ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Elementary Teachers Develop Improved Number Sense in Reasoning about Fraction Magnitude
Author: Whitacre, Ian
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Mathematical Logic,Fractions,Mathematical Concepts,Concept Formation,Pretests Posttests,Mathematics Skills,Teaching Methods,Computation,Cognitive Processes

We report on results of a classroom teaching experiment in a mathematics content course for prospective elementary teachers. A local instruction theory for the development of number sense, which was previously applied to whole-number mental computation, was extended to inform instruction concerning reasoning about fraction magnitude. We found that students' reasoning in fraction comparison tasks improved in several ways. Their performance improved, they became more flexible in their reasoning, and they came to use less conventional and more sophisticated strategies. These changes parallel those that we previously saw around mental computation. [For the complete proceedings, see ED585874.]
Deciding What to Trust: Conflict Resolution When Checking with a Graphing Calculator
Author: McCulloch, Allison W.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Graphing Calculators,Advanced Placement,Problem Solving,High School Students,Error Patterns,Error Correction,Conflict Resolution,Decision Making

This paper reports on a mixed methods study of 111 AP calculus students' self-reports of their graphing calculator use, comfort, and rationale when choosing between mathematical solutions produced with and without a graphing calculator. [For the complete proceedings, see ED585874.]
Helping Student Teachers Learn to Notice: A Preliminary Report
Author: Stockero, Shari L.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Attention,Secondary School Teachers,Preservice Teachers,Mathematics Instruction,Video Technology,Educational Technology,Technology Uses in Education,Teacher Behavior,Student Attitudes

Noticing is important to skilled teaching, as it enables teachers to modify instruction in response to students' mathematical thinking and understanding. Novice teachers, however, often fail to notice important student ideas. A study was conducted with two secondary-level student teachers that focused on using research-like video analysis to help them learn to notice and assess the mathematical potential of important moments during instruction. Preliminary results of this work, as well as participants' perspectives on their learning, are discussed. This use of video analysis holds promise for helping novice teachers use their classroom as a site for inquiry and learning. [For the complete proceedings, see ED585874.]
A Comparison of Middle School Students&apos; Arguments Created While Working in Technological and Non-Technological Environments
Author: Smith, Ryan C.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Grade 8,Persuasive Discourse,Logical Thinking,Educational Technology,Technology Uses in Education,Conventional Instruction,Mathematics Instruction,Cooperative Learning,Geometry,Concept Formation,Geometric Concepts,Teaching Methods,Comparative Analysis

This study characterized and compared the arguments eighth grade mathematics students created while working in technological and non-technological environments. Toulmin's (1958/2003) argumentation model was used to analyze the content and structure of the arguments, including the ways in which the students used the tools (technological and nontechnological). Students in both classes were less likely to make their reasoning explicit when using tools, technological or non-technological, which may be related to the task on which the students were working and the use of the tools as a visual referent. [For the complete proceedings, see ED585874.]
Toward Common Ground: A Framework for the Investigation of Mathematics Methods Courses
Author: Osana, Helena P.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Methods Courses,Preservice Teacher Education,Mathematics Teachers,Teacher Educators,Pedagogical Content Knowledge,Educational Practices,Foreign Countries

We present an analysis of the practices of one mathematics teacher educator in the context of an elementary methods course. Our analysis of the 51 tasks used in the course revealed a content structure characterized by four components: mathematical knowledge, psychology of mathematics learning, teachers' didactic actions, and reflection. The epistemic nature of the tasks in these content areas is described. We also observed a number of structuring frameworks, largely informed by theory, that were presented to the students as tools for completing course tasks. We conclude with a general framework for the investigation of other methods courses. [For the complete proceedings, see ED585874.]
Examining Expressive Discourse in Multi-Modal Technology Environments
Author: Hegedus, Stephen
Date: 2011-10-00
Type: Reports - Research
Subjects: Mathematics Instruction,Computer Software,Educational Technology,Technology Uses in Education,Geometry,Feedback (Response),Elementary School Students,Undergraduate Students,Manipulative Materials,Teaching Methods,Figurative Language

We investigate the impact of integrating dynamic geometry environments with haptic devices, which allow users to not only see and manipulate geometric figures on a screen but also feel, through force-feedback, the result of interacting with such objects. The feedback loop can be assigned to varying attributes of objects, for example, the changing area of a deformable triangle, as well as invariant ones. We report preliminary findings from our work in informal settings. Our findings indicate that such experiences allow young children as well as undergraduates to yield expressive discourse that is intimately connected to the mathematical concepts being presented. [For the complete proceedings, see ED585874.]
Elementary Preservice Teachers&apos; Critiques, Comparisons, and Preferences in Examining Standards-Based Curricular Materials
Author: Tyminski, Andrew M.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Comparative Analysis,Instructional Materials,Preservice Teacher Education,Teacher Education Programs,Mathematics Instruction,Preferences,Preservice Teachers,Standards,Curriculum Implementation,Elementary School Mathematics

In this article the authors describe how they engaged pre-service teachers (PSTs) in a comparison activity of two Standards-based lessons. The article presents PSTs' perceptions of the affordances and constraints within each lesson, interpret these results and present implications for further research. Because &quot;Standards&quot;-based curriculum materials are becoming ubiquitous in schools (Archer, 2005; Remillard, 2005), there is a need for teacher education programs to prepare PSTs to be able to perceive the intended meaning of, mobilize the potential of, and continually develop their pedagogy through curricular resources. The authors' overarching research concerns the design of research-based activities for the elementary mathematics methods course that will allow preservice teachers (PSTs) to learn about- and from- &quot;Standards&quot;-based curricular materials. They posit these types of activities can enable PSTs to move along a trajectory towards expert curriculum use. [For the complete proceedings, see ED585874.]
Geometry and Measurement Content Knowledge of Preservice K-8 Mathematics Teachers: A Synthesis of Research
Author: Browning, Christine A.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Teaching Methods,Pedagogical Content Knowledge,Preservice Teachers,Educational Technology,Technology Integration,Elementary School Teachers,Middle School Teachers,Mathematical Concepts,Mathematics Instruction

In this paper, we summarize the findings of a research synthesis specifically related to the geometry and measurement content knowledge of elementary/middle school preservice teachers. Findings from this synthesis show that preservice teachers have weak conceptions in geometry and measurement content knowledge. However, instructional strategies that incorporate technology (e.g., dynamic geometry software or virtual manipulatives) or analyzing children's work, have been shown to strengthen preservice teachers' understanding. [For the complete proceedings, see ED585874.]
On &apos;Mathematics for Elementary Teachers&apos; Courses
Author: Zazkis, Rina
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Teachers,Preservice Teachers,Mathematical Concepts,Teaching Methods,Teacher Education Programs,Student Attitudes,Required Courses,Concept Formation,Pedagogical Content Knowledge,Computation,Algebra,Numeracy,Geometry

A Mathematics course for elementary school teachers (MFET) is required in North America in most teacher education programs. Our study investigates the perceptions of prospective elementary school teachers with respect to the contributions of such a course to their teaching. The results show that acquiring an understanding of concepts from the elementary school curriculum is the main contribution. We conclude with two perspectives--a pessimistic one and an optimistic one--on this finding. [For the complete proceedings, see ED585874.]
A Content Analysis of Graduate Research on English Preparatory Programs at Universities
Author: Koçyigit, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Masters Theses,Doctoral Dissertations,Program Evaluation,Vocabulary Skills,Reading Skills,Anxiety,Higher Education,Cognitive Style,Learning Strategies,Learning Motivation,Student Attitudes,Trend Analysis,Content Analysis

This study examines master's and doctoral theses on English preparatory classes at tertiary level in Turkey in terms of completion year, thesis type, subject areas, data types, research design, sample groups, problem statements and recommendations. This study is a systematic review of literature and the data was collected through document analysis technique. Content analysis was carried out on the theses selected through criterion sampling method. A total of 82 theses, which were completed by July 2017, were included in the analysis based on inclusion criteria. The analysis reveals significant results as to theses on English preparatory classes at universities. The most frequent subject areas in the theses were identified as learning styles/strategies, motivation/attitude/belief, program evaluation, increasing vocabulary knowledge, reading skills and foreign language anxiety respectively. The majority of the theses rest on quantitative data and employ descriptive research designs. Samples in the theses mostly consist of students while few of them address instructors. The most frequent themes in problem statements include inadequacy, importance and failure while the most frequent recommendations are about motivation and anxiety, and in-service training. This study has the potential to guide future research by putting forth research trends in graduate research on English preparatory classes at tertiary level.
The Use of Analogy for the Determination of Pre-Service Science Teachers&apos; Cognitive Structures about the Concept of Atom
Author: Mustu, Özlem Eryilmaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Logical Thinking,Preservice Teachers,Science Teachers,Undergraduate Students,Nuclear Physics,Scientific Concepts,Concept Formation,Knowledge Representation

Students try to understand many abstract concepts by using mental models they have created by thinking and imagining. Students must have a functional and dynamic atomic model in their minds in order to understand the atomic and atomic concepts. In this study; it was aimed to determine the models of science student candidates using the analogy of atomic concepts by using analogies. The study carried out in the spring semester of 2016-2017 academic year; 47 science teachers were involved with the undergraduate students studying in the second grade. In the study, it was desired to establish an analogy of the atomic concept and to explain this analogy in order to determine the atomic models in the minds of the prospective teachers. Subsequently, in the course of modern physics, the students were told about the atom and atom modeling, and they were asked to establish an analogy with the atomic concept. First of all, their characteristics were examined by analyzing the types of analogies, origin, relationship and similarity that teacher candidates established. Then the answers given by the teacher candidates were separated by categorized by qualitative analysis method and the frequency values were obtained. It has been determined that prospective teachers use daily information in their analogies and use concrete concepts to establish analogies. It is also seen that teacher candidates often try to establish similarities in their analogies in their constructs. Teacher candidates have established similarities in the analogies of atoms such as shape, orientation, disintegration. The analogies used by the prospective teachers initially represented Dalton, Thomson and Bohr atom models; and modern atomic theory, Bohr and Rutherford atomic models. It has been determined that the students do not represent any atomic model of the analogy established by the 7th modern physics lesson before 19th.
An Investigation of Out-Of-Class Language Activities of Tertiary-Level EFL Learners
Author: Orhon, Yelda
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Independent Study,Language Proficiency,College Students,Learning Activities,Video Games,Newspapers,Films,Television Viewing,Foreign Countries,Language Usage,Web Sites,Gender Differences

The area of language teaching and learning is constantly changing due to emerging educational, technological and social trends or innovations all around the world, so there is no universally correct way to learn a language for everyone. That's why it is not possible for a classroom context to address everyone's needs sufficiently during the class hour, so learners must carry on their learning beyond the classroom as well. The present study seeks to explore language activities that EFL learners are engaged outside the class in order to support their language learning process and their attitude towards out-of-class language learning. A total of 109 students who had different proficiency levels and who were studying at the School of Foreign Languages, Pamukkale University participated in the study. Data was collected through a questionnaire. The results of the analysis revealed that learners were mostly engaged in listening and watching activities which were considered as the most helpful activities as well. While no significant differences with respect to gender were found in learners' out-of-class language learning attitudes, the type of language education (compulsory or elective) and language proficiency level were determined to be effective. In conclusion, it can be recommended that out-of-class language activities carried out most frequently and considered most helpful by learners are incorporated into curriculums of language teaching institutions.
Incorporating 11 P&apos;s of Service Marketing Mix and Its Impact on the Development of Technical Education
Author: Mahajan, P. T.
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Quality,Higher Education,Access to Education,College Students,Student Attitudes,Technical Education,Student Recruitment,Engineering Education,Pharmaceutical Education,Administrator Education,College Graduates,Enrollment,Marketing

Technology Education or Technical Education (TE) is a key driver for the growth and development of a country and is essential input for national development and for strengthening of the industry, economy and ultimately improving the quality of life of the people. Rapid and drastic changes in economic growth are creating higher demands for TE. Most of developed countries witnessed economic growth with the promotion of TE in the country. There is a rapid growth of TE in last decade in terms of the no. of institutes and the intake capacity in India. However, there is noticeable gap in between the actual no. of enrollments and intake capacity of these institutes along with poor performance of institutes in terms of service provided specially by private institutions which resulted in enormous unemployment in India. This study is sought to investigate a perception and determination towards accessing TE with 11 P's of Service Marketing Mix rather than traditional service marketing mix of 7 P's. The study discloses different approaches by the service providers (institutions) and service consumers (students) to TE in terms of 11 P's of marketing mix; program, price, place, promotion, people, physical evidence, process, and additional P's; performance, position, pleasure and pointing-out. Findings of the study will be useful for the institutes, government and direct or indirect service providers of TE in developing an effective strategic plan through 11 P's, that will not only boost TE in terms of quantity but also improve quality and performance of the service providers. A quantitative research survey through a structured questionnaire for the students who are studying or have recently completed their TE in engineering, pharmacy and management from the institutes affiliated to the North Maharashtra University, Jalgaon was conducted. The survey is delimited to the TE belonging to North Maharashtra University, Jalgaon and Khandesh region of India.
Engineering a Woman: Marketing Opportunities and Challenges in India
Author: Mahajan, P. T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Equal Education,Equal Opportunities (Jobs),Females,Womens Education,Developing Nations,Undergraduate Students,Gender Differences,Influences,Marketing,Student Recruitment,Student Needs

Engineering plays a key role in supporting the growth and development of a country's economy as well as in improving the quality of life for citizens. Most of developed countries witnessed economic growth with the contribution of women in engineering field. In developing countries like India women remained under-utilized resource. Women in engineering are probably the single best investment that can be made in the developing world. There is clearly room for improvement -- not only in recruiting women into engineering, but also in retaining and promoting those women who wish and do enter the profession. This study was designed to investigate a perception and determination of undergraduate women towards accessing Engineering Education. The study has highlighted women's perceptions and experiences on accessing engineering education through institute's Marketing Mix strategies which enables women to take up strategic positions to enjoy success in engineering education and career. Findings of this study revealed that women students in engineering are better satisfied and act of referring services/program to others is higher than men students in terms of numbers for a particular set of marketing mix applied to gender. A quantitative research survey through a structured questionnaire for the students who are studying or have recently completed their engineering education from reputed engineering institutes affiliated to the North Maharashtra University, Jalgaon, India was conducted. The study discloses women's approach to engineering education in terms of marketing mix; program, price, place, promotion, people, physical evidence and process. Women tended to rate most the marketing criteria as having a higher level of importance than men. Women needed more communal support while making decision making of selection of engineering education. The survey is delimited to the engineering education belonging to North Maharashtra University, Jalgaon and Khandesh region, a rural part of India. Findings of the study will be useful for the institutes and direct and indirect service providers of engineering education in developing a communication program and should be utilized and integrated into all aspects of the marketing program to attract women in engineering.
Only Education Is Not Enough: A Necessity of All-Inclusive Services for Technical Education
Author: Mahajan, P. T.
Date: 2017-01-00
Type: Journal Articles
Subjects: Skill Development,Job Skills,Postsecondary Education,College Students,Student Attitudes,Questionnaires,Foreign Countries,Student Satisfaction,College Choice,Technical Education

Purpose: In addition to create challenging and congruent learning opportunities, it is important for Technical Education providers to create a supportive learning environment to help learners acclimate, connect with others and as well as access well-matched student support services to help them complete their studies and make them employable. Skill building is very crucial to ensure employability of academia to understand and make sure good jobs. Unfortunately, most of the Technical Education institutes in India have not identified the importance of such services, resulting huge unemployment and dissatisfied students. The purpose of this paper is to highlight supporting and extension services in connection to operating services in Technical Education and students' perception on them. Design methodology: A quantitative research by a survey (through a structured questionnaire) of students who are studying or have studied Technical Education affiliated to the North Maharashtra University, Jalgaon on their perception regarding operating, supporting and extension services offered by TE institutes. Findings: The research revealed that TE institutes, no doubt, are offering good operating services however lags in supporting and extension services. It is also found that students' satisfaction of selecting TE institute is highly associated to supporting and extension service than operating services offered by the institute. Research limitations: The survey is delimited to the Technical Education belonging to North Maharashtra University, Jalgaon and located in Khandesh region of India. Practical implications: India, compared to other nations, lacks formally trained manpower. In Korea, for example, the skilled workforce is 96 per cent, in Japan 80 per cent, in Germany 76 per cent and in Britain 70 per cent but in India it is only 10 per cent.Technical Education Institutes of India, can gain competitive edge in the future, by effective and creative ways to attract, retain and foster stronger relationships with students by interaction and mechanism of the market and industry. This is only possible by lubricating; operating, supporting and extension services, all services combined.