ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Capability, Financial Education, and Student Loan Debt: Expected and Unexpected Results
Author: Zhang, Yu
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Literacy,Financial Education,Student Loan Programs,Debt (Financial),Loan Repayment,Stress Variables,Paying for College

This study used the 2015 National Financial Capability Study to investigate the relationships among financial capability, financial education, and student loan debt outcomes. Specifically, this study examines four student loan outcomes: delinquency, stress, preparation, and satisfaction among borrowers who obtained loans for themselves. Three forms of financial capability (objective financial knowledge, subjective financial knowledge, and perceived financial capability) and two forms of financial education (formal school/workplace education and informal parental education) were used as potential predictors in the study. The Probit regression results showed that expectedly, several financial capability and financial education factors were positively associated with desirable financial outcomes such as loan calculation and loan satisfaction, and negatively associated with undesirable outcomes such as loan stress and loan delinquency. However, this study also showed several unexpected results. For example, objective financial knowledge was negatively associated with loan calculation and loan satisfaction, and subjective knowledge and formal financial education were positively associated with loan delinquency.
Identifying Factors of a Financial Literacy Scale Used among Vulnerable Populations
Author: Chen, Zibei
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Literacy,Measures (Individuals),Factor Analysis,Foreign Countries,Rural Areas,Migrants,Psychometrics,Money Management,Mathematics Skills

Financial literacy scales are often used as a diagnostic tool to assess financial knowledge levels among various populations, although few of them have undergone empirical testing. This study utilized exploratory factor analysis (EFA) with a sample of Chinese rural migrant workers to identify the underlying structure of a financial literacy scale and its psychometric properties. EFA reduced the 23 items to 5 factors that explain for 69.08% of the variance in financial literacy. Five factors are identified that are daily money management, math skills, saving and borrowing, inflation, and long-term investment. Findings suggest that practitioners who work with migrant workers or groups with lower income, lower educational levels can use this instrument to assess financial literacy levels and explore interventions that improve specific areas of financial knowledge.
COVID-19 Pandemic and Its Impact on College Teaching: The Unexpected Benefits and Their Consequences
Author: Fuchs, Eric
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,COVID-19,Pandemics,College Instruction,School Closing,Educational Technology,Online Courses,Distance Education,Instructional Effectiveness,College Mathematics,Blended Learning,Videoconferencing,Business Administration Education,Community Colleges,In Person Learning,Synchronous Communication,Asynchronous Communication

The authors have been teaching mathematics and economics for more than 15 years at two nonresidential colleges in New York City: Metropolitan College of New York and Bronx Community College, which is part of the City University of New York (CUNY). Until the first week of March 2020, the authors were teaching all their classes in-person. With the outbreak of COVID-19 epidemic, both colleges were immediately closed. The Spring 2020 semester was interrupted, and all professors were given less than 10 days to prepare their respective classes through distant education using the Zoom platform, or equivalent, for instruction. While the transition was abrupt, the authors soon discovered that conducting some mathematics and business classes remotely yielded unexpected advantages to many students, professors and colleges alike. This article offers specific examples the authors used in teaching remotely on Zoom and discusses the improved pedagogy that can be applied only in distance learning. With recruitment and retention of undergraduate students being a growing concern for U.S. colleges, economic survival will depend on an institution's ability to adapt technology and flexible tuition structure in new post-pandemic future.
Creating Meaning by Students within Class Discourse in Mathematics: Pre and Post the Transition to Online Learning Due to Pandemic
Author: Baker, William
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Creativity,Classroom Communication,Discourse Analysis,Constructivism (Learning),COVID-19,Pandemics,Urban Areas,Community Colleges,Teaching Methods,Learning Processes,Mathematics Instruction,Educational Change,Peer Relationship,College Faculty,Teacher Student Relationship,Journal Writing,Problem Solving,Mathematics Teachers

This Teaching-Research article contains a Pre and Post observation of class discourse from two instructors applying constructivist principles in their classroom to support student insight and shared construction of knowledge before and after the COVID-19 pandemic necessitated on-line learning. One goal of this article is to present the difficulties with translating moments of shared construction of knowledge from in-class to on-line learning in an urban community college within the City University of New York (CUNY) system. The moments of student insight and learning within classroom discourse takes place within a theoretical framework that integrates constructivist's theory and research on creativity. This paper proposes three criteria for analysis of student insights based upon the work of Arthur Koestler (1964) to understand moments of creative insight. These three criteria are then applied to teacher led discourse and student insight, responses, and reasoning at different levels of development. Thus, a second goal of this work is to bring creativity research closer to the everyday mathematics classroom through analysis of class discourse using these three criteria.
Effectiveness of Geometer&apos;s Sketchpad Learning in Two-Dimensional Shapes
Author: Hartono, Sugi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Software,Educational Technology,Geometric Concepts,Instructional Effectiveness,Junior High School Students,Grade 7,Mathematics Instruction,Concept Formation

The present study was conducted to compare the effectiveness of Geometer's Sketchpad (GSP) learning in two-dimensional shapes. This study was designed as a quasi-experiment which involved 60 students of class VII in SMP Negeri 1 Ngoro, Mojokerto, Indonesia. The sample in study was divided into two groups, mainly 30 students are the experiment class (GSP) and 30 students are the control class (conventional learning). There were three instruments used in this study namely, students' responses, and pretest-posttests. The data were analyzed using analysis of covariance (ANCOVA). T-test showed that the effectiveness of student learning outcomes in GSP learning is higher than those in conventional learning. Based on the results of the student learning outcomes indicated that students in the experimental group outperformed those in the control group. In addition, a survey instrument was used to elicit students' perception on the use of GSP. Analysis of the questionnaire responses indicated a positive overall perception of using GSP in learning about two-dimensional shapes. Thus, it can be concluded that GSP learning was effective in two dimensional-shapes learning.
Entrepreneurial Education: An Overview of Alternative and Effective School Practices and Actions in Cyprus and Greece Educational System
Author: Kazi, Mariandri
Date: 2023-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Nontraditional Education,School Effectiveness,Foreign Countries,Educational Practices,Educational Improvement,Principals,Administrator Role

This conceptual paper aims to annotate the existing practices and actions of entrepreneurial education in Cyprus and Greece educational organizations taking into account the centralized school contexts. At the same time, it presents the literature background regarding the new principal's role in the 21st century in order to provide adequate school practices and actions in recent years. Specifically, it seeks to report the entrepreneurship theory and aspects concerning current practical applications in educational organizations. Consequently, the study indicates that according to the entrepreneurial education via the educational systems has the opportunity to adapt relevant programs for leading the schools in the effectiveness and improvement.
The Perception of a Polyhedron in a Generalized Kaleidoscope: A Perceptive Experience
Author: Santos, Marli
Date: 2020-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Visualization,Geometry,Phenomenology,Philosophy,Perception,Mathematics Activities

This article focuses on the experience of viewing polyhedra in modified kaleidoscopes, highlighting the perceptive acts that take place. It presents aspects of geometry, such as concepts and ideas involved in the visualization of polyhedra in kaleidoscopes, through an analyticalmathematical study of the reflection of images in mirrors and generalized kaleidoscopes. In a phenomenological perspective, we call attention to the acts that are carried out in this experience and its possibilities of unfolding, leading the discussion to Merleau-Ponty ideas regarding the primacy of perception, which sustains the encounter of the being in the world.
Towards a Critical Mathematics
Author: Savich, Theodore Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Arithmetic,Phenomenology,Epistemology,Psychological Patterns,Concept Formation,Critical Theory,Mathematics Education,Educational Research,Perception,Philosophy

The goal of this paper is to express necessary conditions for arithmetic in ways that are compatible with the unity of being and knowing understood within first-person experience. In psychological literature, this experience of unity is discussed as flow, but the epistemological and ontological unity is prior to the observer's position from which psychology unfolds, making this project essentially non-psychological. Instead of an externalized psychological conceptualization of mind, the idea explored is internal to first-person experience that experiences consciousness as movement, with key elements of that movement explicable as inference and algorithm. The notion of first-person experience is often taken to be transparent and irrelevant, so an exercise for orienting readers to the I-feeling and its connection to movement is elaborated. A mathematical notion of history as algorithmic elaboration is introduced in order to explicate how to move from talk about judgments in general to doing arithmetic. In this preliminary and exploratory paper, I forgo many possible linkages with modern mathematics education research literature to focus on articulating what I think are some of the foundational elements of a critical mathematics. The purpose of this preliminary work is to orient readers to an ongoing project in critical mathematics, not to provide instrumental notions of how one might improve teaching or research, though brief discussions of how this mathematical theory could be applied in mathematics education research and practice are included.
Reimaging of Basic Education; Panacea for Catalyzing Change for Inclusion and Access during Pandemics
Author: Ngwacho, George Areba
Date: 2023-00-00
Type: Journal Articles
Subjects: Access to Education,Civil Rights,Equal Education,Inclusion,COVID-19,Pandemics,Educational Change,Teacher Collaboration,Student Rights,Scientific Literacy

The worldwide health epidemic has glinted serious challenges on the vulnerabilities. However, on the other hand it has given a glimpse of existing disparities and a wakening call on what mitigations are needed to be considered. At the top-most is the need to address the education of over one point five billion learners whose education has been interrupted due to the COVID-19 crisis. As the world globally navigates the COVID-19 catastrophe and its repercussions, there is need to reflect on fundamental principles and identified strengths, while contenting with unprecedented distraction to economies, education and societies. Distractions occasioned by the epidemic are aggravating disparities both inside and across nations. We promptly need reimaging of education so that short-range impediments do not translate into bigger, lifelong challenges. To this end, renewal and reimaging of education takes center stage. This premise is anchored on global solidarity and EFA goals that do not condone the echelons of inequalities that have emerged in the modern-day world. Methodologically, secondary data and purposive random sampling was utilized to review articles that were concerned with reimaging of basic education. Drawing from the COVID-19 relevant experiences and relevant theories, this study established that COVID-19 experiences heightened disparities, accentuated the threats that arise due to privatization of education being a common good coupled with unpreparedness for immense change to virtual learning platform. The study recommends interventions meant to promote inclusive learning to minimize disparities for the vulnerable leaners and assist various countries to realize their already initiated 100 per cent transition policy. Significantly, the study contends that reflections on renewal and reimaging of education may prove fruitful towards catalyzing change for inclusion and access during epidemics to the advantage of our learners.
What Theory of Infinity Should Be Taught and How?
Author: Blaszczyk, Piotr
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Concepts,Theories,Arithmetic,Calculus,Mathematical Formulas

Recent educational studies in mathematics seek to justify a thesis that there is a conflict between students' intuitions regarding infinity and the standard theory of infinite numbers. On the contrary, we argue that students' intuitions do not match but to Cantor's theory, not to any theory of infinity. To this end, we sketch ways of measuring infinity developed at the turn of the 20th and 21st centuries that provide alternatives to Cantor's theory of cardinal and ordinal numbers. Some of them introduce new kinds of infinite numbers, others simply define new arithmetic for Cantor's infinite numbers. We also sketch a way how to introduce these new theories in students' courses. To do this the crucial is the concept of an ordered field, since we define the opposition finite vs infinite in terms of Archimedean and non-Archimedean fields.
Why Should We Speak about a Complementarity of Sense and Reference?
Author: Otte, Michael Friedrich
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics,Sciences,Interdisciplinary Approach,Mathematics Education,Semiotics,Mathematical Concepts,Language,Geometry,Algebra,Theories

Reflection on the theme of the paper makes one to remember Sir Snow's 1959 lecture on The Two Cultures in which Snow had advanced the thesis that the sciences and the humanities had become split into two cultures and had argued that this division had become a major handicap to solving the world's problems. Mathematics education itself has always been negatively be influenced by this rift. For example, in educational context it is frequently claimed that &quot;mathematics is a language since it provides both a conveyance for and a substantiation of our thoughts. It is that aspect of mathematics that explains the key role it plays in modern science&quot; (EFFROS 1998, p.132). But mathematics is no mere language, as everyone will find out if he tries to order a new door to his apartment with words alone and without measurements. The paper will argue historically and in semiotic terms proposing a methodology based on the conception of a complementarity of meaning and reference of knowledge representations.
Higher Education Liaisons for Students Experiencing Homelessness: Role Preparation and Professional Development Needs
Author: Haskett, Mary E.
Date: 2023-03-00
Type: Journal Articles
Subjects: College Students,Professional Personnel,Social Support Groups,Homeless People,Student Experience,Professional Development,Educational Needs,Job Training,Experience,Knowledge Level,Identification,School Community Programs

Homelessness among college students is an increasing concern on campuses across the U.S. Homelessness during college is associated with food insecurity, mental health concerns, and academic challenges including dropped classes, low GRE, and delayed degree completion. Homeless education liaisons--a role often filled by financial aid officers--are tasked with assisting students experiencing homelessness as the students navigate systems of support for basic needs while pursuing their degrees. Little is known about the perspectives or experiences of these professionals in terms of their role as a liaison. Our aim was to inform efforts to support these professionals by gaining an understanding of the knowledge and experiences of liaisons and their professional development preferences and needs. Based on survey data collected from 49 liaisons in four states, we identified gaps in understanding of college student homelessness, such as underestimates of the rate of student homelessness. We pinpointed areas of potential professional development including methods to identify and reach all students at risk for or experiencing homelessness and approaches for collaboration with community partners. We found that liaisons welcomed professional development and preferred online training and peer support as approaches to gain knowledge and skills to fulfill their critical roles. [Note: The publication date (Feb 2022) shown on the PDF is incorrect. The correct publication date for v52 n1 is Mar 2023.]
Money Matters: Factors Associated with Receipt of Financial Aid among Youth Who Have Experienced Foster Care
Author: Gross, Jacob P.
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Financial Aid,Foster Care,College Students,Student Costs,Predictor Variables,Educational Attainment,Human Capital,Experience,Academic Support Services

Despite high aspirations, youth formerly in foster care may face significant barriers (e.g., academic preparedness, adult mentoring) to obtaining a postsecondary credential. Better understanding the relationship between affordability and postsecondary access for youth formerly in foster care (YFFC) merits attention from researchers because finances often present a barrier to success for this population of students. This exploratory study asks the question: What factors influenced whether YFFC received financial aid and do those factors change over time? Using event history analysis and national longitudinal data on foster care and youth outcomes, we explore what factors impact whether a YFFC receives financial aid. [Note: The publication date (Oct 2021) shown on the PDF is incorrect. The correct publication date for v52 n1 is Mar 2023.]
Evaluating Online Teaching Self-Efficacy and Effectiveness in Public PK12 Teachers
Author: Byrne, Virginia L.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Preschool Education,Elementary Secondary Education,Teacher Attitudes,Self Evaluation (Individuals),Self Efficacy,Teacher Effectiveness,Institutional Characteristics,Classroom Environment,Teaching Methods,Evaluation Methods,Course Content,Public School Teachers

As the COVID-19 pandemic forced schools to close their buildings, public PK12 educators in the US had to pivot to something they had never done before or been trained to do: teach online. While significant research exists on how educators learn to teach online in higher education and specialty PK12 settings, the pandemic provided a novel opportunity to explore how the general teaching population feels about and learns to teach online. We present the adoption of two online teaching self-evaluation instruments and initial findings from an ongoing study of PK12 teachers across 11 public school districts in a MidAtlantic state. Survey data sheds light on how to measure teachers' self-evaluations of their online teaching strategies and self-efficacy. [Note: The page range (39-57) shown on the PDF is incorrect. The correct page range is 39-56.]
Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course
Author: Darling-Aduana, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Online Courses,Asynchronous Communication,Academic Standards,Teaching Methods,Alignment (Education),Common Core State Standards,Likert Scales,Scoring Rubrics,Fidelity,Technology Integration,High School Students,School Districts,Low Income Students,Minority Group Students,Comparative Analysis,In Person Learning,Course Descriptions,Difficulty Level,Access to Education

Algebra 1 is a gatekeeper course with profound implications for students' academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM. Data were collected using a CCSSM-aligned observation rubric that required observers to rate each of the 34 online Algebra 1 lessons on Likert-type scale questions as well as provide a narrative description of the curricular content, instructional tasks, and assessment activities. The online course provided opportunities to demonstrate understanding and real-world application in a manner that demonstrated high surface-level fidelity to CCSSM but was limited by infrequent process reflective and communication-based tasks. We discuss implications and propose instructional strategies that could be implemented to enhance current limitations to the asynchronous, online setting studied.