ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is This the Whole Story?
Author: Strang, Rebekah
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Mathematics Education,Online Courses,Blended Learning,Conventional Instruction,Mathematics Instruction,Curriculum Design,Pedagogical Content Knowledge,Distance Education

Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher knowledge, and building rapport seem to be more influential in student success.
Solution of Word Problems by Malaysian Students: Insights from Analysis of Representations
Author: Chinnappan, Mohan
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Word Problems (Mathematics),Problem Solving,Addition,Subtraction,Elementary School Students,Elementary School Mathematics,Visual Aids

Within the broad area of whole number operations, understanding and solving word problems continues to be an important area of inquiry. In the present study we draw on the framework of representational fluency to examine conceptual and procedural understandings that are exhibited by a group of Malaysian seven-year-olds as they attempted to solve 2-digit addition and subtraction word problems. Preliminary results show that the range of representations that were constructed by the participants as they searched the problem space was limited as was their ability to translate representations. Implications of these findings for further work about using representations are discussed.
The Role of Executive Function and Visual-Spatial Working Memory in the Development of Mathematics Skill
Author: Jamil, Siti Baizura
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Role,Executive Function,Spatial Ability,Visual Perception,Short Term Memory,Mathematics Instruction,Mathematics Skills,Cognitive Processes,Mathematics Achievement,Thinking Skills,Elementary School Students,Elementary School Mathematics

This paper explores what we can learn from research that early cognitive processes support the development of children's mathematics skills. The role of two cognitive processes in working memory in the development of early mathematics was investigated: executive functions (EF) and visual-spatial (VS) ability. Children's mathematical skills were considered in relation to EF and VS. Recent research suggests that EF skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics performance. The number development also can be explained solely in terms of domain-general processes such as VS.
Participatory Task Science: The reSolve Story
Author: Tripet, Kristen
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Foreign Countries,Instructional Effectiveness,Mathematics Teachers,Faculty Development,Workshops,Teaching Methods,Teacher Participation

In this paper we introduce the term &quot;task science&quot; to encompass the range of activities involved in designing tasks for school mathematics. We argue that task science is enriched by the participation of teachers, but more particularly that participating in task science is a powerful form of professional learning. We describe the role and design of task science in the reSolve: Maths by Inquiry project, and give examples of how teachers' involvement in each phase of the process was both critical in developing the resources and promoted rich professional learning.
Perceiving and Reasoning about Geometric Objects in the Middle Years
Author: Seah, Rebecca
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Geometric Concepts,Middle School Students,Spatial Ability,Thinking Skills,Mathematical Logic,STEM Education,Foreign Countries,Student Surveys

Although spatial thinking and reasoning is recognised as a key component for promoting STEM discipline, very little research has been done on its promotion in middle years in Australia. How do students perceive three dimensional geometrical objects? Are they able to recognise the objects from different perspectives and explain their reasoning for their drawing of the object? In surveying and analysing 709 students' responses, this study found that classroom experiences can enhance students' spatial and reasoning skills.
Pilot Study on the Impact of in Situ Spaced Professional Learning on Teachers&apos; Mathematical Knowledge of Multiplicative Thinking
Author: Downton, Ann
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Pilot Projects,Multiplication,Thinking Skills,Elementary School Teachers,Faculty Development,Teaching Methods,Pedagogical Content Knowledge,Catholic Schools,Foreign Countries,Mathematics Instruction,Teacher Attitudes,Skill Development,Educational Planning

This paper reports on a pilot study that incorporated an alternative professional learning model that was school-based and focused an identified area of need: multiplicative thinking. The shift to multiplicative thinking can be challenging for both students and teachers due to its multifaceted nature. The study involved the delivery of six modules of learning related to multiplicative structures, pedagogical approaches to learning and subsequent between session activities to staff in 14 participating primary schools. Our findings suggest such a model of professional learning that includes enactment and reflection supports change in teachers' pedagogical content knowledge.
Readiness to Teach Secondary Mathematics: A Study of Pre-Service Mathematics Teachers&apos; Self-Perceptions
Author: Hine, Gregory
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Readiness,Mathematics Instruction,Secondary School Mathematics,Preservice Teachers,Mathematics Teachers,Self Efficacy,Pedagogical Content Knowledge,Preservice Teacher Education,Foreign Countries,Practicums,Student Attitudes

This study evaluated pre-service teachers' (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs' perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics.
Principals&apos; Perceptions and Expectations of Primary Teachers with a Specialisation in Mathematics
Author: McMaster, Heather
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Principals,Administrator Attitudes,Expectation,Teacher Administrator Relationship,Elementary School Teachers,Mathematics Teachers,Specialization,Beginning Teachers,Teacher Selection,Foreign Countries,Educational Finance,Expertise,Teacher Characteristics,Selection Criteria

This study explored the perspectives of primary principals, as they consider the prospect of employing new teachers with a 'specialisation' in mathematics. Structured interviews were conducted with six NSW principals across school sectors. Analysis of the data revealed the nature of 'specialist' roles in a school depended heavily on current funding arrangements and the levels of existing expertise. The traits that principals wanted new specialists to have formed three strong themes: knowledge for teaching mathematics, personal attributes, and relationships with others -- with leadership qualities anticipated across all three. We raise questions about the preparation of graduates to meet the expectations of schools.
California College Promise: Program Characteristics and Perceptions from the Field
Author: Rauner, Mary
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: College Programs,Program Descriptions,Paying for College,Student Financial Aid,State Legislation,Educational Legislation,Educational Objectives,Outcomes of Education,Program Design,Program Implementation,Program Evaluation,Student Personnel Services,Community Colleges,Partnerships in Education,Eligibility,College Students,Sustainability,Technical Assistance

College Promise programs are thriving in California, and with the continued growth comes a need to understand the features of these diverse efforts and the perspectives of the communities in which they exist. In 2018, the James Irvine Foundation supported California College Promise Project (CCPP) at WestEd to study the College Promise landscape in California, including how practitioners, institutional leaders, and other stakeholders think about where the Promise movement is heading. This report describes results of a statewide scan of the 42 College Promise programs that were active in fall 2017 and summarizes the perspectives of over 150 survey and interview respondents. [This report was written with the following contributors: Thomas Torre Gibney, Tangela Blakely Reavis, and Amelia Smith.]
Measuring Mental Computational Fluency with Addition: A Novel Approach
Author: Russo, James
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mental Computation,Thinking Skills,Mathematics Skills,Addition,Arithmetic,Mathematics Tests,Children,Educational Innovation,Perspective Taking,Problem Solving,Elementary School Students,Elementary School Mathematics,Foreign Countries

Measuring computational fluency, an aspect of procedural fluency, is complex. Many attempts to measure this construct have emphasised accuracy and efficiency at the expense of flexibility and appropriate strategy choice. Efforts to account for these latter constructs through assessing children's computational reasoning using structured interviews (e.g., MAI), are necessarily time-intensive. In this paper, we introduce a novel measure of Mental Computational Fluency with Addition (MCF-A) that attempts to incorporate these aspects by requiring children to reason from the perspective of another child. We describe results of a pilot study using the MCF-A with 169 Year 3 and 4 students.
Opening Classroom Practice to Challenge: The Role of Trust in Mathematics Teachers&apos; Collaborative Inquiry Involving Co-Teaching
Author: Eden, Raewyn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Classroom Techniques,Role,Trust (Psychology),Mathematics Teachers,Mathematics Instruction,Inquiry,Team Teaching,Teacher Collaboration,Foreign Countries,Elementary School Mathematics,Elementary Schools

When working together to enact new and challenging pedagogies, sharing classroom practice is a key resource to inform teachers' inquiry conversations. Understanding the role of trust in collaborative inquiry represents an important tension when teachers are sharing aspects of their work to interrogate and improve their practice. The study used a design-based methodology to explore the affordances of teachers' collaborative inquiry for teacher learning. Expanding the inquiry activity to include co-teaching created productive conditions to promote trust and support challenging conversations and thus had the potential to support teachers to transform mathematics teaching|learning.
The Role of the Story in Enabling Meaningful Mathematical Engagement in the Classroom
Author: Visnovska, Jana
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Story Telling,Mathematics Activities,Teacher Role,Fractions,Mathematical Concepts

We draw on our work with designed instructional sequence on Fractions as Measures across three international contexts and explore the functions of the design features related to the stories embedded within the sequence. We discuss functions that relate to how stories support students' meaningful engagement in classroom mathematical activities, focusing, in particular, on students from under-resourced environments. While doing so, we highlight the mediating role of teachers who adapt designed resources to the specific needs of their classrooms. We clarify how instructional sequences can provide guidance for teachers' adaptations by making design rationales for mathematics and functions of the story explicit.
The R in the ELR Process: Reflection and the Emotions of Pre-service Teachers. A Case Study
Author: Axelsen, Taryn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Reflection,Psychological Patterns,Preservice Teachers,Foreign Countries,Mathematics Instruction,Teaching Methods,Student Attitudes,Pedagogical Content Knowledge,Educational Strategies,Thinking Skills,Teacher Competencies,Mathematical Concepts,Grade 8,Grade 9,High School Students

Reflective practice in mathematical teaching improves teaching skills and confidence. This paper investigates affect-based critical moments as a reflective practice for pre-service teaching. An embedded case study is presented by one regional university as a discovery into the &quot;reflective&quot; phase of the Enhancement-Learning-Reflection process to uncover the types of emotions and themes from student chosen critical moments. An analysis of these critical moments found students' expressed mainly positive emotions combined with the negative emotion of anxiety. Themes emerged around pedagogical content knowledge: teaching strategies; student thinking; and appropriate mathematical content knowledge.
Using Apps for Teaching and Learning Mathematics: A Sociotechnological Assemblage
Author: Calder, Nigel
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Software,Teaching Methods,Mathematics Instruction,Student Attitudes,Teacher Attitudes,Telecommunications,Handheld Devices,Elementary School Students,Technology Integration,Problem Solving

This paper reports on an aspect of a research project that examined the use of apps in primary school mathematics programmes. It reports teacher and student perspectives on how they used a range of digital tools within the apps to solve problems. We consider the interplay between the affordances of the mobile technologies, including multi-representation and haptic, with other social and pedagogical aspects, and how the assemblage of social and technological entities influences the ways that teachers might integrate apps into their mathematics programmes.
Unexpected Outcomes of a Family Mathematics Story-Time Program
Author: Graven, Mellony
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Foreign Countries,Story Telling,Caregivers,Story Reading,Early Childhood Education,Preschool Teachers,Young Children,Picture Books

Research suggests mathematical stories can support mathematical learning. We discuss an unexpected outcome caregivers of reception year learners (Gr R age 5-6yrs), participating in a mathematics story-time program, shared in interviews. The program, implemented with Gr R learners' caregivers in two South African schools, explained and demonstrated a dialogic approach to reading mathematical stories. While data indicated success in the intended specific mathematics outcomes (e.g. numeral and number word recognition; finding one more/less), we focus here on a broader learning outcome all parents shared. That is, children changed their way of being a learner participant in the family/community.
Using Technology in Mathematics: Professional Development for Teachers
Author: Benning, Isaac
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Technology Integration,Mathematics Curriculum,Teaching Methods,Technology Uses in Education,Teacher Attitudes,Foreign Countries,Computer Software,Geometry,Teamwork,Faculty Development,Lesson Plans,Technological Literacy,Pedagogical Content Knowledge,Teacher Collaboration

The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional tool to assist students to learn mathematics relationally. Teachers' dispositions (knowledge, beliefs, and attitudes) towards technology are critical in translating the curriculum intention into practice. This paper presents teachers' initial dispositions related to technology integration and their views about a professional development model. In this model, they worked in teams to develop and enact GeoGebra-based mathematics lessons with support from expert, exemplary materials, and demonstration lessons. The results indicate that the model of professional development is promising in engaging teachers in technology integration.
Orchestrating Mathematics Lessons: Beyond the Use of a Single Rich Task
Author: Choy, Ban Heng
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Mathematics Instruction,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Learning Activities,Learning Experience,Vignettes,Grade 10,Secondary School Students

Teachers have several challenges when designing and implementing mathematically-rich tasks, and hence, these tasks are not prevalent in many mathematics classrooms. Instead, teachers often use &quot;typical problems,&quot; such as standard textbook tasks and examination questions, to develop students' procedural fluency. This begs the question of whether, and if so, how teachers can think about, and use these typical problems differently to develop conceptual understanding. In this paper, we report findings drawn from a two-year design-based research project and highlight two teaching vignettes to illustrate how typical problems were used to orchestrate instructional activities. Our findings suggest three important principles for teachers to consider when using typical problems.
Middle School Pre-Service Teachers&apos; Mathematics Content Knowledge and Mathematical Pedagogy Content Knowledge: Assessing and Relating
Author: Norton, Stephen
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Middle Schools,Preservice Teacher Education,Foreign Countries,Correlation,Intervention,Middle School Teachers

This paper examines the mathematics content knowledge of graduate entry middle school mathematics pre-service teachers at the beginning (n=105; 80%) and end of a mathematics curriculum course. It was found that mathematics content knowledge at the commencement of the course was not strong. An intervention was designed to take account of content while preparing teachers to teach the material with specific pedagogical models. On a test of similar difficulty level, the marks approximately doubled, but in areas of upper secondary mathematics, significant deficits remained. Content knowledge at the end of the course was highly predictive of measures of mathematics pedagogical knowledge including how to diagnose student errors and plan learning support. The finding have implications for teacher preparation at the study institution and potentially more broadly.
Speaking Spatially: Implications for Remote Indigenous Learners
Author: Jorgensen, Robyn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Foreign Countries,Indigenous Populations,Rural Schools,Geometry,Mathematics Instruction,Geometric Concepts

As part of a much larger study where spatial reasoning is the focus, this paper draws on the language aspects of this strand of the curriculum. The quarantined part of the project discussed in this presentation is based in remote Indigenous schools. We draw on the challenges of the concept of symmetry and where the language of instruction (and mathematics) is a foreign language. We pose questions of the nuanced, and often complex, language of spatial reasoning and the impact this has on the performance of Indigenous learners when applied to the enacted practices in school mathematics. We conclude by raising concerns and directions of the subsequent phases of the project.
Noticing Mathematical Pattern and Structure Embodied in Young Children&apos;s Play
Author: McCluskey, Catherine
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Young Children,Mathematical Concepts,Play,Concept Formation,Elementary School Mathematics,Elementary School Students,Early Childhood Education,Foreign Countries,Learning Processes

This position paper proposes that a relationship between young children's embodied mathematical concepts and their awareness of mathematical pattern and structure (AMPS) (Mulligan &amp; Mitchelmore, 2009) develops through play. Theoretical perspectives on the development of schematic patterns, the embodiment of mathematical understandings, and the development of AMPS are outlined. We propose AMPS may underlie children's embodied actions in play. Thus, the practice of professionals' 'noticing' is central to supporting children's development of mathematical concepts. Implications for further research, including the development of an observational framework to notice AMPS through play, are discussed.
Examination of Data Usability Options for Assessing Eligibility for Higher Education in California
Author: Fong, Anthony
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Eligibility,Data,Usability,High School Students,State Universities,Student Records,College Admission,Longitudinal Studies

In 2015, the Governor's Office of Planning and Research commissioned an analytic study to determine the number of California students who were eligible to attend college within the University of California (UC) and/or the California State University (CSU) systems. The study, &quot;University Eligibility Study for the Public High School Class of 2015&quot;, conducted by RTI International, required the collection of individual transcripts from high schools across the state. This current commissioned report examines whether federal reporting data submitted to the California Department of Education by local education agencies could be utilized as a surrogate for individual transcript data in future UC/CSU eligibility studies. The report examines: (1) Data similarities and differences across four data sources: California Longitudinal Pupil Achievement Data System (CALPADS), UC admissions files, CSU admissions files, and raw transcript data files collected for the eligibility study; (2) Student-level records across the different sources for the four school years between the fall of 2011 and the spring of 2015 to examine the patterns of discrepant information; and (3) Both the availability and the alignment across sources of credits during this period. [The California Department of Education provided the data from the California Longitudinal Pupil Achievement Data System and reviewed the report for technical accuracy. Financial support for this study was provided by the Governor's Office of Planning and Research.]