ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Career Elementary Mathematics Teachers&apos; Noticing Related to Language and Language Learners
Author: Turner, Erin Elizabeth
Date: 2016-11-00
Type: Reports - Research
Subjects: Elementary School Teachers,Mathematics Teachers,Middle School Teachers,Second Language Learning,Multilingualism,Teacher Education,Faculty Development,Teaching Methods,English (Second Language),Qualitative Research,Case Studies,Spanish,Bilingualism,Teacher Characteristics,Ethnicity,Observation,Interviews,Metalinguistics,Classroom Communication,Language Usage,Vocabulary Development,Mathematics Instruction,Teacher Attitudes,Beginning Teachers

There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers' noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed. [For the complete proceedings, see ED583608.]
Teachers&apos; Knowledge of Children&apos;s Strategies for Equal Sharing Fraction Problems
Author: Krause, Gladys
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Teachers,Faculty Development,Knowledge Level,Cognitive Processes,Fractions,Problem Solving,Mathematics Skills,Children,Grade 3,Grade 5,Grade 4,Elementary School Teachers

In this exploratory study, we documented teachers' knowledge of children's mathematical thinking as they engaged in the task of anticipating children's strategies for an equal sharing fraction problem. To elicit an array of knowledge, 18 teachers were deliberately selected with a variety of numbers of years participating in professional development focused on children's mathematical thinking. We characterized the flexibility of teachers' knowledge by the number of valid and distinct strategies teachers anticipated and the degree to which these strategies reflected strategies research has shown children typically use. We argue that this flexibility is necessary for teachers to engage in instructional practices that are responsive to children's mathematical thinking. [For the complete proceedings, see ED583608.]
Exploring Students&apos; Understanding of the Limit of a Sequence through Digital and Physical Modalities
Author: Voigt, Matthew
Date: 2016-11-00
Type: Reports - Research
Subjects: Teaching Methods,Concept Formation,Mathematical Concepts,Misconceptions,Educational Technology,Technology Uses in Education,Undergraduate Students,Calculus,Semi Structured Interviews,Graphs,College Mathematics

The purpose of this study was to investigate how a set of physical and digital instructional activities can serve as an example space to help further develop a concept image that is aligned with the formal concept definition for the limit of a sequence. In addition, the unique affordances and constraints allowed by using either a physical or digital modality in understanding the convergence of a sequence was analyzed. Results suggest that both of these activities served to help students conceptualize the arbitrary nature of the error bound, and for some students it further illustrated the relationship between an arbitrarily small error bound, the limit value, and the index of the sequence. The physical activity constrained students to think of the sequence as a finite terminating set of numbers whereas the digital activity provided additional information that student used in subsequent problem solving. [For the complete proceedings, see ED583608.]
Communicating Professional Noticing through Animations as a Transformational Approximation of Practice
Author: Amador, Julie M.
Date: 2016-11-00
Type: Reports - Research
Subjects: Animation,Teaching Methods,Preservice Teacher Education,Elementary School Mathematics,Mathematics Teachers,Preservice Teachers,Methods Courses,Fractions,Mathematical Concepts,Attention,Educational Technology,Technology Uses in Education

This paper explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Preservice teachers in mathematics methods courses at six universities (n = 126) engaged in a practice of decomposing and approximating components of a fraction lesson. Data analysis focused on the extent to which preservice teachers were specific or general with respect to mathematics in written and animated accounts of noticing. Findings illuminate preservice teachers' degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support. [For the complete proceedings, see ED583608.]
Spatial Activities at Home and the Critical Transition to Kindergarten
Author: Kotsopoulos, Donna
Date: 2016-11-00
Type: Reports - Research
Subjects: Spatial Ability,Correlation,Activities,School Readiness,Preschool Education,Preschool Children,Questionnaires,Surveys,Standardized Tests,Verbal Ability,Nonverbal Ability,Gender Differences,Parents,Cognitive Ability,Intelligence Tests,Family Environment,Statistical Analysis,Foreign Countries

In this research we explored the relationship between spatial activities in the home and spatial ability at the start of formal schooling at age four. In total, 30 children participated in this research. Data sources included a demographic questionnaire, a survey of at home spatial activities, and standardized testing in verbal and non-verbal spatial ability. Our results showed that the spatial activities in the home did not predict spatial ability at age four. Gender differences were observed with boys scoring higher in verbal- and non-verbal visual-spatial ability. Given the highly malleable nature of spatial ability and the importance of spatial ability to future STEM-based learning, intentionality in spatial learning by teachers is important. [For the complete proceedings, see ED583608.]
Using Linguistics to Examine a Tutoring Session about Linear Functions
Author: DeJarnette, Anna F.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Tutoring,Mathematics Instruction,Algebra,Tutors,Linguistics,Teacher Student Relationship,Change,Teaching Methods,Thinking Skills,Audio Equipment,Classroom Communication,Mathematics Tests,Test Preparation,Secondary School Students,Semantics,Discourse Analysis

We applied techniques from systemic functional linguistics to examine how a student and a tutor construed meaning related to linear functions during a 1-1 tutoring session. The student and tutor varied in how they discussed rates of change. This difference highlights that there are multiple correct ways to use this term in algebra, although small differences in speakers' use may create the potential for confusion. Additionally, the different ways that the student and tutor spoke about rates of change illuminate how any scenario may be represented by multiple different linear functions. This study has implications for providing teachers in a variety of settings information about how students construct meaning through their discussions. [For the complete proceedings, see ED583608.]
Is This Math? Community Approaches to Problem Solving in Yucatec Maya Math Classrooms
Author: Darling, Felicia
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Foreign Countries,Ethnography,Mixed Methods Research,Middle School Teachers,Indigenous Populations,Educational Innovation,Creativity,Interviews,Observation,Rural Areas

In Yucatec Maya middle schools in the Yucatán, math scores are low and drop out rates are high. Although addressing larger social and economic causes may ameliorate these issues, improving math instruction may be a more immediate, feasible approach. This ethnographic, mixed-methods study explores community approaches to problem-solving relevant to middle school math classrooms. Findings indicate: (1) community members possess specialized, practical mathematical expertise that is overlooked in the research around rural, impoverished students, and (2) formal math instruction misses opportunities to capitalize upon cultural approaches involving autonomy and improvisational expertise. Results are relevant for curriculum reform in the US, México, and beyond. [For the complete proceedings, see ED583608.]
A Queer Turn in Mathematics Education Research: Centering the Experience of Marginalized Queer Students
Author: Dubbs, Christopher
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Student Experience,Social Theories,Homosexuality,Sexual Orientation,Sexual Identity,Educational Research,Curriculum,Social Justice,Teaching Methods

Evidenced by the lack of research considering queer students, mathematics education researchers are continuing to marginalize the experiences of queer youth and the only resolution is to center the queer student experience in the mathematics context. To accomplish this, I choose to dwell in the borderlands between queer theory and mathematics not only to challenge the border between them, but also to push on the borders of mathematics education research. In order to do so, I offer ways in which mathematics education researchers can take a queer turn in mathematics education research by generating queer curriculum, engaging in queer pedagogy, and queering mathematics content. [For the complete proceedings, see ED583608.]
An Examination of Racial Composition in Culturally Relevant Math Study Groups on Math Learning Outcomes
Author: Dixon, R. Davis
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Racial Composition,Mathematics Instruction,Racial Differences,Group Activities,Group Dynamics,Culturally Relevant Education,Student Diversity,Grade 5,Elementary School Students,African American Students,White Students,Pretests Posttests,Computation,Knowledge Level,Questionnaires,Likert Scales,Statistical Analysis,Multivariate Analysis,Student Surveys

This paper proposes to use communalism, an asset-driven strategy effective with Black learners, with racially mixed study groups. This study found that students who studied in racially mixed groups performed better when told that individuals would receive a reward for scoring the highest in their group. Also, the White students' perceptions of how much they mattered differed based on the racial composition of the study groups where those studying with only White students felt they mattered more than those who studied with White and Black participants. Implications of the importance to have culturally relevant and responsive resources for racially diverse classrooms are discussed. [For the complete proceedings, see ED583608.]
Analysis of the Economic Impact and Return on Investment of Education: The Economic Value of Iowa&apos;s Community Colleges. Main Report
Author: Iowa Department of Education
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: Economic Impact,Economic Factors,Outcomes of Education,Community Colleges,College Administration,Expenditure per Student,Alumni,Labor Force,Paying for College,Income,Taxes,Quality of Life,Costs,Education Work Relationship

This report assesses the impact of Iowa's Community Colleges on the state economy and the benefits generated by the colleges for students, taxpayers, and society. Iowa's Community Colleges serve 138,642 credit and 232,480 non-credit students. The combined service region for the colleges, for the purpose of this report, consists of the state of Iowa. To derive results on the economic impact analysis of the colleges on the Iowa economy, researchers rely on a specialized Multi-Regional Social Accounting Matrix (MR-SAM) model to calculate the added income created in the Iowa economy as a result of increased consumer spending and the added knowledge, skills, and abilities of students. Results of the economic impact analysis are broken out according to the following impacts: (1) impact of the colleges' day-to-day operations; (2) impact of student spending; and (3) impact of alumni who are still employed in the Iowa workforce. An investment analysis to determine how the money spent by students on their education performs as an investment over time measures the benefits generated by Iowa's Community Colleges for the following stakeholder groups: students, taxpayers, and society. The students' investment in this case consists of their out-of-pocket expenses and the opportunity cost of attending the colleges as opposed to working. In return for these investments, students receive a lifetime of higher earnings. For taxpayers, the study measures the benefits to state taxpayers in the form of increased tax revenues and public sector savings stemming from a reduced demand for social services. For society, the study assesses how the students' higher earnings and improved quality of life create benefits throughout Iowa as a whole. The study uses a wide array of data that are based on several sources, including the FY 2014-15 academic and financial reports from Iowa's Community Colleges; student earnings and employment outcomes data from Iowa Department of Education and Iowa Workforce Development; industry and employment data from the Bureau of Labor Statistics and Census Bureau; outputs of Emsi's impact model and MR-SAM model; and a variety of published materials relating education to social behavior. The results of this study show that Iowa's Community Colleges create a positive net impact on the state economy and generate a positive return on investment for students, taxpayers, and society. This report contains the following chapters: (1) Profile of Iowa's Community of Colleges and the Economy; (2) Economic Impacts on the Iowa Economy; (3) Investment Analysis; (4) Sensitivity Analysis; and (5) Conclusion. [Contains a combined list of resources and references.]
Tecnología Digital y Formulación de Problemas durante el Proceso de Resolución de Problemas = Digital Technology and Formulation of Problems during the Process of Solving Problems
Author: Aguilar-Magallón, Daniel Aurelio
Date: 2016-11-00
Type: Multilingual/Bilingual Materials
Subjects: Mathematics Instruction,Problem Solving,Educational Technology,Technology Uses in Education,Spatial Ability,Geometric Concepts,Geometry,Masters Programs,Teacher Education Programs,Computer Software,Models,Concept Formation,High Schools,Secondary School Teachers,Mathematics Teachers

We analyze and discuss ways in which prospective high school teachers pose and pursue questions or problems during the process of reconstructing dynamic configurations of figures given in problem statements. To what extent does the systematic use of a Dynamic Geometry System (DGS) help the participants engage in problem posing activities throughout problem solving phases that include the construction of dynamic models, the search for different solutions methods and the process of extending initial statements? The participants relied on technology affordances such as dragging objects, using sliders, quantifying relations, and drawing loci to construct dynamic configurations that led them formulate and pursue different problems. [Written in both Spanish and English. For the complete proceedings, see ED583608.]
Dis/Ability and Mathematics: Theorizing the Research Divide between Special Education and Mathematics
Author: Lambert, Rachel
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Disabilities,Literature Reviews,Mathematics Education,Special Education,Teaching Methods,Teacher Role,Student Needs,Student Behavior,Equal Education,Student Diversity,Research Methodology

Based on an analysis of 408 mathematics research articles published in 2013, this presentation theorizes the current divide between research in mathematics education and special education using Disability Studies in Mathematics Education. For those without disabilities, mathematical learning was understood primarily through constructivist, sociocultural, and sociopolitical perspectives, the research was both quantitative and qualitative, and almost 50% of the research was focused on the role of the teacher in learning. For those with disabilities, mathematical learning was understood primarily from medical and behavioral perspectives. This research was predominantly quantitative, and rarely focused on the teacher. We contend that this divide constructs and reifies the notion that there are two categories of mathematics learners who need different kinds of mathematics. [For the complete proceedings, see ED583608.]
Compensation: Rewriting Our Understanding of Math Learning Disabilities
Author: Lewis, Katherine E.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Learning Disabilities,Coping,Interviews,Case Studies,Computation,Cognitive Processes,Video Technology,Mathematical Concepts,Memory,Ambiguity (Context),College Students

Research has yet to make measurable progress toward understanding how to help students with math learning disabilities (MLDs) overcome their persistent difficulties. Prior research has traditionally framed MLDs as cognitive deficits and studied these deficits by analyzing failing students' errors. In this paper, we provide an alternative. We explore a student with an MLD who has compensated so effectively that she was able to major in statistics. Eight videotaped interview session were conducted. We identify how symbolic notation was inaccessible for her and how she developed ways of compensating. This research pushes boundaries not only by breaking away from the traditional deficit model, but also by removing the delineation between researcher and participant. The case study participant (second author) was an active member of the research team collaborating in the design, analysis, and dissemination of this work. [For the complete proceedings, see ED583608.]
The Use of Student-Created Dynamic Models to Explore Calculus Concepts
Author: Gertenbach, Ryan
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematical Concepts,Mathematical Models,Mathematics Instruction,Student Attitudes,Mathematics Achievement,Educational Technology,Technology Uses in Education,High School Students,Rural Schools,Student Evaluation,Pretests Posttests,Scores,Statistical Analysis,Quasiexperimental Design

Multiple representations, multiple modalities, and technology can be helpful in the understanding of mathematical concepts when used in an appropriate manner (Shah &amp; Freedman, 2003; Goldman, 2003), but this alone does not account for the student benefits of creating and using dynamic models over teacher generated graphs to construct connections between representations. By uncovering the dynamic nature of mathematics, calculus becomes more transparent as relationships and patterns emerge. The struggle to understand becomes worthwhile and rewarding for students as they create and observe the action of a dynamic mathematical object. This study shows an improvement in attitude, and academic achievement when students develop dynamic mathematical object to understand calculus and poses new questions to explore. [For the complete proceedings, see ED583608.]
A Framework for Examining How Mathematics Teachers Evaluate Technology
Author: Smith, Ryan C.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Attention,Educational Technology,Technology Uses in Education,Teaching Methods,Teacher Attitudes,Technology Integration,Secondary School Mathematics,Mathematics Instruction,Coding

Our mathematics cognitive technology noticing framework is based on professional noticing and curricular noticing frameworks and data collected in a study that explored how secondary mathematics teachers evaluate technology. Our participants displayed three categories of noticing: attention to features of technology, interpretation of the features, and response to these features. We believe this framework can potentially allow researchers to document the evolution of teachers' evaluation of mathematical cognitive technologies and examine how the inclusion or exclusion of particular features of technology influences their evaluation and subsequent selection of technology. [For the complete proceedings, see ED583608.]
Examining Preservice Teacher Thinking about Technology-Based Trigonometric Explorations through a Replacing, Amplifying, and Transforming Framework
Author: Brakoniecki, Aaron
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Geometry,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Trigonometry,Teaching Methods,Computer Software,Problem Solving,Geometric Concepts

Researchers promoting the inclusion of technology for teaching and learning have recently called for the integration of mathematical technologies into the preparation of future teachers. This report analyzes the dynamic geometry sketches produced by preservice secondary mathematics teachers when investigating trigonometric relationships. We analyzed preservice teachers' approaches to a particular task based on the extent to which the technology replaced, amplified, or transformed learning opportunities about tangent. We highlight the prominent aspects of the diagrams produced and discuss technological affordances these diagrams present for supporting preservice teachers' development of content knowledge and pedagogical approaches related to trigonometry. [For the complete proceedings, see ED583608.]
Escenarios de Aprendizaje y el Uso Sistemático de Tecnologías Digitales en Ambientes de Resolución de Problemas = Learning Scenarios and the Systematic Use of Digital Technologies in Problem Solving Environments
Author: Reyes-Martinez, Isaid
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,High Schools,Secondary School Teachers,Mathematics Teachers,Preservice Teachers,Problem Solving,Mathematics Instruction,Handheld Devices,Telecommunications,Masters Programs

Existing technologies pose challenges for the education system related to what contents, strategies and skills students should learn and what types of teaching scenarios should be considered in learning. In this study, prospective high school teachers were encouraged to systematic use various digital technologies in a problem solving course during one semester. Results indicate that the participants developed and implemented a set of strategies and ways of thinking that complement and extend the approaches based on the use of pencil and paper. In addition, the use of technology allowed the participants extend mathematical discussion beyond formal settings. [Written in Spanish and English. For the complete proceedings, see ED583608.]