ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Iranian Language Learners' Vocabulary Learning
Author: Zalzadeh Borazjani, Ashraf
Date: 2017-02-00
Type: Reports - Research
Subjects: Vocabulary Development,Foreign Countries,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Learning Motivation,Family Characteristics,Learning Strategies,Questionnaires,Statistical Analysis,Family Involvement,Teaching Methods,Correlation,College Students,Student Placement,Language Tests,Extracurricular Activities,Learning Activities

The purpose of this study is to investigate how learner variables, including language proficiency, motivation, effort, and family background affect Iranian language learners' EFL vocabulary strategy use? Subjects in this study were 450 EFL students (N = 450) at Payam e Noor University, Borazjan, Iran. After a placement test, they were grouped into different levels classes for teaching purposes and answered a vocabulary learning questionnaire during their regular English classes. After answering the questionnaire, collection was conducted by the author with the assistance of several English teachers and then underwent a series of statistical analyses by using the Statistical Packages for the Social Science (SPSS). Results of the study showed that the variable that had greatest effect on learners' vocabulary strategy use was motivation. Another important factor affecting vocabulary strategy use was family background, including family involvement, and years of study. Results of the study suggested that, teachers persuading of the students to adopt the most useful and effective vocabulary learning approaches will definitely have a positive effect on students' learning motivation and language performance.
Teaching High School Students How to Write: The Importance of Direct Explicit Instruction and Teacher Training
Author: Soiferman, L. Karen
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: High School Students,Writing Instruction,Direct Instruction,Preservice Teacher Education,Writing Assignments,Language Arts,Secondary School Curriculum,Essays,Revision (Written Composition),Duplication,Teacher Workshops,Lesson Plans,Internet

Learning how to teach writing is a skill just as learning how to write is a skill. Without a dedicated composition course in Education faculties pre-service teachers are not getting the training they require to be effective teachers of writing. In this report, a case is made for why teachers have to be more aware of how students learn to write and provide them with the strategies necessary to make them more effective writers. Learning how to write is a life skill that manifests itself in everyday occurrences like writing emails to perspective employers, putting together a report, or writing essays in higher education. If someone does not have the facility to write well then others do not take them seriously. Since this is a skill that is a necessity in today's world it makes sense that more attention should be paid to how students learn to write, and how teachers learn to teach writing. Drawing on extensive research, the author argues that learning how to write well is too important to leave to chance. And, that learning how to teach writing can also not be left to chance.
Developmental Changes in the Whole Number Bias
Author: Braithwaite, David W.
Date: 2017-00-00
Type: Reports - Research
Subjects: Numbers,Bias,Fractions,Age Differences,Individual Development,Elementary School Students,Grade 4,Grade 5,Computation,Comparative Analysis,Grade 6,Grade 8,Regression (Statistics)

Many students' knowledge of fractions is adversely affected by whole number bias, the tendency to focus on the separate whole number components (numerator and denominator) of a fraction rather than on the fraction's integrated magnitude (ratio of numerator to denominator). Although whole number bias appears early in the fraction learning process and persists into adulthood even among mathematicians, little is known about its development. The present study demonstrates that with age and experience, whole number bias decreases, and reliance on fractions' integrated magnitudes increases, on both number line estimation and magnitude comparison tasks. In particular, children treated equivalent fractions with larger components (e.g., 16/20) as larger than ones with smaller components (e.g., 4/5), thus indicating a whole number bias, but the amount of bias decreased considerably between fourth and eighth grade. Implications of the findings for children's understanding of fraction equivalence and for theories of numerical development are discussed. At the time of submission to ERIC, this article was in press with &quot;Developmental Science.&quot;]
Tae Kwon Do and Adolescent Psychosocial Development
Author: Budd, Ronald Reaco
Date: 2013-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Adolescent Development,Physical Activities,Case Studies,Qualitative Research,Individual Development,Interpersonal Competence,Psychological Characteristics,Correlation,Adolescents

The following research was completed in an attempt to document the existence of any correlation between youth participation in Tae Kwon Do and various psychological and social traits evident within the participants. The data of this dissertation was gathered and recorded within the format of the qualitative case study. At the end of the case study the researcher was able to document evidence that individuals who participate in Tae Kwon Do demonstrate positive psychological and social traits. It is the researcher's hope that further studies will be undertaken to enhance the aggregate data base regarding participation in martial sports such as Tae Kwon Do and positive psychological and social development.
Improving the Efficiency of Problem-Solving Practice for Children with Retrieval Difficulties
Author: Hopkins, Sarah
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Intervention,Educational Practices,Grade 3,Elementary School Mathematics,Protocol Analysis,Visual Aids,Learning Strategies,Pretests Posttests,Teaching Methods,Achievement Gains,Recall (Psychology),Learning Processes,Instructional Effectiveness,Foreign Countries

Despite the importance placed on how children come to solve single-digit addition problems, many children count on to solve these problems when they are expected to use accurate retrieval-based strategies. In this study, we assessed if a subitising intervention improved the rate at which problem-solving practice promoted retrieval, using a multiple baseline across participants design. For two of three participants, problem solving practice was initially ineffective for promoting retrieval before the intervention but after the intervention, retrieval increased significantly as a function of practice. We also examined possible reasons for why this occurred.
A Collaborative and Reflective Approach to Teaching for Metacognition
Author: Kaur, Berinderjeet
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Reflective Teaching,Teacher Collaboration,Team Teaching,Communities of Practice,Faculty Development,Training Methods,Journal Writing,Inservice Teacher Education,Secondary School Mathematics,Secondary School Teachers,Educational Practices,Teaching Methods,Foreign Countries

The Teaching for Metacognition project, a hybrid model of PD, integrates the &quot;training model of PD&quot; with sustained support for teachers to integrate knowledge gained from the PD into their classroom practice. This paper is based on the work of the teachers in the project in two-tier communities of practice. It examines the perceptions of the project teachers about working collaboratively and reflecting on their practice when integrating the knowledge they acquired during the knowledge-building workshops of the project. From the reflective journals of the teachers it is evident that working collaboratively provided them with the encouragement and support that is needed to begin to experiment with new approaches to teaching and reflecting on their teaching in school-based groups provided them with much needed insights as to how they may improve on what they did.
A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices
Author: Hughes, Sally
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Pedagogical Content Knowledge,Educational Practices,Mathematics Instruction,Mathematical Aptitude,Elementary School Mathematics,Elementary School Teachers,Teaching Methods,Instructional Innovation,Faculty Development,Classroom Techniques,Prior Learning,Lesson Observation Criteria,Semi Structured Interviews,Lesson Plans,Foreign Countries,Qualitative Research

This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning of mathematics using a connectionist approach. The data suggest that teacher capacity to adopt a connectionist approach was influenced by their subject knowledge and that their subject knowledge influenced classroom pedagogy.
Commognitive Analysis of Undergraduate Mathematics Students' Responses in Proving Subgroup's Non-Emptiness
Author: Ioannou, Marios
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Mathematics Education,Problem Solving,Student Reaction,Definitions,Mathematical Logic,Algebra,Observation,Video Technology,Interviews,Mathematical Aptitude,Student Attitudes,Inferences,Error Patterns,Task Analysis,Foreign Countries

Proving that a given set is indeed a subgroup, one needs to show that it is non-empty, and closed under operation and inverses. This study focuses on the first condition, analysing students' responses to this task. Results suggest that there are three distinct problematic responses: the total absence of proving this condition, the problematic understanding of subgroup's definition, and the inaccurate application of the relevant metarules. For the purposes of this study there has been used the Commognitive Theoretical Framework.
Collaboration around Observation of Teaching: Powerful Professional Learning
Author: Hodgson, Louise
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Collaboration,Elementary School Mathematics,Elementary School Teachers,Inquiry,Teaching Methods,Educational Practices,Observation,Communities of Practice,Cooperative Planning,Lesson Plans,Intervention,Attitude Change,Investigations,Training Methods

This study investigated a group of six junior primary school teachers' learning as they collaboratively inquired into teaching practice they observed together. The focus of the study was on understanding how teachers collaborated around observed teaching practice to improve their pedagogy. The design involved four iterative stages of co-planning, observation, analysis and reflection. Results indicated a shift in participation of group members from seeing themselves as passive observers to active designers proposing improvements in teaching practice to their colleagues. An implication is that collaborative observation and reflection on teaching situated within the enactment of challenging tasks can be effective in supporting teachers to make sense of teaching in new ways.
Numeracy and Australian Teachers
Author: Forgasz, Helen
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Numeracy,Online Surveys,Teacher Surveys,Teacher Competencies,Task Analysis,Teacher Response,Criticism,Accuracy,Knowledge Level,Age Differences,Educational Attainment,Grouping (Instructional Purposes),Cohort Analysis,Self Efficacy,Evidence,Mathematics Tests,Teacher Competency Testing

Australian teachers, recruited via Facebook, completed an online survey about aspects of numeracy. The survey was designed to explore views on numeracy and capacity to respond to numeracy tasks. In this paper, we focus primarily on responses to two numeracy tasks--one numerical, the other requiring critical evaluation. On the first item, 40% answered correctly; on the second, 60% performed at a level expected of people aged 17 or older. The provocative findings warrant further research with a larger sample.
An Ecological Analysis of Mathematics Teachers' Noticing
Author: Jazby, Dan
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Perception,Classroom Environment,Experienced Teachers,Elementary School Mathematics,Elementary School Teachers,Ecological Factors,Interviews,Video Technology,Critical Viewing,Protocol Materials,Protocol Analysis,Educational Practices,Teaching Methods

Most studies which investigate mathematics teacher noticing cast perception into a passive role. This study develops an ecological analysis of mathematics teachers' noticing in order to investigate how teachers actively look for information in classroom environments. This method of analysis is applied to data collected as an experienced primary teacher of mathematics moved between desks and selected students to stop and talk to. An ecological lens draws attention to an active process of looking, employed by the teacher, which locates particular properties in the mathematical representations created by students.
Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher
Author: Herbert, Sandra
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Education,Elementary School Mathematics,Elementary School Teachers,Mathematical Logic,Case Studies,Faculty Development,Program Effectiveness,Interviews,Concept Mapping,Demonstrations (Educational),Assistant Principals,Teaching Experience,Experimental Teaching,Foreign Countries

Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews identified changes in her perceptions of mathematical reasoning by mapping interview responses against the Mathematical Reasoning Framework (Herbert et al., 2015). This change indicates that a well planned program of professional learning based on a demonstration is efficacious in developing teachers' understanding of mathematical reasoning.
Discerning the Shared Beliefs of Teachers in a Secondary School Mathematics Department
Author: Beswick, Kim
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Secondary School Teachers,Beliefs,Mathematics Instruction,Mathematics Achievement,Organizational Culture,Language Usage,Teacher Attitudes,Foreign Countries,Interviews

This study examined the shared beliefs among mathematics teachers in one secondary school in the United Kingdom across the first term of a school year and almost 4 years subsequently. Leximancer software was used to analyse the language used as teachers responded to questions concerning their beliefs about mathematics, mathematics teaching, mathematics learning, and their department on at least two occasions. The analysis revealed changes of language and evidence of shared beliefs at each point in the study.
Sliding into Multiplicative Thinking: The Power of the &quot;Marvellous Multiplier&quot;
Author: Hurst, Chris
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Number Systems,Teaching Methods,Number Concepts,Semi Structured Interviews,Questionnaires,Instructional Materials,Elementary School Students,Elementary School Mathematics,Problem Solving,Mathematics Achievement

Multiplicative thinking is a critical stage in mathematical learning and underpins much of the mathematics learned beyond middle primary years. Its components are complex and an inability to understand them conceptually is likely to undermine students' capacity to develop beyond additive thinking. Of particular importance are the ten times relationship between places in the number system and what happens when numbers are multiplied or divided by powers of ten. Evidence from the research project discussed here suggests that many students have a procedural view of these ideas, and that a conceptual understanding needs to be developed. It is suggested that this may be possible through the use of a device called &quot;The Marvellous Multiplier&quot;.
Designing Online Learning for Developing Pre-Service Teachers' Capabilities in Mathematical Modelling and Applications
Author: Geiger, Vince
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Instructional Design,Electronic Learning,Preservice Teachers,Mathematics Skills,Mathematical Models,Mathematical Applications,Learning Modules,Active Learning,Inquiry,Interdisciplinary Approach,Preservice Teacher Education,Curriculum Development,Case Studies

The purpose of this paper is to describe the processes utilised to develop an online learning module within the Opening Real Science (ORS) project--&quot;Modelling the present: Predicting the future.&quot; The module was realised through an interdisciplinary collaboration, among mathematicians, scientists and mathematics and science educators that drew on the enquiry-based approach underpinning ORS as well as structuring devices and working practices that emerged during the course of the module development. The paper is a precursor to further research that will investigate the effectiveness of the module in terms of students' learning and attitudes as well as the module development team members' perspectives on the interdisciplinary collaboration that took place.
Assessing Children's Multiplicative Thinking
Author: Hurst, Chris
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Mathematics Skills,Elementary School Students,Mathematics Tests,Mathematical Logic,Semi Structured Interviews,Grade 6

Multiplicative thinking is a &quot;big idea&quot; of mathematics that underpins much of the mathematics learned beyond the early primary school years. This paper reports on a current study that utilises an interview tool and a written quiz to gather data about children's multiplicative thinking. The development of the tools and some of the research findings are described here. Findings suggest that middle and upper primary aged children often have a procedural level of understanding of aspects of multiplicative thinking and that various aspects of multiplicative thinking are partially known, and known in different ways by different children.
Numeracy for Learners and Teachers: Evaluation of an MTeach Coursework Unit at Monash University
Author: Forgasz, Helen
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Numeracy,Course Descriptions,Course Evaluation,Delivery Systems,Pretests Posttests,Questionnaires,Semi Structured Interviews,Self Efficacy,Learning Modules,Likert Scales,Data Analysis,National Curriculum

In 2015, a new MTeach coursework unit, &quot;Numeracy for Learners and Teachers,&quot; was introduced at Monash University. The impetuses for this unit were the Australian Institute for Teaching and School Leadership numeracy standards for graduate teachers, and the inclusion of numeracy as a general capability in the Australian Curriculum. In this paper, we describe the content and organisation of the unit, and its delivery modes. An evaluation was conducted with students using pre- and post-unit questionnaires and interviews. A major finding was that students' confidence to incorporate numeracy into their teaching across the curriculum increased after studying the unit.
The Relevance of Mathematics: Leaders and Teachers as Gatekeeper for Queensland Senior Calculus Mathematics
Author: Easey, Michael
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Mathematics,Calculus,Declining Enrollment,Males,Single Sex Schools,Relevance (Education),Content Analysis,Interviews,Secondary School Teachers,Leaders,Secondary School Students

The aim of the larger study, of which this paper is a part, is to investigate the decline in Year 10 male students' participation in senior calculus mathematics courses at an independent boys' school located in metropolitan Queensland. This paper draws on Sealey and Noyes's (2010) relevance framework to conduct document analysis and interviews with leaders and teachers concerning the relevance of mathematics. In both cases results indicated that there was a limited understanding of relevance of mathematics.
Constructing Classroom Contexts That Engage Students in the Learning of Mathematics: A Teacher's Perspective
Author: Brown, Raymond
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Mathematics Instruction,Classroom Environment,Context Effect,Discourse Analysis,Grade 7,Foreign Countries,Scaffolding (Teaching Technique),Concept Formation,Cooperative Learning,Persuasive Discourse,Video Technology,Audio Equipment,Interviews,Observation,Journal Writing

This paper explores the construction of classroom contexts facilitative of student engagement in Mathematics. Employing a form of discourse analysis framed within a participation approach to learning, the paper provides insights into the construction of such contexts. The affordances and constraints of constructing such a context are discussed in the light of the writings of one Year 7 teacher as she employed Collective Argumentation to re-construct her classroom context to better engage students in the learning of Mathematics.
Learning at the Boundaries: Collaboration between Mathematicians and Mathematics Educators within and across Institutions
Author: Bennison, Anne
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Collaboration,Partnerships in Education,Mathematics Teachers,Professional Personnel,Mathematics Instruction,Institutional Cooperation,Interviews,Interdisciplinary Approach,Educational Practices,Communities of Practice,Intercollegiate Cooperation,Participant Satisfaction,Foreign Countries

Collaboration between mathematicians and mathematics educators may provide a means of improving the quality of pre-service teacher education for prospective teachers of mathematics. Some preliminary findings of a project that investigates this type of interdisciplinary collaboration, both within and across institutions, are reported on in this paper. Interviews were conducted with selected participants to identify the nature of the boundary encounters and brokering involved between disciplinary communities in order to create new practices and transfer these practices to a new institutional context. [This work was funded by the Australian Government Office for Learning and Teaching (grant #MS13-3174).]
Young Children's Drawings in Problem Solving
Author: Bakar, Kamariah Abu
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Young Children,Freehand Drawing,Problem Solving,Numeracy,Addition,Mathematics Activities,Observation,Interviews,Learning Strategies,Mental Computation,Visual Learning,Visualization,Outcomes of Education

This paper explores young children's drawings (6 years old) in early number and addition activities in Malaysia. Observation, informal interviews and analysis of drawings revealed two types of drawing, and gave insight into the transitional process required for children to utilise drawings in problem solving. We argue the importance of valuing and supporting the early development of children's drawn mathematical representations to facilitate their successful use in problem solving processes.