
Date: 2016-07-00
Type: Reports - Research
Subjects: Low Income Students,Poverty,School Effectiveness,Academic Achievement,Disadvantaged Schools,Data Use,Decision Making,Leadership Effectiveness,Time on Task,Family School Relationship,School Community Relationship,Educational Environment,Teacher Effectiveness,Educational Administration,Elementary Schools,Middle Schools,Junior High Schools,Best Practices,School Schedules

Because eligibility for Title I funding is dependent on the financial needs of schools' populations, many Title I schools face significant barriers to student achievement. Decades of research have shown that poverty has a strong negative impact on student academic performance (Herbers et al., 2012), and Title I schools frequently serve students living at and below the poverty line. Despite these challenges, 148 Title I schools in the state of Texas received both the High Performing and High Progress distinctions in the 2013-14 school year. These thriving campuses, or Reward Schools, are the focus of this study. The purpose of this report is to share the best practices from seven Reward Schools that participated in the 2015-16 case studies project. The underlying framework for the Reward Schools Case Studies Project is based on the Texas Education Agency's (TEA's) theory of action for turning around low-performing schools: Texas Accountability Intervention System (TAIS). TAIS aligns with the U.S. Department of Education's school turnaround principles through seven critical success factors (CSFs): (1) Academic Performance; (2) Use of Quality Data to Drive Instruction; (3) Leadership Effectiveness; (4) Increased Learning Time; (5) Family and Community Engagement; (6) School Climate; and (7) Teacher Quality. [This report was developed with collaboration from the Texas Center for District and School Support (TCDSS) at the Region 13 Education Service Center (ESC).]
Dismantling Visual Obstacles to Comprehension of 2-D Sketches Depicting 3-D Objects
Author: Widder, Mirela
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Geometric Concepts,High School Students,Barriers,Mathematics Instruction,Spatial Ability,Secondary School Mathematics

This study focuses on potentially misleading information (PMI) and potentially helpful information (PHI) embedded in the 2-D sketch of a 3-D geometric object. Our quest was to discover whether and how PHI and PMI capture visual obstacles, for high-school students, to desirable comprehension of the sketches used in teaching spatial geometry. We compared the anticipated difficulty of 24 sketches of cubes with different auxiliary constructions, according to their orientation and to the ratio #PHI/#PMI, with the actual difficulty reflected in the scores received by 174 high-school students for comprehending these sketches. The findings suggest: (a) deviations from a normative sketch of a cube affect spatial comprehension; (b) the ratio #PHI/#PMI accounts for a significant part of the students' visual difficulty. [For the complete proceedings, see ED597799.]
The Impact of Learning and Teaching Linear Functions Professional Development
Author: Seago, Nanette
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Instruction,Instructional Materials,Instructional Effectiveness,Algebra,Mathematics Achievement,Video Technology,Pedagogical Content Knowledge,Learner Engagement,Middle School Students,Middle School Teachers,Institutes (Training Programs),Summer Programs

This study examines the impact of Learning and Teaching Linear Functions (LTLF) professional development materials on teachers' mathematics understanding and teaching practices, as well as students' resulting algebra proficiency, learning, and achievement. Learning and Teaching Linear Functions are modular, video-based professional development materials designed to enable teachers to deepen their specialized content knowledge by understanding ways to conceptualize and represent linear functions within their teaching practice. The intervention consisted of a one-week summer institute and on-line support throughout the academic year. [For the complete proceedings, see ED597799.]
Using Practical Worksheet to Record and Examine Metacognitve Strategies in Problem Solving
Author: Quek, Khiok Seng
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Worksheets,Metacognition,Problem Solving,Mathematics Instruction,Preservice Teachers,Teacher Education Programs,Secondary School Teachers,Graduate Study,Cognitive Processes

We adopted Brown's (1987) conceptualisation of metacognition to examine how student teachers can be taught metacognitive control while solving mathematical problems. In addition, tasks given to these student teachers were in-built with opportunities for them to be aware of the need for metacognition. We describe the use of the Practical Worksheet as a way to make visible their metacognition, within the context of solving mathematics problems. Findings suggest that the greater awareness of control due to the use of the Practical Worksheet contributed to the greater employment of control in subsequent problem solving. [For the complete proceedings, see ED597799.]
Impact of Single Student Mathematical Field Experience on Elementary Teachers over Time
Author: Sawyer, Amanda G.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Preservice Teacher Education,Field Experience Programs,Student Teachers,Experienced Teachers,Beliefs,Teaching Skills,Questioning Techniques

Mewborn and Stinson (2007) explored three tasks implemented in a preservice teacher education program, which supported awareness of beliefs and reflection on teaching practice. In this study, we investigated one of these tasks, a single student mathematical field experience, to study its impact on learning and to determine its effects over time. We studied elementary teachers starting at their preservice teaching experience into their second year of teaching and after their tenth year teaching. We found this experience fostered development of implementation of multiple questioning strategies during their preservice teaching experience, which grew during their career as educators and is consistent into their tenth year of teaching. [For the complete proceedings, see ED597799.]