ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning of College Mathematics and Student Mathematical Thinking: Are the Lines of the Same Track?
Author: Singh, Parmjit
Date: 2016-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Mathematics Skills,Mathematical Concepts,Relevance (Education),Mathematical Logic,Knowledge Level,Learning Strategies,Grades (Scholastic),Thinking Skills,Concept Formation,Rote Learning,Problem Solving,Foreign Countries

Studies related to school mathematics have shown that students who scored well on standardized tests often are unable to successfully use memorized facts and formulae in real-life application outside the classroom. The outcome of TIMSS and PISA studies further emphasizes the importance of mathematics teaching and learning in the Malaysian education system. Various measures have been taken by the Ministry of Education to enhance the teaching and learning of mathematics in schools. However, issues related to college mathematics have yet to be addressed. In the past decade, universities have been bogged down with ranking systems (such as Times Higher Education University Rankings, QS ranking) and Quality Indicators for Learning and Teaching related to issues such as students graduating on time (GOT). In this paper, we investigate the finer points of mathematics teaching and learning. Our premise is that practical knowledge (common sense) and mathematics knowledge are closely related in the learning of mathematics in college. Three case studies are discussed in this paper to highlight this premise. These studies revealed that college students gradually practices rote learning and their final grades do not reflect the development of mathematical thinking. Furthermore, the teaching approach that focuses on computation deters students from fully developing their understanding of why or when they should be applied. Teaching instructions should shift from learning the rules for operations to understanding mathematical concepts which promotes the development of mathematical thinking. Students should be equipped with &quot;problem solving tools&quot; that would allow them to be accommodative to changing needs (Treffinger, 2008). It involves the acquisition and application of mathematics concepts and skills in a wide range of situations, including non-routine and real world problems to provide learning opportunities for problem solving. Hence we strongly propose mathematical problem solving as a new course central in the development of mathematical thinking at the tertiary level.
Personal Realities and the Apprenticeship of Supervising: My Tortuous Journey as a Supervisor
Author: Ashari, Habibah
Date: 2016-12-00
Type: Journal Articles
Subjects: Apprenticeships,Supervisors,Supervisor Supervisee Relationship,Supervisory Methods,Masters Theses,Doctoral Dissertations,Reflection,English (Second Language),Second Language Learning,Foreign Countries

The supervisor-supervisee relationship is an important relationship between two individuals; a relationship often fraught with conflict and tension. A successful relationship usually culminates in the finished product -- the completed thesis; whilst a failed relationship results in the delay of the thesis or the abandonment of the research work altogether. Whilst one is usually trained in the field that one is teaching, lecturers typically become supervisors without any formal training; it is assumed that if one has done research, one can certainly supervise a research enterprise. This reflective paper recounts a senior professor's evolution as a supervisor of the masters' and doctoral theses. In this, she asked pertinent questions regarding how she learned to be a supervisor, her actions as a supervisor, her expectations and requirements, and the challenges she faced as a supervisor. She became a supervisor through an apprenticeship of sorts -- learning at the feet of her own supervisor. This apprenticeship only shows one side of the equation, the side the student sees, but not the backstage work that comes with it. She discovers that she learns a lot more about supervising thesis through the act of supervising, having conversations with colleagues, reading about the area, and most importantly, reflecting deeply into the enterprise. A conscious, critical, and mindful reflection of one's actions as a supervisor can help one improve practice and better serve the student whose relationship to a supervisor is very critical to their success.
Primary School Teachers&apos; Opinions about the Curricular Documents Used for Studying the Mathematics and Environmental Exploration Subject
Author: Magdas, Ioana-Cristina
Date: 2017-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Opinions,Mathematics Instruction,Environmental Education,Integrated Curriculum,Mathematics Curriculum,Curriculum Design,Textbooks,Foreign Countries

Due to the introduction in 2013 into the new Framework Plan for the primary education of the integrated Mathematics and Environmental Exploration (MEE) subject, of new textbooks and auxiliaries, we considered it necessary to find the the teachers' opinions regarding the way in which the curriculum documents facilitate the study of the MEE subject. The present article is based on a research performed using a survey carried out voluntarily and anonymously by 131 teachers for primary education. Through the responses to the questionnaire, we identified several important issues. Regarding teachers' sources of documentation, we found out that they prefered online sources (websites, blogs) and specialized forums, which was surprising because these sources did not have the reliability of correct information. Only on the next places were placed the official documents or those elaborated by specialists. Teachers assigned scores of about four (out of a maximum of five) to the clarity of all components of the school curriculum. In terms of textbooks and auxiliaries, respondents scored better auxiliaries across all the indicators considered. The biggest benefit of introducing the MEE subject identified by respondents was that activities were more attractive or motivating for learning. At the opposite end, the smallest benefits related to ensuring the rigour and learning durability of both Mathematics and Environmental Exploration. Regarding the limitations, disadvantages or problems of studying the MEE subject, the lack of support materials was the first reported by the respondents. On the next places were placed the need for specific lessons with mathematical content or the heavy design of thematic units and lessons.
How Well Prepared Are the Primary Grades in Romania to Use Digital Textbooks in Mathematics and Environmental Exploration?
Author: Dulama, Maria Eliza
Date: 2017-08-00
Type: Journal Articles
Subjects: Textbooks,Foreign Countries,Mathematics Instruction,Environmental Education,Elementary School Teachers,Elementary School Mathematics,Questionnaires,Grade 2

Digital textbooks were introduced in the Romanian education system in the 2014-2015 school year. In order to find out how well prepared were the primary grades teachers and pupils to use the six digital textbooks of Mathematics and Environmental Exploration, for the 2nd grade, we administered a questionnaire. To the questionnaire, with 14 items, 36 primary grades teachers answered on a voluntary basis. We analysed teachers' information and opinions about the following: the context in which they achieved knowledge about the digital textbooks, how adequate the respective technology was, the appropriateness of infrastructure and human resource for using the respective textbooks, the electronic support and the electronic apparatuses used, the context of using them and the forms of organising the activities for their use, the frequency of their use during classes, and the importance of working with those digital textbooks, as well as some of their disadvantages.
Misconceptions and Errors in Learning Integral Calculus
Author: Li, Voon Li
Date: 2017-06-00
Type: Journal Articles
Subjects: Misconceptions,Calculus,Mathematics Instruction,Case Studies,Error Patterns,Computer Science Education,Mathematics Tests,Advanced Students,Mathematics Skills,Learning Problems,Difficulty Level,Undergraduate Students,Foreign Countries

The paper presents the results of a case study examining students' difficulties in the learning of integral calculus. It sought to address the misconceptions and errors that were encountered in the students' work solution. In quantitative study, the marks obtained by 147 students of Diploma in Computer Science in advanced calculus examinations were used as a measurement to evaluate the percentages of errors. Further, qualitative study examined the types of errors performed by 70 diploma students of the advanced calculus courses in their on-going assessments. The students encountered more difficulties in solving questions related to improper integrals for standard functions (63.1 percentages of errors). The three techniques of integration, namely by parts, trigonometric substitution and partial fraction with combined percentage errors of 42.8 also contributed to this. The types of conceptual errors discovered are symbolic, standard functions recognition, property of integral and technique determination. The procedural errors are due to the confusion between differentiation and integration process while the technical errors have foreseen the students struggling with poor mathematical skills and carelessness. The results will thus be useful to Mathematics educators who are keen in designing functional teaching and learning instruments to rectify the difficulties and misconceptions problems experienced by calculus students.
Academics&apos; Diversification Enhancing Graduate Employability through the Scholarship of Teaching and Learning
Author: Majid, Faizah A.
Date: 2016-12-00
Type: Journal Articles
Subjects: Employment Potential,Instruction,Learning,Scholarship,Foreign Countries,Employment,College Graduates,Higher Education,Diversity (Institutional),School Business Relationship,Partnerships in Education,Community Services

Current debates on higher education graduates seem to address graduates' quality and their employability. Since industries' role as future employers become central in the preparation of graduates, issues on graduate employability (GE) have become one of the heated discussion topics with the inclusion of smart partnerships and collaborations between higher education institutes and industries. As students generally spend between three and five years in higher education institutes prior to graduating, students' graduate employability relies quite heavily on the preparation for the world of work during their time in the institutions. The Ministry of Higher Education has called for academics to collaborate with the industries as a measure to enhance GE. Needless to say, academics' diversification has always directed them to be multi-taskers. Four main professional tracks inevitable amongst the academics namely; teaching, research (and publication), community service and academic leadership have made the academic profession a diversed one. While this is easy to comprehend, the task to establish and maintain linkages with industries in enhancing GE remains an issue yet to be championed by the academics who are already swamped by various academic tasks, let alone collaborating with the industries to specifically promote graduate employability. This paper examines the issues of graduate employability alongside the diversed tasks of the academics. Based on Boyer's scholarship of teaching and learning (SOTL), this paper aims to address how GE could be enhanced amidst the academics' diversification. The proposed framework is hoped to pave the way forward for the academics to play their parts in enhancing GE amidst their diversification in order to achieve the Ministry of Higher Education aspiration of 'soaring upwards'.
Problem Structuring for Decision Consensus among Students
Author: Cheong, Dianne Lee Mei
Date: 2017-06-00
Type: Journal Articles
Subjects: Problem Solving,Problem Based Learning,Cooperation,Group Unity,Mathematical Models,Participative Decision Making,Group Discussion,Role Playing,Perspective Taking,Information Dissemination

Decision-problem structuring is conceptualized to be a process comprising activities characterized by the students. The activities are cognitive efforts of a group coming to an understanding and determining the representation of the decision-problem and of what knowledge is relevant to the decision-problem. Cognitive effort refers to the fraction of limited attention with respect to resources that are momentarily allocated to a process. The consensual representation of the decision-problem provides the basis for modeling those activities in some form and order. Knowing how a decision-problem is structured by students based on Management Information System domain will enable the modeling to be based on a simple descriptive behaviour in problem structuring. One such method would be a mathematical model to quantify the problem which ultimately becomes well-structured.
Neurolinguistic Programming (NLP): Its Overview and Review in the Lenses of Philosophy and Pedagogy
Author: Shaari, Anis
Date: 2016-06-00
Type: Journal Articles
Subjects: Constructivism (Learning),Neurolinguistics,Educational Practices,Educational Philosophy,Teaching Methods,Behavior Patterns,Interpersonal Communication,Language Patterns,Cognitive Processes

Standing for Neurolinguistic Programming, the acronym 'NLP' has become an emergent approach to communication and personal development which has gained worldwide interest. Containing a set of strategies that is highly claimed to be effective in enhancing oneself personally, NLP has also become progressively more recognisable in the education sector. Nevertheless, NLP is still considered to be virtually absent from the academic realm, particularly in relation with learning and pedagogy. This silence suggests a dire need to expand academic practices studying and discussing NLP. Hence, this paper depicts the current state of knowledge regarding NLP in both the philosophical and the pedagogical aspects. This review suggests that there exist the bridging links between NLP, its philosophical foundation and pedagogy through certain theories like Constructivism and Information Processing. Some pedagogical relevance of NLP is also discovered in catering to its widespread into the educational world at all levels. Besides offering practicable knowledge to the teaching and learning stakeholders, this article is anticipated to create a more dialogic discourse within the academia, especially to add to the dearth of the discussion pertaining to NLP in philosophy and pedagogy.
Writing Quality of Non-Native MA Thesis: Perceptions and Practices of Examiners and Students
Author: Fatahipour, Majid
Date: 2016-06-00
Type: Journal Articles
Subjects: Masters Theses,Writing (Composition),Second Language Learning,Student Attitudes,Evaluators,Grammar,Error Patterns,English (Second Language),Graduate Students,Writing Evaluation,Connected Discourse,Foreign Countries,Questionnaires,Validity,Second Language Instruction

Amongst extensive research on thesis writing quality, few provide a detailed account of common writing challenges/errors as perceived by examiners vs. students. In this study, eight recent English theses marked-up by examiners and defended in Iranian universities were selected randomly among those thesis made available (n=45). Based on an appraisal of comments written by examiners, a set of common challenges were drawn, which was confirmed by observations made by the researcher in viva voce sessions and then inspired questions about thesis writing quality. When administered to twenty examiners and seventy students, the most recurring themes in their practice were confirmed. The results draw a more precise picture, than previously available, of what examiners actually expect of a thesis and found four major areas of challenges in thesis writing, classified under lack of clarity in explaining, thesis formatting, grammatical errors and organisational inconsistencies. Findings also discussed the most significant practices in writing each chapter and reveal differences in perceptions of students/examiners.
Q Methodology: An Overview and Steps to Implementation
Author: Damio, Siti Maftuhah
Date: 2016-06-00
Type: Journal Articles
Subjects: Q Methodology,Program Implementation,Foreign Countries,Factor Analysis,English (Second Language),Second Language Learning

The research methodology known as Q Methodology is relatively unknown in the Malaysian sphere. Nonetheless, if you are uncovering 'points of view' held around a topic, Q Methodology is one of the methods to consider. There are seven (7) steps in Q Methodology implementation which combine both qualitative and quantitative methods. The aim of this article is to give an overview and steps to implementation of Q Methodology. Q Methodology, in this article is exemplified through a study on the conceptions of Autonomy in Language Learning.
Digital Divide among Elderly Workers -- A Comparative Study between Public and Private Sectors in Melaka
Author: Yaakob, Hafisah
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Employees,Technological Literacy,Public Sector,Private Sector,Access to Computers,Computer Attitudes,Information Technology,Socioeconomic Influences,Educational Attainment,Geographic Location,Barriers

Generally, this study explains the digital divide among older workers of age 50 to 58 years in public and private sectors in the state of Melaka. The main purpose of the study is to reveal and distinguish the factors that contribute to digital divide among older workers of age 50 to 58 years in public and private sectors. According to the Ministry of Energy, Water and Communications digital divide is a reference that is given to the circumstances in which part of the community is not likely to ease of use of information communication technology (ICT) infrastructure caused by factors such as accessibility, capability, ability to use computer and lack of local content. The study focuses on factors that cause digital divide namely demographic factors (socio-economic backgrounds, education level, and geographical location of residential area), accessibility of ICT infrastructure, computer skills, and perception towards ICT. The study is conducted to achieve three objectives: namely to examine the ability to use computer and digital divide among elderly between public and private sectors, to investigate distinction level of digital divide arising among elderly workers in public and private sectors and lastly to identify factors that cause digital divide among the elderly. Population of elderly workers of age 50 to 58 years are stratified into public and private sectors. From each of the sectors, samples with the stated quota, that is, those workers of age between 50 and 58 years old are selected. From the results of the analysis obtained, there is a distinction that indicates emergence of digital divide among elderly between public and private sectors. As such, government should take more effective initiatives to address the digital divide issue among the elderly. Through these initiatives the digital gap among the elderly in public and private sectors can be bridged in helping the elderly to be more independent and competitive to face the challenging old days.
Comparison and Evaluation of Four Models of Teacher Leadership
Author: Angelle, Pamela S.
Date: 2016-06-00
Type: Journal Articles
Subjects: Comparative Analysis,Models,Teacher Leadership,Program Evaluation,Teacher Attitudes,Factor Analysis,Instructional Leadership,School Districts,Elementary School Teachers,Middle School Teachers,High School Teachers,Principals,Teacher Administrator Relationship

The purpose of this quantitative study was to employ confirmatory factor analysis (CFA) to compare the four-factor model of teacher leadership with three alternative models. The alternative models of teacher leadership include: (a) a two-factor model investigating teacher leadership as teacher-driven and principal-driven factors, (b) a three-factor model of teacher-driven factors of teacher leadership, and (c) a five-factor model in which a factor from the four factor model is split into two separate factors. While the fit indices indicated that the three-factor model provided the best model fit for the data used in this study, evaluation of CFA models of the strength and interpretability of the parameter estimates demonstrated that the four-factor model provides a better representation of teachers' perceptions of teacher leadership in a school. Though focused on the four-factor model of teacher leadership, this study filled a theoretical gap by examining educational leadership through the lens of teacher as the cornerstone.
Developing and Evaluating Language Learners&apos; Intercultural Competence: Cultivating Perspective-Taking
Author: Hoyt, Kristin
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,College Students,French,Second Language Learning,Native Speakers,Perspective Taking,Language Usage,Student Behavior,Student Attitudes

This study investigates the development of intercultural competence (IC) in a university French conversation class through a course module that features student ethnographic interviews with native French speakers. Data collected from 50 students across three semesters are examined through the lens of Byram's (1997) five domains of IC and used as a framework to identify change in the development of students' IC. This mixed-method study draws on quantitative and qualitative data from pre- and post-questionnaires along with data documenting instructional delivery. Quantitative results indicate significant change in the skills domains of IC (Skills of Interpreting and Relating and Critical Cultural Awareness), and qualitative data point to IC-related attitudes and knowledge associated with perspective-taking. Analysis of findings by interpreting the convergence of quantitative and qualitative data yields implications for language and culture educators with respect to the impact of consciousness-raising pedagogical strategies for advancing IC.
Integrating Leadership and Foreign Language Literary Studies
Author: Long, Sheri Spaine
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Feedback (Response),German,Spanish,Undergraduate Students,Journal Writing,Cross Cultural Studies,Essays,Student Attitudes,German Literature,Spanish Literature,College Faculty,Teacher Attitudes,Leadership,Leadership Training,Teaching Methods,War,Course Descriptions,Military Training,Armed Forces,Foreign Countries,Latin American Literature

This article reports on the integration of leadership studies into upper-level foreign language literature classes in German and Spanish in two undergraduate programs--a military university (USAFA) and a civilian university (UNC Charlotte). Taking into account ACTFL's [American Council on the Teaching of Foreign Languages] 21st Century Skills Map (2011) that includes the goal of leadership and responsibility, the study describes strategies and texts for leadership integration and recommendations for implementation to broaden the curriculum. Instructors from both institutions noted the usefulness of this approach to support language programs that include leadership as course/program/institutional goals as well as stimulating cross-cultural analysis from their exploratory analysis of student responses in course materials (e.g. journal entries, essays, exam items) and explicit positive student feedback from civilian and military student populations.