ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do the Undergraduate Students Use an Example in Mathematical Proof Construction: A Study Based on Argumentation and Proving Activity
Author: Laamena, Christina M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mathematical Logic,Validity,Persuasive Discourse,Mathematics Education,Problem Solving,College Students,Cognitive Processes,Foreign Countries

Various studies have been conducted regarding the use of examples in a mathematical proof. This study aims to describe how the students use the example in the proof analyzed by argumentation and proving activity. Qualitative methods are used to explain the phenomena that arise in the use of examples on mathematical proof. The data collected is the result of student work, think aloud, field notes and interview results. The results show that the example is used as an exploratory tool, an example as an investigative tool for justification and an example as a conviction tool. In Toulmin's view, examples as explorers serve as data, examples as an instrument of investigation for justification serve as warrant and backing while the example as a conviction tool serves as a qualifier to convince them of the resulting claim. An example as an investigative tool for justification produces two types of argumentation structures: argument structures consisting of one cycle and two cycles. An example of an exploratory tool serves as a data form of simple argumentation. Examples play an important role in mathematical proof although the example is not deductive proof. Examples can be used with various functions depending on the student's needs.
Impact of Using Graphing Calculator in Problem Solving
Author: Parrot, Mary Ann Serdina
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Secondary School Students,Comparative Analysis,Graphing Calculators,Mathematics Tests,Foreign Countries,Student Attitudes,Scores,Mathematics Instruction,Pretests Posttests,Teaching Methods,Instructional Effectiveness

The purpose of this study is to investigate the impact of graphing calculator on students' problem solving success in solving linear equation problems and their attitude toward problem solving in mathematics. A quasi-experimental non-equivalent control and treatment group using the pretest post-test design was employed in this study to test the hypotheses. The sample of the study involved two Form Four classes from one public secondary school in Sarawak, Malaysia. Students in the experimental group received problem solving based instruction using graphing calculator while the control group students underwent the traditional chalk and talk method without the graphing technology. Two instruments were used in this study, namely the Linear Equation Problem Solving Test and the Mathematical Problem Solving Questionnaire. Findings of this study show existence of a significant difference in the mean scores between the two groups; students who used graphing calculator performed better in problem solving tasks compared to students without access to graphing calculator. Furthermore, a questionnaire was used to obtain students' attitude toward problem solving in mathematics. Results from the survey revealed that students who use graphing calculator have a better attitude toward problem solving in mathematics. This study is pertinent as it investigates a different approach in teaching linear equation through problem solving while integrating the latest graphing calculator technology in the lessons.
Revitalizing Mathematics Education Preparation in Nigeria for National Development: An Innovative View
Author: Adedeji, Tella
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Teacher Education,Educational Innovation,Curriculum Development,Curriculum Implementation,Teacher Effectiveness,Economic Development,Social Change,Developing Nations,Preservice Teachers,Faculty Development,Professionalism

Mathematics education currently is not in a good phase as regard its product in term of marketability, teachers' quality, subject mastery, professional competent, pedagogical acumen among others. National development in the context of teacher preparation and other so called in Nigeria should be seen within perspective of overall progress because national development embodies the overall gross progress people achieve within the context of its economic, political and socio-cultural potential. It has since become an undisputable fact that education is one of the potent tool for social transformation for national development anywhere in the world and in all sphere of political system. It is therefore imperative to look critically at different ways to revitalize Mathematics education preparation in Nigeria with reference to national development and putting up various innovations and think-thank syndrome into pre-service teacher preparation.
The Effects of Mobile Application in Teaching High School Mathematics
Author: Etcuban, Jonathan O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,High School Students,Telecommunications,Handheld Devices,Pretests Posttests,Mathematics Tests,Scores,Foreign Countries,Mathematics Achievement,Comparative Analysis,Instructional Effectiveness

Mobile technology opens a new avenue for teaching and learning mathematics in schools in the 21st century. This study determined the effects of using a mobile application in teaching mathematics among Grade 8 students of a public national high school, Cebu City, Philippines. The researchers used the quasi-experimental method of research using the pretest-posttest design. It used two groups of subjects with 40 students per group. The students were enrolled in Grade 8 mathematics. Frequencies, simple percentage, mean, standard deviation, rank, and t-test were used to treat the gathered data. The study revealed that there is an increase in the posttest scores of the control and experimental groups. It was concluded that the use of the mobile application in teaching mathematics to Grade 8 students had helped enhance students' achievement and learning. The researchers recommend that the proposed action plan be used and monitored to help students in mathematics.
The Impact of Writing Practices on Students&apos; Mathematical Attainment
Author: Bicer, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Student Motivation,Student Interests,Intervention,Communication Skills,Problem Solving,Educational Strategies,Content Area Writing

The purpose of this meta-analysis was to examine the effects of writing intervention on students' mathematical attainment based on their achievement (mathematics standardized test scores) and their attitudes toward mathematics (mathematical motivation and interest). Twelve studies with 19 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size equalled 0.42. The small sample size (12 studies) in the present meta-analysis limits the generalizations that might be made regarding the overall impact of writing intervention on students' mathematical attainment. However, the implication from the present study is that integrating writing into mathematics classrooms can be a useful instructional strategy to increase students' mathematics success.
The Implications of a Pacing Guide on the Development of Students Ability to Prove in Geometry
Author: Sears, Ruthmae
Date: 2018-00-00
Type: Journal Articles
Subjects: Pacing,Geometry,Mathematical Logic,Validity,Textbooks,Departments,Urban Schools,Cognitive Processes,Difficulty Level,State Standards,Teaching Experience,Curriculum Guides,Planning,Mathematics Instruction,Skill Development

This study examined the influence of a departmental decision to use the same pacing guide on the planning and enactment of proof tasks of the district-adopted textbook (Prentice Hall Geometry). Quantitative data were collected from a textbook analysis and the tasks students were assigned, and the qualitative data were collected from classroom observations, teachers' artifacts and interviews. The results indicate that teachers adhere to their departmental pacing guide by assigning the same tasks, however, there existed variation in the enacted lessons. Additionally, the results suggest the proof tasks assigned in the pacing guide generally required little cognitive rigor. This study has implication on the development of students' proof skills.
Mathematics Learning Instructional Development Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence (Preliminary Research Stage)
Author: Yerizon
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Middle School Mathematics,Mathematics Instruction,Instructional Development,Discovery Learning,Cognitive Style,Multiple Intelligences,Outcomes of Education,Models,Worksheets

The mathematical ability of Indonesian students is still very low compared to other countries. One alternative to overcome the problem is by creating learning instructional that allows students to learn well. Most of learning instructional developed today do not accommodate the student learning styles especially in schools that have classified students based on multiple intelligences. The dominant intelligences in the classroom are intrapersonal and interpersonal. The purpose of this research is to produce a mathematics learning instructional based on Discovery Learning approach that are valid, practical, and effective for junior high school students with intrapersonal and interpersonal intelligence. These instructional are developed using a development model adapted from the Plomp model. The development process of these instructional consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the preliminary research results, we obtain that the intrapersonal student learning outcomes are not different from interpersonal. Teachers and students desperately need learning instructional with simple language and can guide students to understand the subject matter.
The Effect of Reciprocal Teaching, Student Facilitator and Explaining and Learning Independence on Mathematical Learning Results by Controlling the Initial Ability of Students
Author: Mulyono, Dodik
Date: 2018-00-00
Type: Journal Articles
Subjects: Reciprocal Teaching,Facilitators (Individuals),Independent Study,Mathematics Achievement,Academic Ability,Outcomes of Education,Cooperative Learning,Prior Learning,High School Students,Persuasive Discourse,Student Role

This study aims to determine; (1) Differences in mathematics learning outcomes between learning with reciprocal teaching learning models and facilitator student models and explaining after controlling students' initial abilities; (2) Effect of interaction between learning models and learning independence on mathematics learning outcomes after controlling students' initial abilities; (3) Differences in mathematics learning outcomes between those who used the reciprocal teaching learning model with high learning independence and who studied using student facilitator and explaining model with high learning independence after controlling students' early ability; (4) Differences in mathematics learning outcomes between those who used the reciprocal teaching learning model with low learning independence and who studied using student facilitator and explaining model with low learning independence after controlling students' early ability. The research method used is an experimental method. Data analysis used descriptive analysis and statistical analysis using two-way covariate analysis. The result of hypothesis 1 testing shows that H0 is rejected based on F-Test, line A with value Fc = 4.47 is greater than Ftable (0.05; 1: 59) = 4.00. The result of hypothesis 2 testing shows that H0 is rejected based on F Test statistic, interaction row value Fcount = 14.94 bigger than Ftable (0.01; 1: 59) = 7.08. The results of the hypothesis 3 testing analysis show that H0 is rejected based on the t-test statistic, the value of t count = 4.90. This value is greater than t table (0.01; 59) = 2.39. The results of the analysis of testing hypothesis 4 shows that H0 is rejected based on the t-test statistic, the value of t count = 1.83. This value is greater than t table (0.05; 59) = 1.67.
Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy
Author: Branch, Nicole A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Research Methodology,Concept Mapping,Outcomes of Education,Critical Literacy,Information Literacy,Academic Libraries

The intentional omission of learning outcomes from the ACRL &quot;Framework for Information Literacy in Higher Education&quot; has caused concern and criticism from some librarians; however, the call to action within the &quot;Framework&quot; to locally develop learning outcomes is an opportunity to illuminate the social justice, critical thinking, and higher order thinking elements of information literacy. This study applies the transformative research paradigm using the methodology of concept mapping to test the development of learning outcomes for one of the frames. Concept mapping is a mixed-methods approach and includes focus groups, hierarchical cluster analysis, and multidimensional scaling. The methodology has been used extensively in the social sciences but has limited representation in the LIS literature. Though the study provides learning outcomes developed by a small participant group following the concept mapping method, the results demonstrate the viability of this methodology for librarians seeking a new approach to locally develop learning outcomes.
My Journey to Study in Australia: Excitement and Unexpected Realities
Author: Asiimwe, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Study Abroad,Student Experience,Student Adjustment,Culture Conflict,Socialization

This reflection by an international student about his experience of transitioning into an Australian university highlights how small issues tend to become daunting challenges for international students while they are transitioning and adjusting psychologically, socially, and academically, especially in the beginning.
Analyzing the Laws of MIL: A Five-Step Scientific Conversation on Critical Information Literacy
Author: Doyle, Andréa
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Literacy,Information Literacy,Media Literacy,Social Theories,Scientific Methodology,Bias,Library Science

This essay mixes epistemological considerations on truth and science, a critical information literacy exercise on the 5 Laws of MIL (Media and Information Literacy), LIS theory and international experience reports. It is constructed in five parts, in line with the 5 Laws of Media and Information Literacy (Grizzle &amp; Singh, 2016) and Ranganathan's laws (1931). First, a critique of the Laws of MIL is presented; then a specific social context puts the first part into perspective; the feedback from the international community on the first two is followed by new research on library/MIL laws; and finally, matters of space, readers, staff and mutation are addressed in order to open the theme to other interlocutors and experiences that enrich the conversation. It concludes that the scientific method is neither perfectly objective nor completely useless: it has to be understood as a social construction. Furthermore, to put information neutrality utopia definitely behind us, we should expose our biases, rather than pretend to erase them, as a way to build a new trust in science.
Factors Influencing University Students&apos; Academic Experience: An International Study
Author: Pidgeon, Aileen M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student School Relationship,Social Support Groups,Stress Variables,Student Satisfaction,Student Experience,Student Adjustment,Well Being

Retention and attrition are issues of concern in universities worldwide. Researchers have noted that students' satisfaction with academic experience and psychological adjustment on campus play an important role in student retention. The current study examined the mediating role that perceived social support and feeling of connectedness have on the relationship between psychological distress or satisfaction with academic experience among university students. A sample of 211 university students aged from 18-59 years (M = 22.11, SD = 5.5) enrolled at universities from Australia, the United States of America, and Hong Kong voluntarily participated in the study. The results indicated that perceived social support and the feeling of connectedness on campus mediated the relationship between psychological distress and satisfaction with academic experience. These results support the idea that universities should develop strategies to increase students social support and campus connectedness in order to enhance psychological well-being and satisfaction with academic experience.
The Relevance of Non-Formal Biology Olympiad Training for Upper Secondary School Students
Author: Mutanen, Justus
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nonformal Education,Science Education,Biology,Competition,Secondary School Mathematics,Secondary School Students,Student Attitudes,Educational Benefits,Training,Relevance (Education)

Science competitions, such as the International Biology Olympiad, are non-formal education targeted to upper secondary school students with high abilities. However, there is little knowledge about what is the relevance of training for a science competition. In this study, Finnish Biology Olympiad training participants were researched in the context of relevance of science education. In total, 28 students filled in questionnaires and participated in interviews. It was found out that the students experienced the training to be especially individually relevant for them, and there was no significant difference between genders. Based on the results, vocational and societal topics should be taken into more account in designing Olympiad trainings.
Role of Higher Education in the Economic Growth: A Comparative Analysis of the Republic of South Korea and Republic of India
Author: Gaulee, Uttam
Date: 2016-00-00
Type: Journal Articles
Subjects: Economic Development,Comparative Education,Decision Making,Foreign Countries,Higher Education,Secondary Education,Correlation,Educational Policy,Private Sector,Strategic Planning,Educational Development,Political Influences,Role of Education,International Cooperation,Educational Cooperation,Governance,Access to Education,Multicampus Colleges

This paper is an attempt to examine the relationship between higher education and economic growth by taking a country case of the Republic of Korea and comparing this with the Republic of India to show how political educational decisions impact economic growth. Even though both countries began as relatively underdeveloped economies at the time of independence in the 1940s, this literature study shows that these two countries took different trajectories in organizing their higher education systems. Korea's strategic and sustained investment in education (along with the private sector) has eventually helped the economy to soar. India's economy, on the other hand, is still held back from strategizing and channeling its resources for the development of higher education in general. India appears to have been fallen prey to a competency trap of the general presumption among many policy makers that secondary and higher education may not be as necessary for economic growth. As a result, the economy will continue to suffer until the political commitment shifts toward investing in higher education and working with the private sector of vast potentials.
Social Learning Network as a Second Language Acquisition Tool for Adult English Language Learners
Author: Kim, Kioh
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Second Language Learning,English Language Learners,Student Attitudes,Educational Technology,Usability,Intention,Hispanic Americans,Spanish Speaking,Technical Support,Student Placement,Time Management,Web 2.0 Technologies,Anxiety,Adult Students

The purpose of this study was to examine the relationship between Adult ELLs' perceived ease of use and usefulness of Edmodo and their intent to use the social learning network for language learning. The study also sought to examine how the Adult ELLs' perceptions of the ease of use and usefulness of Edmodo related to their language acquisition. The participants in this study consisted of 13 Hispanic adults who spoke Spanish as their primary language. Bivariate correlations were conducted to assess all relationships. The results revealed a correlation between many of the variables used to measure their perceived ease of use of Edmodo and their perceived usefulness of Edmodo and their intent to use Edmodo for language learning. A nonlinear relationship was detected for their past experiences with SNSs and their intent to use Edmodo and actual usage. Results also revealed a need to evaluate Adult ELLs' willingness to continue using Edmodo based on three variables: the amount of pre-service and ongoing technology support that is received, the placement of the ELLs with those of similar ELP background and their perception of the time commitment for the course.
Social Organisations and Undergraduates&apos; Academic Performance: A Theoretical Reflection on the Experience of Lagos State University
Author: Ayodele, Johnson Oluwole
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Achievement,Foreign Countries,Public Colleges,Social Organizations,Classroom Environment,College Environment,Social Media,Peer Influence,Parent Role,Teacher Role,Role Models,Late Adolescents,Student Welfare,Social Support Groups

Research has shown that the involvement of undergraduates in social organizations enhances their decision-making skills regarding life planning. Some social organizations in the Universities have advantages while a few have harmful effects on learning and human safety. Often, new students in the universities are eager to make new acquaintances. Except faculty members intervene by providing useful information that distinguish useful social groups from those committed to deviant values, new students who are not well protected from harm may be detracted from focus on and success in studies. This paper illustrates that as a consequence of unrelenting frightening pressures, new students who are unwilling to 'belong' are liable to drop out of college or get in trouble. Therefore, universities' managements should encourage partnership among the various social environments, students, parents and faculty members to provide social support that will steer future leaders from veering off from academic pursuits.