ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Teachers&apos; Perspectives on Factors Affecting the Implementation of High Cognitive Demand Tasks
Author: Candela, Amber G.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Teaching Methods,Teacher Attitudes,Faculty Development,Mathematics Instruction,Difficulty Level,Grade 7,Middle School Students,Learner Engagement,Observation,Semi Structured Interviews

While there are instructional practices researchers claim teachers should be engaging in, (e.g., use of technology, implementing high cognitive demand tasks) often times teachers are either not engaging in these practices or not successful with implementation (Henningsen &amp; Stein, 1997). I conducted a research study from the perspective of three middle school mathematics engaged in professional development around the implementation of high cognitive demand tasks (Smith &amp; Stein, 2011) and whether or not they could identify when the demand of task was lowered and maintained and what factors contributed to either instance. This report details the teachers' perspectives and hopes to contribute to the body of knowledge around those providing professional development to teachers and how to use teachers' perspectives to shape the professional development to support teachers' use of instructional practices. [For the complete proceedings, see ED583608.]
Representing Video Clips of Students&apos; Thinking in a Mathematics Classroom as Animations
Author: Deal, Jason
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Animation,Technology Uses in Education,Mathematical Logic,Mathematics Instruction,Geometry,Secondary School Teachers,Faculty Development,Mathematics Teachers

Video clips and animations have been used to encourage discussions of teaching in professional development. While both representations are useful for teacher noticing of students' thinking, animations may be more viable for sharing with a wider audience. We describe a process for representing a video clip of students' thinking as an animation which preserves the focus on students' actions by using the cK¢ framework and video clip selection criteria. We found two types of clips, explaining clips and working clips. We address challenges with explaining clips where students did not provide enough verbal evidence of their thinking, and challenges with working clips where students worked on different conceptions at the same time. This study is relevant for designers of professional development who wish to increase the uses of a classroom video clip and broaden the set of resources available for promoting teacher learning. [For the complete proceedings, see ED583608.]
The Development of a Professional Statistics Teaching Identity
Author: Whitaker, Douglas
Date: 2016-11-00
Type: Reports - Research
Subjects: Secondary School Teachers,High Schools,Professional Identity,Mathematics Teachers,Statistics,Advanced Placement,Semi Structured Interviews,Faculty Development,Pedagogical Content Knowledge,Professional Isolation

Motivated by the increased statistics expectations for students and their teachers because of the widespread adoption of the Common Core State Standards for Mathematics, this study explores exemplary, in-service statistics teachers' professional identities using a theoretical framework informed by Gee (2000) and communities of practice (Lave &amp; Wenger, 1991; Wenger, 1998). Twelve exemplary, primarily Advanced Placement (AP) Statistics teachers participated in two semi-structured interviews. Findings indicate that these teachers developed teaching identities that cross the borders of mathematics and statistics, though these were not always recognized by administrators, other teachers, and parents. Two major contributing factors to the development of a statistics teaching identity--teachers' specialized knowledge and teacher isolation--are discussed. This work has implications for teacher preparation and professional development. [For the complete proceedings, see ED583608.]
Razonamiento de Estudiantes Universitarios sobre Variabilidad e Intervalos de Confianza en un Contexto Inferencial Informal = University Students&apos; Reasoning on Variability and Confidence Intervals in Inferential Informal Context
Author: Inzunsa Cazares, Santiago
Date: 2016-11-00
Type: Reports - Research
Subjects: Qualitative Research,College Students,Inferences,Logical Thinking,Concept Formation,Intervals,Correlation,Sample Size,Sampling,Computation,Statistical Analysis,Social Sciences,Probability,Statistics,Foreign Countries

This article presents the results of a qualitative research with a group of 15 university students of social sciences on informal inferential reasoning developed in a computer environment on concepts involved in the confidence intervals. The results indicate that students developed a correct reasoning about sampling variability and visualized reasonable intervals of variability in a repeated sampling, at the same time students identified correct relationships between sample size and confidence level in the width of an interval and margin of error, and identified the randomness of a confidence interval. However, they had difficulties conceptualizing the confidence level as the percentage of intervals that capture the parameter in a sampling repeated under identical conditions. [Written in both Spanish and English. For the complete proceedings, see ED583608.]
How Teachers in China and U.S. Respond to Student Errors in Solving Quadratic Equations
Author: Hu, Qintong
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Achievement,Mathematical Concepts,Error Patterns,Concept Formation,High School Students,Secondary School Teachers,Cross Cultural Studies,Cultural Differences,Qualitative Research,Statistical Analysis,Student Evaluation,Algebra,Secondary School Mathematics,Knowledge Level,Error Correction

To improve mathematics achievement, students' errors should be treated as a source to stimulate their understanding of the conceptual and procedural basis of their errors. The study investigated 20 Chinese and 20 U.S. high school teachers' interpretations and responses to a student's errors in solving a quadratic equation. The teachers' responses were analyzed quantitatively and qualitatively. Analysis results show that the Chinese teachers provided more negative evaluations toward students' errors and identified more students' errors than the U.S. teachers did. Responding to students' errors, the two groups of teachers highlighted conceptual explanations targeting students' mistakes. The U.S. teachers were more likely to provide general knowledge guidance while the Chinese teachers tended to go back to basic knowledge. [For the complete proceedings, see ED583608.]
Towards a Framework for a Critical Statistical Literacy in High School Mathematics
Author: Weiland, Travis
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Critical Literacy,Statistics,High School Students,Secondary School Mathematics,Mathematics Curriculum,Politics of Education,Educational Objectives,Citizenship,Educational Research

In the spirit of questioning, crossing, and blurring disciplinary borders with(in) mathematics education, this paper proposes a theoretical framework that merges conceptions of critical literacy and statistical literacy for high school mathematics curriculum. I begin by discussing the political nature of education and then situate this work within the goals of education for active citizenship. Next, I provide a detailed background of both critical and statistical literacy from multiple educational research perspectives. Lastly, by synthesizing notions of critical and statistical literacy, I present a theoretical framework for a critical statistical literacy in the context of high school mathematics curriculum. [For the complete proceedings, see ED583608.]
Appropriateness of Proportional Reasoning: Teachers&apos; Knowledge Used to Identify Proportional Situations
Author: Nagar, Gili Gal
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Middle School Teachers,Secondary School Mathematics,Mathematical Concepts,Knowledge Base for Teaching,Knowledge Level,Misconceptions,Pedagogical Content Knowledge,Grade 5,Grade 6,Grade 7,Grade 8,Multiple Choice Tests,Interviews,Likert Scales,Teacher Characteristics,Qualitative Research

In this study we explored to what extent middle school teachers were able to appropriately identify proportional situations when presented with various mathematical structures and if there were relationships between attributes of the teachers and their ability to identify proportional situations. Interestingly, there were no strong relationships aside from teachers' perception of their knowledge of mathematics and their ability to identify proportional situations. Teachers were also found to correctly identify proportional situations significantly more often than non-proportional situations. Nearly one third of the teachers misidentified non-proportional linear situations as proportional. Thirteen participants' responses to such a situation were analyzed qualitatively resulting in some common knowledge resources that they appeared to use when attempting to identify whether a situation was proportional or not. [For the complete proceedings, see ED583608.]
Conocimiento Matemático Para La Enseñanza Del Volumen De Prismas en Primaria = Mathematics Knowledge for Teaching the Volume of Prisms in Elementary School
Author: Sandoval, Ivonne
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Observation,Grade 6,Elementary School Teachers,Computation,Geometric Concepts,Knowledge Base for Teaching,Faculty Development,Teacher Education,Pedagogical Content Knowledge,Qualitative Research

The study of three-dimensional objects is undertaken in the Mexican curriculum throughout all levels of basic education. However, few studies relate to the mathematics knowledge needed to teach those ideas. This report represents an approach to the study of such knowledge. The approach is based on an account, developed from class observations, of three six grade teachers and their use of mathematics knowledge in teaching their students to calculate the volume of prisms, in two schools in Mexico City. The results provide evidence related to some sub-domains of mathematics knowledge for teaching. While there are some strengths related to this knowledge, teachers also showed that there is room for improvement. This speaks to the need to develop training spaces (both for preservice and in-service teachers) where the analysis and discussions stimulate learning of both the geometric and pedagogical knowledge needed for teaching practice. [Funding for this project was provided by Conacyt/SEP/SEB. This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.]
Vocational School Students&apos; Purposes of Facebook Usage
Author: Yorganci, Serpil
Date: 2016-11-00
Type: Journal Articles
Subjects: Vocational Education,Social Media,Technology Uses in Education,Student Characteristics,Gender Differences,Use Studies,Questionnaires,Interpersonal Relationship,Foreign Countries,Postsecondary Education,Statistical Analysis,Student Attitudes

The study investigated vocational school students' purposes of Facebook usage and examined how some demographic profile, including gender frequency of Facebook usage and network size on Facebook have played a role in their purposes of Facebook usage. For the purpose, the researcher used a questionnaire that was completed by a sample of students at the Erzurum Vocational School, Ataturk University. The first section of the questionnaire consists of students' demographic profile. The second section of the questionnaire included &quot;Purposes of Facebook Usage Scale&quot; developed Mazman (2009). This scale consists of 11 items with 3 factors as &quot;social relations&quot; (7 items), &quot;work related&quot; (2 items) and &quot;daily activities&quot; (2 items). Results indicated that social relations are the main reason why vocational school students use Facebook. It is used for communication, sharing news and pictures and meeting new people rather than worked related purposes. It is also found that statistically significant differences in purposes of Facebook usage based on gender. According to the results, females performed better on work related factor and males performed better on social relations and daily activities factors. [This paper was presented at the III. International Dynamic, Explorative, and Active Learning (IDEAL) conference, Sep 1-3, 2016, Samsun, Turkey.]
Extending Horizon: A Story of a Teacher Educator
Author: Zazkis, Rina
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Teacher Educators,Teacher Attitudes,Knowledge Base for Teaching,Mathematics Instruction,Elementary School Teachers,Experience,Preservice Teacher Education,Mathematics Teachers

We present a story of a teacher educator's response to a 'disturbance' and describe how her experience enhanced her personal mathematical knowledge and influenced her teaching. In our analysis we attend to different levels of awareness that support a teacher educator's work and illuminate the qualities of a teacher educator's knowledge, in particular, knowledge at the mathematical horizon. [For the complete proceedings, see ED583608.]
Negotiating Meaning: A Case of Teachers Discussing Mathematical Abstraction in the Blogosphere
Author: Larsen, Judy
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Electronic Journals,Mathematical Concepts,Computer Mediated Communication,Communities of Practice,Learning Theories,Faculty Development,Teacher Participation,Asynchronous Communication

Many mathematics teachers engage in the practice of blogging. Although they are separated geographically, they are able to discuss teaching-related issues. In an effort to better understand the nature of these discussions, this paper presents an analysis of one particular episode of such a discussion. Wenger's theoretical framework of communities of practice informs the analysis by providing a tool to explain the negotiation of meaning in the episode. Results indicate that the blogging medium supports continuity of discussions and can allow for the negotiation of meaning, but that a more nuanced treatment of the construct is necessary. [For the complete proceedings, see ED583608.]
Coherency of a Teacher&apos;s Proportional Reasoning Knowledge in and out of the Classroom
Author: Brown, Rachael Eriksen
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Classroom Techniques,Knowledge Base for Teaching,Network Analysis,Epistemology,Thinking Skills,Interviews,Teaching Styles,Cognitive Style,Mathematical Aptitude,Expertise,Grade 7

In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We used Epistemic Network Analysis to consider the teachers' knowledge organization and connections between knowledge resources as a way to make sense of his understanding. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher's proportional reasoning from two interviews related to his lesson. We concluded that this teacher's knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development. [For the complete proceedings, see ED583608.]
From the University to the Classroom: Prospective Elementary Mathematics Specialists&apos; Pedagogical Shifts
Author: Myers, Kayla D.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Specialists,Elementary School Mathematics,Classroom Observation Techniques,Classroom Techniques,Portfolio Assessment,Instructional Innovation,Semi Structured Interviews,Elementary School Teachers,Inservice Teacher Education,Graduate Students,Statistical Analysis,Capacity Building,Teaching Skills,Qualitative Research

This project focuses on the development of prospective Elementary Mathematics Specialists (EMSs) in a K-5 Mathematics Endorsement Program. Program courses emphasized elementary mathematics content and pedagogy while providing opportunities for participants to evidence their learning through classroom teaching practice, all in an attempt to facilitate pedagogical shifts toward more standards-based instruction and dialogic discourse. Data presented include scored observation rubrics of classroom practices, professional portfolio reflections on implementation of new teaching practices, and semi-structured, individual interviews. [For the complete proceedings, see ED583608.]
Joint Enrollment Report, 2015
Author: Iowa Department of Education
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Enrollment Trends,Community Colleges,College Credits,Management Systems,Information Systems,Profiles,Web Sites,Departments,High School Students,Dual Enrollment,Statistical Data,Gender Differences,Maps,Tables (Data)

The Iowa Department of Education collects information on joint enrollment from Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students, or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. For more information about Senior Year Plus programs, please refer to the department's website. This report consists of fiscal year (FY) and trend data on joint enrollment, including headcount enrollment, credit hours taken, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. The following 15 community college profiles are included: (1) Northeast Iowa Community College; (2) North Iowa Area Community College; (3) Iowa Lakes Community College; (4) Northwest Iowa Community College; (5) Iowa Central Community College; (6) Iowa Valley Community College District; (7) Hawkeye Community College; (8) Eastern Iowa Community Colleges; (9) Kirkwood Community College; (10) Des Moines Area Community College; (11) Western Iowa Tech Community College; (12) Iowa Western Community College; (13) Southwestern Iowa Community College; (14) Indian Hills Community College; and (15) Southeastern Community College. [For the report from the previous year, &quot;Joint Enrollment Report, 2014,&quot; see ED561979.]
The Annual Condition of Education Report, 2017
Author: Iowa Department of Education
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Special Education,Enrollment Trends,Early Childhood Education,Teacher Salaries,School Districts,Educational Finance,Teacher Characteristics,Administrator Characteristics,Academic Achievement,Attendance,Preschool Education,Parent Attitudes,Principals,School Counselors,School Nurses,Salaries,Librarians,Class Size,Second Language Learning,Second Language Instruction,Mathematics Education,Algebra,Science Education,Advanced Courses,School District Size,Access to Computers,Educational Technology,Expenditures,Computer Software,Dropouts,Reading Achievement,Mathematics Achievement,Science Achievement,Achievement Tests,College Entrance Examinations,Graduation Rate,Caring,Safety,High School Graduates,College Attendance,Postsecondary Education,Budgets,Expenditure per Student,Taxes,Elementary Secondary Education,Kindergarten

Data and information are important components of school improvement. They show how schools are changing and how students are progressing. Providing and interpreting data is one of the critical functions of the Iowa Department of Education. The annual Condition of Education report provides valuable data about students, educators and school districts across a number of statewide measures for Iowa. They include shifts in student populations and demographics, teacher and administrator salaries and characteristics, student achievement results, and school financial information. The data for this annual report are presented according to: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (4) Student Performance; (5) Special Education; and (6) Finance.
How Borders Produce Persons: The Case of Calculus in Engineering School
Author: Peck, Frederick A.
Date: 2016-11-00
Type: Reports - Research
Subjects: Calculus,Mathematics Instruction,Engineering Education,Academic Failure,State Universities,Communities of Practice,Ethnography,Interviews,Audio Equipment,Video Technology,Grounded Theory,Program Descriptions,Access to Education,Student Diversity,Admission Criteria,College Faculty,Teacher Attitudes,Undergraduate Students

Mathematics has long been understood to be a &quot;gatekeeper,&quot; which functions to restrict access to educational opportunities due to (a) its central role in formal educational sequences, and (b) the high failure rates often observed in mathematics courses. Failing is an encounter with a type of border: a border that divides a continuous scale into two categories, passing and failing. Typically, this border is understood as restrictive. We present a more nuanced view of the role of borders in mathematics education. In particular, we argue for a view of borders as fundamentally productive objects, and suggest that analytical attention should be focused on who or what gets produced, rather than on who or what gets restricted. [For the complete proceedings, see ED583608.]
&quot;A Bank on Every Corner&quot;: Students&apos; Sense of Place in Analyzing Spatial Data
Author: Lim, Vivian
Date: 2016-11-00
Type: Reports - Research
Subjects: Spatial Ability,High School Students,Maps,Social Justice,Audio Equipment,Concept Formation,Mathematical Concepts,Educational Technology,Technology Uses in Education,Group Discussion,Teaching Methods,Institutions,Banking

This paper describes the role of sense of place in students' analysis of spatial data toward understanding the distribution of financial services in their city. High school students participated in a 10-session module about their city's two-tiered financial system of banks and alternative financial institutions. The paper analyzes two class sessions organized around the use of ratios, or intensive variables, to understand the distribution: an embodied distribution activity atop a large floor map and individual exploration of scalable, data-rich digital maps. Analysis investigates the role of students' sense of place as they grappled with these ratios. Students drew on their senses of place to interpret data and generate their own sets to associate in ratios. Abstract measures and data visualizations contained in the digital maps were less accessible to students in this iteration of the module. [For the complete proceedings, see ED583608.]