ethanporcaro/eric-fulltext-meta huggingface dataset:
GeoGebra in Professional Development: The Experience of Rural Inservice  Elementary School (K-8) Teachers
Author: Bu, Ligguo
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Computer Uses in Education,Problem Solving,Rural Education,Inservice Teacher Education,Elementary School Teachers,Faculty Development,Online Courses,Learning Experience,Teacher Surveys,Teacher Attitudes

GeoGebra is an emergent open-source Dynamic and Interactive Mathematics Learning Environment (DIMLE) (Martinovic &amp; Karadag, 2012) that invites a modeling perspective in mathematics teaching and learning. In springs of 2010 and 2012, GeoGebra was integrated respectively into two online professional development courses on mathematical problem solving in a rural region of a Midwest state in the USA. Using GeoGebra as a primary tool for modeling and communication, fifty-three K-8 inservice elementary school teachers with no or little previous exposure to DIMLEs participated in the graduate level course, where they experimented with various resources of GeoGebra for mathematical modeling in the broad context of problem solving. The instructional team incorporated a variety of pedagogical components to support teachers' exploration of the new technologies and the mathematical content, including video-based demonstration, affective intervention, learning with children, and social and cognitive scaffoldings. After intensive online instruction, a 25-item questionnaire was administered to collect data on participants' attitudes, curricular awareness, mathematical content, and pedagogical reflection regarding the integration of GeoGebra. Based on results of the questionnaire (N = 45), this article provides a preliminary description of inservice elementary school teachers' learning experience in a GeoGebra integrated DIMLE setting, including an exploratory dimension analysis of the survey data. Overall, the use of GeoGebra challenged teachers' view about the nature of mathematics and student-teacher interactions and further enriched their mathematical knowledge and pedagogical choices. The course design, context, and implications for future efforts are discussed. An appendix contains GeoGebra Survey and Item Coding. (Contains 6 tables and 1 figure.) [This work was partially supported by the Illinois School Board of Education through an MSP Grant.]
Fostering Middle School Students' Relational Thinking of the Equal Sign Using GeoGebra
Author: Ko, Yi-Yin
Date: 2013-07-00
Type: Journal Articles
Subjects: Algebra,Mathematics Education,Fundamental Concepts,Worksheets,Middle School Students

Current reforms in mathematics education have called for a stronger emphasis on the teaching and learning of algebra for all students at all grade levels. Succeeding in algebra can prepare students to learn and understand more advanced mathematics in the future. One topic in algebra--the equal sign--has received considerable attention in middle school mathematics because it is a fundamental concept to understand algebra. In particular, middle school is a vital transition for students to develop from arithmetical reasoning of elementary school to algebraic reasoning of secondary school. Although middle school students' difficulties with the equal sign are well documented, to date, little is known about how to use GeoGebra--a dynamic and an interactive tool--to develop middle school students' understanding of the equal sign. In this paper, we explore one GeoGebra dynamic worksheet focusing on comparing two functions of the equal sign with graphical and algebraic representations. We also describe how this GeoGebra dynamic worksheet is used to promote middle school students' relational thinking of the equality. (Contains 3 figures.)
Is Proving a Visual Act?
Author: Mudaly, Vimolan
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematical Logic,Validity,Geometry,Visual Aids,Computer Uses in Education,Secondary School Mathematics,Grade 9,Secondary School Students,Interviews,Foreign Countries

This paper looks at the role of visualisation in the proving process. It considers the different functions of proof and then describes student responses when engaged in the process of discovering Viviani's Theorem. The findings show that learners can attain high levels of conviction when working in a dynamic geometry environment. In particular, students are able to grasp concepts easier when engaging with dynamic images, especially if these images create some cognitive conflict with their existing knowledge or ideas. Furthermore, the paper explores the student proving process from the context of proof as explanation. One of the important results of the paper shows that given the correct guidance, students may be able to proof simple mathematical results. Whilst this may be a small scale qualitative research, it still indicates to us that dynamic software can be used relatively effectively in mathematics classrooms, especially from the perspective of being able to engage visually with new mathematical concepts. (Contains 3 figures.)
Languages as Socio-Cultural Capital in the Context of Contemporary Linguistic Reality of Jamaica
Author: Davids, Melva P.
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Linguistics,Foreign Countries,Language Acquisition,Language Planning,Creoles,Cultural Capital,Language Attitudes,Second Language Learning,Non English Speaking

The paper, &quot;Languages as Socio-Cultural Capital in the Context of Contemporary Linguistic Reality of Jamaica.&quot; examines how the narratives of students can offer useful understanding and insights into their attitudes and achievements in second language acquisition. These situations are specific to Creole-speaking learning environments in Jamaica and the Caribbean. The paper also examines how students meet both the Jamaican Creole and Standard Jamaican English and the emerging attitudes based on these encounters. The paper further explores prevailing metaphors that should guide the perception of such students towards having a positive perception of the process of language acquisition. The valuing of all languages as sound economic insights is an overarching theme. The necessity to align the linguistic needs of the citizens or learners and society to these insights should guide language planning and instructions.
America's Children: Key National Indicators of Well-Being, 2013
Author: Federal Interagency Forum on Child and Family Statistics
Date: 2013-07-00
Type: Numerical/Quantitative Data
Subjects: Children,Adolescents,Well Being,Social Indicators,Family Environment,Social Environment,Economic Status,Health Services,Physical Environment,Child Safety,Child Behavior,Education,Child Health,Kindergarten

The Federal Interagency Forum on Child and Family Statistics' primary mission is to enhance data collection and reporting on children and families. &quot;America's Children: Key National Indicators of Well-Being, 2013&quot; provides the Nation with a summary of national indicators of children's well-being and monitors changes in these indicators. The purposes of the report are to improve reporting of Federal data on children and families, make these data available in an easy-to-use, non technical format, stimulate discussions among policymakers and the public, and spur exchanges between the statistical and policy communities. There are many interrelated aspects of children's well-being, and only selected facets can be included in this report. This report draws on various overarching frameworks to identify seven major domains that characterize the well-being of a child and influence the likelihood that a child will grow to be a well-educated, economically secure, productive, and healthy adult. The seven domains are family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. These domains are interrelated and can have synergistic effects on well-being. Each section of the report corresponds to one of the seven domains and includes a set of key indicators. These indicators either characterize an aspect of well-being or an influence on well-being. These are: (1) Family and Social Environment; (2) Economic Circumstances; (3) Health Care; (4) Physical Environment and Safety; (5) Behavior; (6) Education; and (7) Health. Appended are: (1) Detailed Tables; and (2) Data Source Descriptions. (Contains 68 tables and 159 notes.)
Earned Degrees by Field of Study and Level Projected to 1975. Bulletin, 1964, No. 31. OE-54031
Author: Fullam, Marie G.
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational Trends,Academic Degrees,Intellectual Disciplines,Higher Education,Statistical Data,Trend Analysis,Educational History

This report presents long-range projections of the number of degrees that will be earned at institutions of higher education in the United States and its outlying areas. Projections by level of degree are provided for total degrees and for certain selected fields of study for the years 1965, 1970, and 1975, as well as for the 5-year periods 1961-65, 1966-70, and 1970-75. The data upon which the projections are based have been taken from the Office of Education's annual circulars, Earned Degrees Conferred, for the years 1953 through 1962; these circulars provide actual data on earned degrees as reported by individual institutions of higher education. Projections of degrees by field are presented for selected areas in which there is considerable demand for data. The projections are basically extensions of past trends with allowance made for the tendency of such trends to level off. Appendices include: (1) Historical Series of Degrees by Level and by Field of Study; and (2) Methodology. (Contains 3 footnotes and 20 tables.) [Best copy available has been provided.]
Education in Uganda. Bulletin, 1964, No. 32. OE-14103
Author: Scanlon, David
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational Policy,Foreign Countries,Economic Development,Course Content,Social Development,Secondary School Teachers,Educational History,Educational Administration,Elementary Schools,Junior High Schools,High Schools,Colleges,Higher Education,Student Evaluation,Testing Programs,Tests,Exit Examinations,Teachers,Teacher Education Programs,Technical Education,Agricultural Education,Community Development,Program Evaluation,Adult Education,Staff Development

Since 1960 most of the countries in middle Africa have gained their independence and are confronting the great problems of nation building and economic development. The entire region shows both a popular enthusiasm for education and a conviction among leaders that education is a key to economic and social development. This bulletin has been developed in response to an increased need for basic information on the educational system in Uganda.  The bulletin describes various levels and types of education in Uganda with emphasis upon curriculum and course content. It is based to a large extent on selected documents concerning education published or issued by the Uganda Government or schools from 1953 through 1962. The bulletin contains summaries of several of these documents that are not widely available in the United States, and extensive excerpts from some of them, such as course syllabuses used in the Uganda schools. This basic information and selected documentation should serve, then, to increase American understanding of education in that country. Appended are: (1) Senior Secondary Entrance and Junior Secondary Leaving Examination (J.S. II) in English: 1959; (2) Training Colleges for primary-grade, primary-grade domestic science, and junior-secondary school teachers: 1961; (3) Syllabus for the 15-Week Assistant Administrative Officers' Course at the Nsamizi Training Center: 1960; and (4) The 1963 Recommendations of the Uganda Education Commission: A Summary. (Contains 140 footnotes and 3 tables.) [Best copy available has been provided.]
Education in Peru. Bulletin, 1964, No. 33. OE-14104
Author: Freeburger, Adela R.
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational Development,International Organizations,Educational History,Educational Administration,Governance,Educational Finance,Elementary Education,Preschool Education,Secondary Education,Private Education,Vocational Education,Teacher Education,Higher Education,Special Schools,Illiteracy,Adult Education,Educational Trends,International Cooperation,Enrollment Trends,School Schedules,Teachers,Academic Degrees

This bulletin describes the past, present and future educational development in Peru. Part I, Background, describes; (1) General Characteristics of Country and People; (2) Educational Development; and (3) Administration and Finance. Part II, Educational Levels, explores: (1) Preprimary Education; (2) Elementary Education; (3) Secondary Education; (4) Private Education; (5) Vocational Education; (6) Teacher Education; (7) Higher Education; (8) Special Schools; and (9) Illiteracy and Adult Education Programs. Part III, Educational Outlook, discusses educational problems, trends, and developments; summarizes assistance provided to the development of Peruvian education, particularly by the United States; describes educational centers and services cosponsored by the Peruvian government  and by various United States and international organizations; presents a glossary of educational terms; and provides a list of selected references. Appended are: (1) Selected data on the principal universities of Peru; (2) Peruvian universities recently funded or in the process of organization; and (3) Degrees or titles awarded by the universities and number of years of study required for each, by university and faculty. (Contains 25 footnotes, 8 tables, 1 chart, and 1 map.) [Best copy available has been provided.]
Education in New Zealand. Bulletin, 1964, No. 34. OE-14105
Author: Berrien, Marcia T.
Date: 1964-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Governance,Boards of Education,Elementary Schools,Preschool Education,Private Schools,Higher Education,Educational Finance,Secondary Schools,Curriculum,Educational Certificates,Grading,College Admission,Enrollment Trends,Teacher Education Programs,Elementary School Teachers,Secondary School Teachers,Teacher Shortage,Vocational Education,Adult Education,Evening Programs,Part Time Students,Apprenticeships,Technical Education,Tests,Special Schools,Deafness,Mental Retardation,Academically Gifted,Guidance,Dental Health,Health Education,Transportation,Indigenous Populations

This bulletin presents a study of the development of education in New Zealand. Chapter I, Historical Development of Education, covers the growth of education since 1877. Chapter II, Educational Administration and Finance provides details on the Act of 1877; the organization, functions and responsibilities of the Department of Education; and the centralized nature of educational finance. Next, Preprimary and Primary Education describes the primary and upper primary educational levels. The fourth chapter, Postprimary (Secondary) Education, explains the several types of public postprimary schools, the curriculums provided in the various Forms, the kinds of certificates awarded in Forms V and VI, and the marking systems employed. Chapter V, Higher Education, covers the university system--its branches, administration, enrollment, and entrance requirements; the programs of study, grading systems, and degrees awarded; and the outcomes of the Hughes Parry Report's review of university educational facilities and programs. Next, Teacher Education describes the Government colleges and training center for primary and postprimary teachers, and several university programs in education. Chapter VII, Technical, Vocational, and Adult Education, explains the variety of programs available, and the examinations required and certificates earned. Lastly, Special Schools and Services, explores the variety of programs, such as Maori schools, and auxiliary services, as well as vocational guidance or health programs, provided within the State school system. A bibliography is included. (Contains 65 footnotes, 4 tables, and 2 charts.) [Best copy available has been provided.]
The Research on Programed Instruction: An Annotated Bibliography. Bulletin, 1964, No. 35. OE-34034
Author: Schramm, Wilbur
Date: 1964-00-00
Type: Historical Materials
Subjects: Educational History,Educational Research,Research Reports,Annotated Bibliographies,Educational Technology,Programmed Instructional Materials,Teaching Machines,Technology Uses in Education,Educational Trends,Instructional Effectiveness,Teaching Methods,Individual Differences,Educational Media,Early Childhood Education,Elementary Secondary Education,Higher Education,Adult Education,Instructional Films,Programmed Tutoring,Paired Associate Learning,Sequential Approach,Sequential Learning,Learning Strategies,Educational Psychology,Learning Processes

This annotated bibliography is a compilation of the research on programed instruction conducted in the United States since 1954. The introduction describes the field; looks back over the research and reviews some of its conclusions; answers the question whether students learn from programmed instruction; explains the characteristic variables; and mentions other interesting studies and findings, such as those on branching and individual differences, which were not included in the review. This bulletin lists the studies in alphabetical order by senior author. (Contains 12 footnotes.) [Best copy available has been provided.]
Inservice Mathematics Education: Promising Practices for Elementary and Secondary School Teachers. Report of a Conference Held under the Joint Auspices of the U.S. Office of Education and the National Council of Teachers of Mathematics, Washington, D.C., March 7-8, 1963. Bulletin, 1964, No. 36. OE-29056
Author: Schult, Veryl
Date: 1964-00-00
Type: Collected Works - Proceedings
Subjects: Public Agencies,Educational Change,Mathematics Education,Inservice Teacher Education,Secondary School Teachers,Mathematics Teachers,State Supervisors,Elementary School Teachers,Program Development,Conferences (Gatherings),Seminars,Check Lists,Teacher Qualifications,Educational Media,Educational Finance,Financial Support,Parent School Relationship,Mathematics Curriculum,Pilot Projects

In response to requests for help in planning inservice programs in mathematics for teachers in both the elementary and secondary schools, the U.S. Office of Education sponsored a national conference in Washington, D.C., on March 7-8, 1963 to study the problem. The National Council of Teachers of Mathematics cooperated by bringing its Committee on Inservice Education to meet with the selected State supervisors of mathematics who were invited by the Office of Education. This publication contains the reports delivered by the 12 State supervisors who attended the Conference, the panel reports delivered by representatives from professional organizations and government agencies, the deliberations of the seminars, and selected checklists that were prepared in order to suggest ideas for inservice programs (rather than judging individual programs). Appended are a list of conference participants and an annotated bibliography of materials related to inservice education. [Best copy available has been provided.]
Moscow in May 1963: Education and Cybernetics. An Interchange of Soviet and American Ideas Concerning Education, Programed Learning, Cybernetics, and the Human Mind. Bulletin, 1964, No. 38. OE-14106
Author: Caldwell, Oliver J.
Date: 1964-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Comparative Education,International Educational Exchange,International Cooperation,International Education,Intercultural Programs,Programmed Instructional Materials,Higher Education,Elementary Secondary Education,Public Agencies,Cybernetics,Boarding Schools,Public Education,Human Resources,Teaching Machines,Exchange Programs,Cognitive Processes,Foreign Policy,Educational Policy,Educational Principles,English (Second Language),Second Language Instruction,College Graduates,Personal Narratives

This bulletin chronicles the authors' visit to the Soviet Union, May 14-28, 1963, sponsored by the Ministry for Public Education of the R.S.F.S.R. and the Ministry of Higher and Specialized Secondary Education of the U.S.S.R. The purposes of the visit were to renew earlier contacts with Soviet educators and scientists; to explore the possibility of expanded exchange of educators under the U.S.-U.S.S.R. cultural agreement; and to exchange views concerning the role of cybernetics in education. Individual chapters describe their activities in Moscow at: (1) the Academy of Pedagogical Sciences of the R.S.F.S.R.; (2) School No. 5, a public school; (3) Boarding School No. 12, an experimental school of the Academy of Pedagogical Sciences of the R.S.F.S.R.; (4) a meeting with representatives of the Ministry of Public Education of the R.S.F.S.R. and the Academy of Pedagogical Sciences; (5) a meeting at the Ministry of Higher and Secondary Specialized Education of the U.S.S.R. with the head of the pedagogical section and other attendees; (6) the First Moscow Pedagogical Institute of Foreign Languages; (7) the Moscow Institute of Energetics, the source of many of the teaching machines and cybernetic devices used in the Soviet Union; (8) the Moscow State University, and a discussion about a possible teacher exchange program; and (9) an informal, unscheduled dinner discussion with a recent Moscow State University graduate. The author concludes with a recommendation that American leadership take a new look at the problems of developing human resources. (Contains 2 footnotes.) [Best copy available has been provided.]
Pupil Accounting for Local and State School Systems. State Educational Records and Reports Series: Handbook V. Bulletin, 1964, No. 39. OE-23035
Author: Putnam, John F., Comp.
Date: 1964-00-00
Type: Guides - Non-Classroom
Subjects: Educational History,Guides,School Accounting,Recordkeeping,Records (Forms),Reports,School Districts,State Programs,Standards,Information Management,Classification,Definitions,Guidelines,Student Records,Educational Administration,Data Collection,Glossaries,Measurement,Educational Finance,Public Schools,Elementary Secondary Education,Adult Education,Two Year Colleges,Program Development,Program Implementation,Educational Policy

This bulletin provides a basic guide for the items of information to be used in pupil accounting in the local and State school systems of the United States. Meeting at the call of the U.S. Commissioner of Education in April 1960, a policy committee for the pupil accounting project defined the project's purpose as the development of a manual of items of information which would provide guidance for local school systems, State Departments of education, and the Office of Education. The introduction describes the benefits of standardized information about pupils; presents an overview of the manual and the series; and discusses adapting the handbook to local systems. The classification and definitions of pupil information items are found in Chapter 2, "Classification of Items of Information about Pupils," and Chapter 3, "Definitions of Items of Information about Pupils." As an aid to using these items, Chapter 4, "Obtaining and Using Information About Pupils," illustrates how pupil records and reports may be developed based upon these items, and discusses the uses of such records and reports. An alphabetical glossary of terms including measures relating to pupil accounting is found in Chapter 5. This handbook is the fifth in the State Educational Records and Reports Series, which includes:  Handbook I, "The Common Core of State Educational Information" (1953); Handbook II, "Financial Accounting for Local and State School Systems" (1957); Handbook III, "Property Accounting for Local and State School Systems" (1959); and Handbook IV, "Staff Accounting for Local and State School Systems" (1964). A glossary of terms and an index are included. (Contains 6 footnotes and 3 tables.) [Best copy available has been provided.]