ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Graphing Calculator Program Supported Problem Solving Instruction on Mathematical Achievement and Attitude
Author: Kandemir, Mehmet Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Graphing Calculators,Problem Solving,Mathematics Achievement,Geometry,Grade 7,Control Groups,Experimental Groups,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Mathematics Instruction,Pretests Posttests,Foreign Countries

This research was carried out to investigate the effect of graphing calculator program supported problem solving instruction on mathematical achievement and attitude in transformation geometry subject. The study was carried out with 49 seventh grade students in a middle school in Balikesir province. A pre-test post-test quasi-experimental design with two groups was used in the study. The experimental group received transformation geometry instruction supported by a graphing calculator program, while the control group received transformation geometry instruction without using any technological material for 6 weeks. Achievement of the students was assessed with the Transformation Geometry Achievement Test, while their attitudes were assessed with the Geometry Attitude Scale. For the analysis of the data obtained from the tests, independent samples t test and Two-Way ANOVA for Mixed Measures were used. As a result of the analysis of the data, a positive significant difference was obtained in favor of the experimental group for the mathematical achievement, while there was no significant difference between the experimental and control groups for attitudes towards geometry. Controlling the gender variable, the ANCOVA test was applied to attitude scores and a positive significant difference was obtained in favor of the experimental group. Reflective observation forms and interviews were used to collect qualitative data. Qualitative data were analyzed by descriptive content analysis and divided into themes and codes. As a result of the analysis, it was determined that the students in the experimental group generally stated that the graphing calculator program made their knowledge permanent, facilitated their learning, developed a positive attitude towards the lesson and made the lesson enjoyable.
Rethinking Mathematics Misconceptions: Using Knowledge Structures to Explain Systematic Errors within and across Content Domains
Author: Rakes, Christopher R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Teachers,Middle School Teachers,Misconceptions,Algebra,Geometry,Probability,High School Students,Structural Equation Models,Correlation,School Districts,Multiple Choice Tests,Test Items,Mathematics Tests,National Competency Tests,Classification,Middle School Students,Error Patterns

The present study examined the ability of content domain (algebra, geometry, rational number, probability) to classify mathematics misconceptions. The study was conducted with 1,133 students in 53 algebra and geometry classes taught by 17 teachers from three high schools and one middle school across three school districts in a Midwestern state. Students answered 17 multiple choice items from the National Assessment of Educational Progress. A prompt was added to each item for students to explain the reasoning for their answer. Explanations were examined qualitatively to determine whether the responses were indicative of misconceptions. The responses were then analyzed quantitatively with structural equation modeling. Several knowledge structures (variable, measurement, spatial reasoning, additive/multiplicative structures, absolute/relative comparison) were found to be foundational to understanding multiple content domains. Multiple foundational structures were found to be related to misconceptions in each content domain, and misconceptions for multiple content domains were found within each foundational structure. The quantitative analyses found that the best classification of misconceptions included correlations among the content domains and a factor independent of content domain. The qualitative analyses led to the conclusion that interactions among the foundational knowledge structures best described the factor independent of content domain.
Effect of Conversion Factor on Problem Solving and Experience of Teacher Candidates
Author: Anilan, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Chemistry,Science Education,Science Instruction,Measurement,Equations (Mathematics),Computation

Through problem solving especially in the chemistry courses, individuals are required to solve difference types of problems both in traditional and innovative ways, and to reveal different points of views. Both correct results and correct units are achieved through the conversion factors. The fact that the teacher candidates approach problem solving processes through a different point of view is thought to contribute to the problem solving abilities of their students during their future professional lives. The object of this study is to determine the effect of use of the conversion factor, which the first class students of primary education science teaching department have experienced for the first time, on their success in problem solving, and the views of such students on the conversion factors. In this study, we have used the mixed design. As a result of the study, it is seen that problem solving abilities of the first class students of primary education science teaching department have increased thanks to the conversion factor method, which they have experienced in solution of some chemistry questions for the first time. And from the statements of the students, it is seen that the reasons for their having difficulty and failure are connected with applying a new method and insufficiency to organize the deficiencies and data in the basic science and mathematics infrastructures to be used by them during application.
Investigating the Relationships between Preferences, Gender, Task Difficulty, and High School Students&apos; Geometry Performance
Author: Mainali, Bhesh
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Preferences,Gender Differences,Problem Solving,Difficulty Level,Geometry,Mathematics Skills,Task Analysis,Visualization

In this research study, I investigated the relationships between preferences for solution methods, task difficulty, gender, and high school students' geometry performance. Data were collected from 161 geometry students at six high schools at a county located in the southeastern region of the USA at the time of the 2013-2014 school year. The result revealed that there was not an association between preference for solution methods and geometry performance. The majority of students demonstrated a preference for visual solution methods. However, the preference for visual or nonvisual methods was not associated with task difficulty. That is, students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. The study further revealed that there was a significant difference between male and female students in geometry performance but not in preferences for solution methods. Females outperformed males in geometry performance. The data analysis also indicated that the majority of students were visualizers.
Cowie, H. (2011). Coping with the Emotional Impact of Bullying and Cyberbullying: How Research Can Inform Practice. &quot;International Journal of Emotional Education,&quot; 3(2): 50-56. Postscript
Author: Cowie, Helen
Date: 2018-11-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Coping,Social Media,Moral Values,Video Technology,Psychological Patterns,Empathy,Children,Youth,Foreign Countries

This post script to an article originally written in 2011 takes account of changes that have occurred since then in the ways that children and young people use the social media. Although the fundamental message of the original article remains the same, the post script discusses key ways in which the article would differ if it were being written today. The focus here is on i) young people's need for connectedness which is increasingly met in online digital communities; the problems occur when young people are excluded or humiliated within these online communities; ii) the increase in moral disengagement on the part of bystanders in situations where humiliating messages and videos are widely circulated amongst the peer group; iii) changes in laws concerned with online harassment and abuse, and how these affect young people. The influence of the wider culture is also discussed.
Interactions in MOOCs: The Hidden Part of the Iceberg
Author: Cisel, Matthieu
Date: 2018-11-00
Type: Journal Articles
Subjects: Interaction,Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Cooperation,Computer Mediated Communication,Distance Education,Foreign Countries,Student Attitudes

Interactions that take place between MOOC users outside of discussion forums, and out of the reach of course designers, have received little attention from the scientific community despite their potential influence on learner retention. Based on an online survey, we found that MOOCs are often used as an activity among friends and family, and not exclusively in the academics or in the workplace. Interactions between course users may continue beyond of the boundaries of the course, and sometimes into other MOOCs. These various interactions include collaborative tasks, as well as tasks which should be performed individually, such as assessments. This work illustrates the mismatch that can appear between prescribed and actual tasks, and the potential importance of interactions between users, to address the isolation that contributes to low retention rates for online learners.
Analysing Structured Learning Behaviour in Massive Open Online Courses (MOOCs): An Approach Based on Process Mining and Clustering
Author: van den Beemt, Antoine
Date: 2018-11-00
Type: Journal Articles
Subjects: Online Courses,Student Behavior,Behavior Patterns,Academic Achievement,Data Analysis,Multivariate Analysis

The increasing use of digital systems to support learning leads to a growth in data regarding both learning processes and related contexts. Learning Analytics offers critical insights from these data, through an innovative combination of tools and techniques. In this paper, we explore students' activities in a MOOC from the perspective of personal constructivism, which we operationalized as a combination of learning behaviour and learning progress. This study considers students' data analyzed as per the MOOC &quot;Process Mining: Data Science in Action.&quot; We explore the relation between learning behaviour and learning progress in MOOCs, with the purpose to gain insight into how passing and failing students distribute their activities differently along the course weeks, rather than predict students' grades from their activities. Commonly-studied aggregated counts of activities, specific course item counts, and order of activities were examined with cluster analyses, means analyses, and process mining techniques. We found four meaningful clusters of students, each representing specific behaviour ranging from only starting to fully completing the course. Process mining techniques show that successful students exhibit a more steady learning behaviour. However, this behaviour is much more related to actually watching videos than to the timing of activities. The results offer guidance for teachers.
Interaction of Proctoring and Student Major on Online Test Performance
Author: Alessio, Helaine M.
Date: 2018-11-00
Type: Journal Articles
Subjects: Supervision,Majors (Students),Computer Assisted Testing,Scores,Difficulty Level,Cheating,Online Courses,College Students,Test Length

Traditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research suggests that in the absence of proctoring, the time taken to complete an exam increases significantly and online test results are inflated. This study uses a randomized design in seven sections of an online course to examine test scores from 97 students and time taken to complete online tests with and without proctoring software, controlling for exam difficulty, course design, instructor effects, and student majors. Results from fixed effects estimated from a fitted statistical model showed a significant advantage in quiz performance (7-9 points on a 100 point quiz) when students were not proctored, with all other variables statistically accounted for. Larger grade disparities and longer testing times were observed on the most difficult quizzes, and with factors that reflected the perception of high stakes of the quiz grades. Overall, use of proctoring software resulted in lower quiz scores, shorter quiz taking times, and less variation in quiz performance across exams, implying greater compliance with academic integrity compared with when quizzes were taken without proctoring software.
Ogden, T. &amp; Sørlie, M. A. (2009) Implementing and Evaluating Empirically Based Family and School Programmes for Children with Conduct Problems in Norway. &quot;International Journal of Emotional Education,&quot; 1(1), 96-107. Postscript
Author: Ogden, Terje
Date: 2018-11-00
Type: Journal Articles
Subjects: Behavior Problems,Program Implementation,Program Effectiveness,Family Programs,Community Programs,Evidence Based Practice,Program Evaluation,Foreign Countries,Sustainability,Parent Child Relationship,At Risk Persons,Therapy,Program Descriptions,Early Intervention,Elementary School Students,Parent Education,Interpersonal Competence

This postscript presents the implementation and evaluation of family and community based intervention programs for children and young people implemented in Norway. The Norwegian experiences and results illustrate how evidence-based programs developed in the U.S. have been transported across geographical and language borders, implemented nationwide, evaluated for their effectiveness in regular practice and examined for sustainability. This update describes this national strategy, and the main components and immediate outcomes of the PMTO [Parent Management Training, the Oregon]- and PALS-programs in Norway.
Comparison of the Inspection Criteria for Turkish Preschool Institutions with International Accreditation Standards
Author: Özmantar, Zehra Keser
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Accreditation (Institutions),International Cooperation,Standards,Governance,School Culture,Partnerships in Education,Educational Quality,Curriculum,Instruction,Preschool Teachers,Leadership,Student Needs,School Administration

The evaluation of preschool education institutions in Turkey is conducted by two different bodies: The Ministry of National Education (MoNE) and The Ministry of Family and Social Policies (MoFSP). To date, there does not appear any attempt to designate the compliance of MoNE and MoFSP evaluation criteria with international quality standards. This study takes a step forward to this direction in order to put forth the areas in need of special considerations. This study hence aims to determine the extent to which MoNE and MoFSP criteria used for the inspection of Turkish preschool institutions comply with international accreditation standards. Among the qualitative approaches, document analysis method was employed for this study. In this regard, inspection documents prepared by MoNE and MoFSP were examined with reference to Council of International Schools' (CIS) accreditation standards. The analysis suggests that the highest compliance rate was seen in the school management aspect, whereas the lowest compliance rate was seen in the school culture and partnerships for learning aspect for MoNE and management and leadership aspect for MoFSP. Further, preschool education institutions are particularly lacking in multiculturalism and internationalism dimensions in the inspection criteria. Considering the sociological conditions of Turkey with almost 3.5 million Syrian refugees, preschool institutions affiliated with MoNE and MoFSP need to incorporate internationalism/multiculturalism aspects into their philosophy and objectives.
Making Sense of Learning Analytics Dashboards: A Technology Acceptance Perspective of 95 Teachers
Author: Rienties, Bart
Date: 2018-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Technology Integration,Online Courses,Data Analysis,Educational Needs,Teaching Methods,Case Studies,Distance Education,College Faculty,Visualization,Experienced Teachers,Workshops,Faculty Development,Academic Achievement,Information Technology,Open Universities,Foreign Countries

The importance of teachers in online learning is widely acknowledged to effectively support and stimulate learners. With the increasing availability of learning analytics data, online teachers might be able to use learning analytics dashboards to facilitate learners with different learning needs. However, deployment of learning analytics visualisations by teachers also requires buy-in from teachers. Using the principles of technology acceptance model, in this embedded case-study, we explored teachers' readiness for learning analytics visualisations amongst 95 experienced teaching staff at one of the largest distance learning universities by using an innovative training method called Analytics4Action Workshop. The findings indicated that participants appreciated the interactive and hands-on approach, but at the same time were skeptical about the perceived ease of use of learning analytics tools they were offered. Most teachers indicated a need for additional training and follow-up support for working with learning analytics tools. Our results highlight a need for institutions to provide effective professional development opportunities for learning analytics.
Can Classification Criteria Constitute a Correct Mathematical Definition? Preservice and In-Service Teachers&apos; Perspectives
Author: Haj-Yahya, Aehsan
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Definitions,Preservice Teachers,Inservice Teacher Education,Student Attitudes,Teacher Attitudes,Mathematics Teachers,Geometry,Geometric Concepts

The study reported here addresses pre-service and in-service teachers' attitudes toward mathematical-geometrical definitions. The goal of the study is to investigate whether understanding the role of definitions as classification and identification criteria will guarantee that participants: (1) accept that there may be more than one equivalent definition for particular concept; and (2) accept the minimal definitions which include necessary and sufficient attributes to be legal definitions. Fifty-three math educators participated the study, including 22 preservice junior teachers, 19 pre-service senior teachers and 12 in-service senior teachers. The findings indicate that considering (an) attribute/s as sufficient in order to classify examples and non-examples of the concept did not guarantee considering this/ese attributes as concept definition. 56% of the participants did not accept equivalent definitions as legal definitions, 36% of them (the participants) did not accept the minimal definitions, which include necessary, and sufficient attributes to be a legal definition. For many participants, the essence of the mathematical concept is more important than the essence of the mathematical definition.
Facilitating Pre-Service Mathematics Teachers&apos; Understanding of Directly and Inversely Proportional Relationships Using Hands-On and Real-World Problems
Author: Arican, Muhammet
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Mathematical Concepts,Secondary Education,Word Problems (Mathematics),Middle School Teachers,Secondary School Teachers,Experiential Learning,Numbers,Multiplication

The purpose of this study was to examine four pre-service middle and high school mathematics teachers' understanding of the directly and inversely proportional relationships presented through hands-on and real-world missing-value word problems. The problems included single and multiple proportions, and the PSTs were provided with plastic gears and a mini number balance system in the hands-on problems. A case study methodology with multiple cases was used in designing this study. Analysis of the semi-structured interviews revealed that for the PSTs, identifying directly proportional relationships was easier than identifying inversely proportional relationships. The PSTs recognized inversely proportional relationships in the hands-on problems but had difficulty recognizing them in the missing-value word problems. Therefore, the inclusion of the hands-on problems appeared to facilitate the PSTs' understanding of the inversely proportional relationships. When forming multiplicative relationships between quantities, they mostly reasoned about within measure spaces. Furthermore, when determining directly and inversely proportional relationships, they usually attended to the qualitative relationships and constancy of the rate of change. In the multiple proportions problems, the PSTs had difficulty finding a mathematical formula that expressed relationships between quantities compared. This result suggested possible constraints in their understanding of the multiplicative relationships when more than two quantities were present.
Cross, D., Lester, L., Barnes, A., Cardoso, P. &amp; Hadwen, K. (2015). If It&apos;s about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education. &quot;International Journal of Emotional Education,&quot; 7 (1), 35-51. Postscript
Author: Cross, Donna
Date: 2018-11-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Bullying,Foreign Countries,Prevention,Multimedia Materials,Intervention,Educational Strategies,Secondary School Students,Student Attitudes,Safety,Information Security,Barriers,Program Descriptions

The Cyber Friendly Schools Project was an innovative longitudinal study which engaged young people themselves in the process of developing and implementing whole-school strategies to reduce cyberbullying-related harm in Australian schools. This postscript describes how our research has developed since our findings were published in 2015, and reflects the authors? continuing belief in the underutilisation of young people in research aiming to prevent and manage cyberbullying. It concludes by encouraging researchers to use current technologies and interactive multimedia to engage with young people in studies of this nature, and emphasising the importance of flexible, whole-school interventions to address cyberbullying. [For &quot;If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education,&quot; see EJ1085606.]