ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Failure to Understand Fraction Multiplication as Part of a Quantity
Author: Purnomo, Yoppy Wahyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Fractions,Multiplication,Concept Formation,Knowledge Level,Elementary School Students,Barriers,Grade 5,Foreign Countries,Mathematics Tests,Mathematical Concepts

In the body of knowledge in mathematics education research, fractions are one of the researchers' concerns. The reason is because fractions are very difficult for students to understand. This study explores elementary school students' knowledge and obstacles in dealing with the multiplication of fractions. This study employs descriptive quantitative and qualitative approaches. Data were collected using the fractional knowledge test administered to 56 fifth-grade students and cognitive semi-structured interviews with six students depending on their test scores. The results of this study show that students' knowledge of fractions is restricted, with challenges interpreting context-based problems and the usage of &quot;of&quot; terms. Another finding shows that students' procedural knowledge is more dominant than conceptual knowledge. To develop students' knowledge of fractions, the portion of context-based learning must be an emphasis. The importance of developing research-based textbooks based on a suitable learning trajectory is highlighted.
Investigating Mathematics Pre-Service Teachers&apos; Knowledge for Teaching: Focus on Quadratic Equations
Author: Newton, Jill
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Equations (Mathematics),Algebra,Pedagogical Content Knowledge,Secondary School Teachers,Mathematics Instruction,Task Analysis

A substantial body of research has documented that the types of knowledge that mathematics teachers draw upon during their practice often differs from the knowledge of individuals working in other fields. Drawing on the Mathematical Knowledge for Teaching (MKT) Framework and the School Mathematics Teaching Pedagogical Content Knowledge (SMTPCK) Framework, we investigated the knowledge that mathematics preservice secondary teachers (M-PSTs) used when solving quadratic equations and talking about teaching this topic during task-based interviews. Most of the M-PSTs were able to draw on their Common Content Knowledge (in MKT) and Content Knowledge in a Pedagogical Context (in SMTPCK) for procedures such as using the quadratic formula and completing the square. the M-PSTs, however, more often struggled and expressed uncertainty when asked to draw on their Specialised Content Knowledge (in MKT) and Clearly Pedagogical Content Knowledge (in SMTPCK) to, for example, provide multiple representations to support student learning. Our findings support persistent calls from professional organisations for a series of courses in secondary mathematics teacher education programs that provide opportunities for M-PSTs to engage with and investigate secondary mathematics content from an advanced perspective. Such experiences have the potential to enhance development of several domains of M-PSTs' MKT and SMTPCK. Similarities, differences, affordances, and limitations of MKT and SMTPCK frameworks are discussed.
Are Teachers Ready to Immerse? Acceptance of Mobile Immersive Virtual Reality in Secondary Education Teachers
Author: Boel, Carl
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Social Influences,Teacher Motivation,Innovation,Intention,Expectation

The increasing mainstream adoption of immersive virtual reality (iVR) in education has triggered research about key variables explaining acceptance of iVR by teachers. In this study we adopted the UTAUT2 acceptance model as a theoretical framework enriched with the variable personal innovativeness. 379 Flemish secondary education teachers watched a video about iVR learning experiences, after which an online survey concerning their perceptions was administered. General linear modeling was performed to test the hypotheses. Results indicate performance expectancy, social influence, facilitating conditions, hedonic motivation and personal innovativeness to be significantly associated with behavioural intention to use. No moderating effect of age, gender or experience was observed. The results account for 54% of the variance in behavioural intention to use. The findings help to understand which factors are key in the acceptance of mobile iVR by secondary education teachers and might help defining successful iVR implementation strategies.
Developing Resilience Online: Evaluation of Synchronous and Asynchronous Resilience Interventions for Filipino College Students
Author: Hechanova, Maria Regina M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Program Evaluation,Intervention,Asynchronous Communication,Synchronous Communication,College Students,COVID-19,Pandemics,Student Attitudes,Well Being,Coping,Anxiety,Depression (Psychology),Mental Health

This study evaluated two forms of a resilience intervention amongst college students during the COVID-19 pandemic. Utilising a randomised controlled trial design, it examined the impact of a synchronous and asynchronous resilience interventions versus a control group that did a journaling intervention. Outcomes measured included coping behaviour, non-reactivity, wellbeing, stress, depression and anxiety. Participants consisted of Filipino college students randomly assigned to three groups: synchronous online resilience group (n = 135), asynchronous resilience group (n = 121) and control group (n = 127). Results revealed that students who went through the online synchronous resilience reported a significant reduction in depression at post-intervention compared to those who went through an asynchronous intervention. Post-intervention scores for nonreactivity were also higher in the synchronous group compared to both asynchronous and journaling groups. Effect sizes were small to moderate. This study suggests that online resilience interventions are viable means to address the mental health needs of students, especially in countries with limited mental health resources.
Emergency Remote CAD Teaching Using Licensed Software in Apparel during the COVID-19 Pandemic: A Collaborative Learning Approach
Author: De Silva, Ranapanada Kelum Jayamali
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Design,Computer Software,COVID-19,Pandemics,Cooperative Learning,Electronic Learning,Instructional Effectiveness,College Students,Student Attitudes,Foreign Countries,Technology Uses in Education,Clothing

Computer-Aided Design (CAD) training has become essential in apparel education as it is widely applied in design and development activities in the industry. This study presents how physical CAD teaching converted to remote delivery during the emergency COVID-19 pandemic using online technologies. This study evaluated five distinct methods adopted in this period: online Zoom sessions, pre-recorded practical demonstrations, guided hand-outs, online collaborative learning methods and forum discussions using Moodle. TeamViewer application was utilised for real-time remote access and support during teaching. This study instrumented two online questionnaires intended to assess the effectiveness of online hands-on sessions and collaborative learning in a remote online environment. This study was conducted with 58 participants at a recognised Sri Lankan state university. More importantly, the results confirmed the feasibility of collaborative engagement within the online learning environment. This study discovered students' preferences for synchronous teaching and learning approaches. Also, it revealed the limitations of remote CAD teaching using online technologies. Finally, this study underlined the success of the collaborative learning approach and students' perspectives on flipped classroom model for apparel CAD training. [Note: The volume number (30) and publication date (2022) shown on the PDF is incorrect. The correct volume number is 31 and the correct publication date is 2023.]
A Trajectory towards a Culture of Quality: A Phenomenological Study of an Open Distance Learning University in South Africa and in China
Author: Sevnarayan, Kershnee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cross Cultural Studies,Open Education,Distance Education,Universities,Quality Assurance,Educational Quality,School Culture,Educational Technology,Teacher Exchange Programs,College Faculty,Teacher Attitudes

Over the past few years, we have witnessed immense advancements of technology which challenge conventional teaching methodologies. This paper analyses an open and distance learning university from two culturally distinct continents --Africa and Asia-- through an international staff exchange program that was attended over a two-week period. This essay examines both distance learning institutions and data that was collected through interviews and observations to benefit students through quality assurance. According to the research presented in this paper, it is necessary to create an atmosphere that makes it possible for quality assurance activities to be carried out consistently. Distance learning institutions need to move towards a culture of quality and by doing this they need to tailor their student support not just to produce graduates at the end of a cohort but to produce quality graduates needed for the ever evolving and rapidly transforming information and communication technologies. The recommendations made in this paper are intended to help distance education institutions develop a culture of quality. It is argued that to successfully develop a quality culture, a supportive environment should be created for pedagogical activities linked to quality assurance.
Teachers&apos; Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching
Author: Blayi, Mqondiso
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Schools,Energy,Technical Education,Pedagogical Content Knowledge,Teacher Education,Educational Resources,Grade 10,High Schools,High School Teachers

Domestic installation and wiring are still a concern among the secondary central district schools of Johannesburg. Students reach the Grades 11 and 12 with signs of inadequate knowledge on the domestic installation and wiring concepts taught in 10. This is a qualitative research study involving six electrical technology teachers from schools within the central district of Johannesburg, South Africa. The teachers were purposively selected to take part in the study. The pedagogical content knowledge construct was used as a theoretical framework to underpin the study. Data were collected using face-to-face interviews with the teachers and by observing the classroom when teachers were teaching domestic installation and wiring concepts. Data were analysed using verbatim quotes for face-to-face interviews and descriptively for classroom observations. Findings of the study revealed that teachers are being negatively affected by lack of resources and of adequate training. The study recommends that more resources be sought so that teachers can fully teach the practical component with ease and confidence. Recurrent refresher training events are also recommended for teachers to keep up with the electrical technology concept.
The Effects of Emotional Intelligence on Teachers&apos; Classroom Performance: A Case of Primary Schools in Southeast Region of Botswana
Author: Kgosiemang, Tshireletso Philemon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Elementary School Teachers,Teacher Effectiveness,Teacher Attitudes,Academic Achievement,Correlation,Measurement Techniques

The purpose of the study was to examine the effects of emotional intelligence (EI) on teachers' performance in Southeast Region primary schools in Botswana. The research methodology applied was mixed methods. The target group consisted of 300 teachers from 16 primary schools in Botswana's Southeast Region. The participants were chosen using a simple random sampling procedure. Seventy (70) out of 300 teachers comprising both males and females with years of work experience ranging from less than 2 to more than 10 were used as the sample in the study. The 9-layered model of the EI pyramid was used as the theoretical framework for the study. The pragmatism paradigm was used to blend qualitative and quantitative research approaches to arrive at trustworthy conclusions about the effects of EI on teacher performance in primary schools in Botswana's Southeast Region. The findings of the study revealed that primary school teachers in the Southeast Region of Botswana require EI skills to enhance their performance, improve their attitudes towards their instructional practices, and apply appropriate ways of assisting and encouraging struggling learners and colleagues. The findings also indicated a link between teachers' EI and academic performance.
Lebanese Pre-Service Teachers&apos; Dispositions and Efficacy Beliefs in an Early Years Mathematics Methods Course
Author: Yamak, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Personality,Self Efficacy,Beliefs,Mathematics Education,Methods Courses,Mathematics Instruction,Learning Processes,Value Judgment,Teacher Effectiveness,Time Perspective,Student Attitudes

With the growing emphasis on early mathematics education, it is imperative to explore the preparedness of early years mathematics pre-service teachers in relation to content knowledge, beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service teachers' mathematics dispositions and efficacy beliefs in the context of a mathematics methods course. The sample comprised of 11 pre-service teachers who completed a survey prior to and after completing the methods course. Additionally, they each participated in a semi-structured interview shortly after beginning the course. Results revealed pre-service teachers had the most positive beliefs with regards to how mathematics is learned, the nature and usefulness of mathematics, and personal teaching efficacy. Following the course, statistically significant differences were observed with regards to how mathematics is learned, personal teaching efficacy beliefs, and general teaching efficacy beliefs. Practical implications include the importance of subject-specific mathematics methods courses for teachers of younger children, as well as supporting the development of pre-service teachers' conceptual mathematical understanding prior to entering the profession.
Mixed Reality Results in Vocational Education: A Case Study with HoloLens 2
Author: Adams, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Assistive Technology,Educational Technology,Vocational Education,Nursing Education,Foreign Countries,Student Motivation,Learning Processes,Organizational Change,Electronic Learning,Design,Technology Integration,Technology Uses in Education,Work Experience Programs

Pedagogy in vocational education is challenged by the increasing availability of mixed reality (MR) technologies. Wearable technologies such as the Microsoft HoloLens are being embedded in nursing education programmes in Aotearoa New Zealand and Australia and explored in other subject areas such as construction, architecture, and engineering. Empirical research undertaken with staff and students in a nursing programme reinforces and expands on previous research findings about enhanced student motivation, learning and organisational change implications, highlighted in the 2020 special issue of &quot;Research in Learning Technology&quot; that provided a 'state of the art' review of mobile mixed reality (MMR) in education as at 2019. This new research also identifies a number of technical or design constraints that need to be overcome to optimise MR for vocational and higher education use. Importantly, it highlights the need for significant improvement in integration of MR platforms into the learner journey so that use of the technology is not confined to professional users and early adopter student cohorts. Finally, the authors note the portability that MR headsets offer with the potential to deliver training across multiple campus and work-based learning environments to a consistent standard.
Interest of the Pre-Service Teachers in the Alcohol-Related Issues
Author: Ivanchuk, Anatolii
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Drinking,College Freshmen,Alcoholism,Foreign Countries,Cognitive Processes,Instructional Materials,Textbook Content

A typical didactic problem associated with teaching the discipline &quot;Health, Safety, and Fundamentals of Occupational Safety&quot; is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students' interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption.
Reflective Practice: The Online Teaching Quality in the Time of the Coronavirus Pandemic
Author: Osmanovic Zajic, Jelena S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Online Courses,Instructional Effectiveness,COVID-19,Pandemics,Teacher Attitudes,Electronic Learning,Elementary School Teachers,Foreign Countries

This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the COVID-19 pandemic. The aim of this research was to examine teachers' attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers' reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers' university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system.
Examples and Generalizations in Mathematical Reasoning -- A Study with Potentially Mathematically Gifted Children
Author: Jablonski, Simone
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Thinking Skills,Mathematics Education,Academically Gifted,Elementary School Students,Grade 3,Grade 4,Grade 5,Grade 6,Foreign Countries,Longitudinal Studies

Mathematical arguments are central components of mathematics and play a role in certain types of modelling of potential mathematical giftedness. However, particular characteristics of arguments are interpreted differently in the context of mathematical giftedness. Some models of giftedness see no connection, whereas other models consider the formulation of complete and plausible arguments as a partial aspect of giftedness. Furthermore, longitudinal changes in argumentation characteristics remain open. This leads to the research focus of this article, which is to identify and describe the changes of argumentation products in potentially mathematically gifted children over a longer period. For this purpose, the argumentation products of children from third to sixth grade are collected throughout a longitudinal study and examined with respect to the use of examples and generalizations. The analysis of all products results in six different types of changes in the characteristics of the argumentation products identified over the survey period and case studies are used to illustrate student use of examples and generalizations of these types. This not only reveals the general importance of the use of examples in arguments. For one type, an increase in generalized arguments can be observed over the survey period. The article will conclude with a discussion of the role of argument characteristics in describing potential mathematical giftedness.
How Does a Missing Part Become Important for Primary School Students in Understanding Fractions?
Author: Pramudiani, Puri
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Fractions,Foreign Countries,Grade 4,Elementary School Students,Concept Formation,Food

Understanding of fractions is difficult for Indonesian students. This often leads to misinterpretation in solving fractional problems. In this study, a task aiming at identifying students' struggles in understanding the basic concept of part-whole relationships in fractions was developed and tested with six 4th-grade students. The task uses Indonesian sweet food, &quot;martabak,&quot; that has a rounded pizza-like shape as a context in which one slice was missing. Realistic Mathematics Education underlies the context designed, that was also inspired by the Dutch textbook &quot;Alles telt Q Basiswerkschrift.&quot; The study used a qualitative methodology through an interview, observation, and written test. The result of this study indicated that the students' struggles can be identified as follows: making references to the whole, making references to the complete partition, and making sense of the incomplete partition. The study showed that the designed tasks have potentials to provoke students' reasoning in learning fractions. The findings indicate that when students learn fractions, their understanding of the meaning of fractions should be well addressed with problems that challenge this part-whole relationship. Challenging this relationship can be supported with problems that have some ambiguity about what is the 'whole' using the missing part context.