ethanporcaro/eric-fulltext-meta huggingface dataset:
Factor Structure and Validity of the Early Childhood Environment Rating Scale-Third Edition (ECERS-3)
Author: Early, Diane M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Rating Scales,Early Childhood Education,Educational Quality,Factor Structure,Test Validity,Preschool Children,Scores,Correlation,Executive Function,Pretests Posttests,Factor Analysis,Classroom Observation Techniques,Hierarchical Linear Modeling,Statistical Analysis

The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms (n = 119), Classroom Assessment Scoring System-Pre-K (CLASS Pre-K) and child assessment data were also collected. Analyses of the ECERS-3 suggested that a single factor does not adequately capture item variability. Of the solutions tested, the four-factor (Learning Opportunities, Gross Motor, Teacher Interactions, and Math Supports) provided the best combination of statistical support and theoretical utility. In general, the ECERS-3 Total Score and the four factors were moderately correlated with the three domains of the CLASS Pre-K. ECERS-3 Total Score, Learning Opportunities, and Teacher Interactions were positively related to growth in executive function, as were all three domains of the CLASS Pre-K. However, all significant associations were small, and most tested associations between ECERS-3 scores and children's growth, and between CLASS Pre-K and children's growth, were not significant. Results are discussed in terms of their implications for measuring preschool quality.
Teacher and Learner Perceptions on Mobile Learning Technology: A Case of Namibian High Schools from the Hardap Region
Author: Osakwe, Jude Odiakaosa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Handheld Devices,Electronic Learning,High School Students,Secondary School Teachers,Information Technology,Technology Uses in Education,Mixed Methods Research,Questionnaires,Interviews,Statistical Analysis,Access to Computers,Internet,Technological Literacy,Use Studies,Geographic Regions

Although the National ICT Policy for Education in Namibia was adopted in 2005, immediately followed by the National ICT Policy Implementation Plan in 2006, no known studies have been undertaken so far to evaluate its implementation. This has made it difficult to ascertain the ICT/mobile learning readiness of teachers and learners. This study analyzed the perceptions of learners and teachers towards mobile learning in Namibian High Schools. A mixed method approach, comprising a baseline survey and interviews with randomly sampled learners and teachers from three high schools in the Hardap region of Namibia was undertaken. Both qualitative and quantitative data was solicited on learner and teacher perceptions on mobile learning. The survey questionnaire, which was based on modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model to make the questions suitable to the context of mobile learning was used. Unstructured interviews were used to supplement the questionnaire where gaps were identified. The data collected was then analyzed for descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS). The results among others showed that even though that majority of teachers and learners in Namibia own mobile devices which can be used for mobile learning, introduction of mobile technology in schools would only work in an environment where there is a sound ICT infrastructure. Affordable internet access and skilled ICT teachers are also a challenge.
Female Basketball Athlete Development Environment: Proposed Guidelines and Success Factors
Author: Folle, Alexandra
Date: 2017-12-29
Type: Journal Articles
Subjects: Females,Athletes,Team Sports,Guidelines,Success,Foreign Countries,Clubs,Interviews,Documentation,Content Analysis,Training Objectives,Administrative Organization,Partnerships in Education,Organizational Culture,Recruitment,Dropouts,Sense of Community,Womens Athletics

The aim of this study was to determine the guidelines and success factors of a sport club that contribute to the identification and development of female basketball athletes. The context investigated comprises a Brazilian club with strong tradition in the training of athletes and important sporting achievements in the sport. Data collection used interviews and documentary sources, which were analyzed using the technique of content analysis. The results showed the importance of administrative organization of sports institutions guided by solid training guidelines that support the club management actions and emphasize the importance of public-private partnerships to increase the federated sport, where sponsorship exchanges such as scholarships in private universities and government policies become crucial for maintaining athletes in adulthood. However, as municipal public institutions do not have as priority elite sport, the basketball club investigated has presented difficulties in keeping teams of higher and adult ages in the scenario to which they belong. In this sense, sports managers and coaches should establish clear guidelines for the strengthening of the organizational culture of the institution, since, with structural conditions and greater sense of belonging to the club, there are higher possibilities for maintenance of talents in the sports institution.
Stages Identified in University Students&apos; Behavior Using Mathematical Definitions
Author: Holguín, Valeria Aguirre
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Mathematical Logic,Logical Thinking,Mathematical Concepts,Definitions,Semi Structured Interviews,Student Reaction

This paper reports and describes some of the observations and conclusions drawn from a study developed to find information on undergraduate students' spontaneous actions and reactions to mathematical definitions that are new to them. There were 23 participants from a transition-to-proof course. They were interviewed individually on a particular mathematical definition. The analysis of the interviews was iterative and consisted mainly of three phases. During the first two phases students' behaviors were observed and identified in order to categorize commonalities of their responses and actions. In the third phase, a search-back through the data was done for additional supporting evidence of the commonalities previously observed. This third phase allowed making a more general classification of the various behaviors observed. Participants were classified into five different stages in using mathematical definitions according to their behaviors when working with a particular definition. [For the complete proceedings, see ED583608.]
The Effect of Worked Examples on Student Learning and Error Anticipation in Algebra
Author: Booth, Julie L.
Date: 2016-11-00
Type: Reports - Research
Subjects: Secondary School Mathematics,Prompting,Middle School Students,Textbooks,Algebra,Equations (Mathematics),Problem Solving,Error Correction,Mathematics Tests,Pretests Posttests,Assignments,Grade 8,Statistical Analysis,Multivariate Analysis

The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with reform textbooks either containing the original practice problems or in which a portion of those problems were converted into correct, incorrect, or incomplete examples. Students completed pre- and posttest measures of conceptual understanding, procedural problem-solving skill, and error anticipation. Results indicate the example-based textbook assignments increased students' procedural knowledge and their ability to anticipate errors one might make when solving problems. Differences in students' anticipation of various types of errors are also examined. [For the complete proceedings, see ED583608.]
The Role of Diagrammatic Reasoning in the Proving Process
Author: Sáenz-Ludlow, Adalira
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Student Teachers,Abstract Reasoning,Spatial Ability,Mathematical Logic,Visual Aids,Geometry,Logical Thinking,Educational Experiments,Constructivism (Learning),Homework,Epistemology

The paper focuses on student-teachers' geometric diagrams to mediate the emergence of different proofs for a geometric proposition. For Peirce, a diagram is an icon that explicitly and implicitly represents the deep structural relations among the parts of the object that it stands for. Geometric diagrams can be seen as epistemological tools to understand explicit and hidden geometric relations. The systematic observation of and experimentation with geometric diagrams triggers abductive, inductive, and deductive reasoning which allows for the understanding of the conditions given for a geometric construction and its necessary logical consequences. We adopt Stjernfelt's model of diagrammatic reasoning to analyze two proofs for a geometric task posed to student-teachers who participated in a four-month classroom teaching experiment. [For the complete proceedings, see ED583608.]
Constructing Communal Criteria for Proof through Critiquing the Reasoning of Others
Author: Yee, Sean P.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Methods Courses,Teacher Education Programs,Validity,Mathematical Logic,Cooperative Learning,Persuasive Discourse,Mathematics Skills,Coding

Fifty-seven students in mathematical content and secondary mathematics methods courses from four U.S. universities participated in an instructional sequence to generate communal criteria defining mathematical proof within their respective classrooms. Participants completed a proof-related task before class, worked together in small groups to evaluate instructor-selected arguments, communally agreed upon criteria for evaluating a proof based on their evaluations, and then revised their original argument to meet the communal criteria after class. Similar criteria were constructed across the four classrooms. Moreover, the four authors coded and compared students' initial and revised arguments with respect to proof schemes to identify specific shifts in students' work after the instructional sequence. Results indicated a majority of students' proof schemes changed in their revised argument with specific trends aligning with their class-based criteria for proof. [For the complete proceedings, see ED583608.]
Las Funciones Sinusoidales y los Fenómenos Armónicos = The Sinusoidal Functions and the Harmonic Phenomena
Author: Ortega, Minerva Martínez
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Trigonometry,Mathematical Concepts,Concept Formation,Educational Technology,Technology Uses in Education,College Mathematics,Mathematical Models,Qualitative Research

In this research we discuss relating the description of certain harmonic phenomena, with models that represent them, with the goal of promoting the understanding of the period, the frequency, and the amplitude of the trigonometric functions, particularly referring to sinusoidal functions; in this way the frontier between sinusoidal functions and one of its areas of application to physics is preserved. This is an ongoing research study where digital technology like a movement sensor is employed in order to generate graphics related to sinusoidal functions, in which the movement features followed by harmonic phenomena are identified. It is important to mention the use of an approach where it is possible to transit alternatively from the analysis of the phenomena to the mathematical model. It is conjectured that the way it approaches sinusoidal functions could help assign meaning to the model f(x) =Acos(?x+[phi]). [Written in both Spanish and English. For the complete proceedings, see ED583608.]
Undergraduate Students&apos; Perception of Transformation of Sinusoidal Functions
Author: Nejad, Masomeh Jamshid
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: College Mathematics,Trigonometry,Undergraduate Students,Mathematical Concepts,Concept Formation,Interviews,Attention,Graphs,Algebra,Mathematics Instruction

Trigonometry is one of the fundamental topics taught in high school and university curricula, but it is considered as one of the most challenging subjects for teaching and learning. In the current study Mason's theory of attention has been used to examine undergraduate student's perception of the transformation of sinusoidal functions. Two types of tasks--(A) Recognizing sinusoidal functions and (B) Assigning coordinates--were used in this study. The results show that undergraduate students participating in this study experienced difficulties in identifying a period of a sinusoid, especially when it was a fraction of [pi] radians. [For the complete proceedings, see ED583608.]
Relaciones Dinámicas entre Convencimiento y Comprensión en la Construcción de Sustentos = Dynamic Relations between Convincement and Comprehension in the Construction of Grounds
Author: Martínez Navarro, Benjamín
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Comprehension,Grounded Theory,Mathematical Logic,Validity,Equations (Mathematics),Mathematics Teachers,Concept Formation,Problem Solving,Questioning Techniques,Consultants,Adult Education,Distance Education

In previous publications the authors of this paper identified specific relations between comprehension and convincement. On the basis of Grounded Theory, this research analyzes the changes that arise in said relations as a response to changing conditions. For their study, the authors analyze an interaction, at a distance, between a tutor and a student. At an initial level, a micro-analysis is undertaken--resorting to the Toulmin Model--which describes and interprets the relations that arise there between comprehension and convincement. From a more general standpoint, at a second level the authors contribute explanations concerning those relations and their changes. Finally, the authors suggest proposals for educational practice. [Written in both Spanish and English. For the complete proceedings, see ED583608.]
The Ferris Wheel and Justifications of Curvature
Author: Stevens, Irma E.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Semi Structured Interviews,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Graphs,Mathematical Concepts,Concept Formation,Mathematical Logic,Animation,Grounded Theory

This report discusses the results of semi-structured clinical interviews with ten prospective secondary mathematics teachers who were provided with dynamic images of Ferris wheels. We asked the students to graph the relationship between the distance a rider traveled around the Ferris wheel and the height of the rider from the ground. We focus on the different quantitative and non-quantitative ways of thinking in which students engaged to justify the curvature of their drawn graphs. We also discuss how these ways of thinking relate to reasoning covariationally about directional change and amounts of change. [For the complete proceedings, see ED583608.]
Children&apos;s Linguistic and Numeric Unit Coordination
Author: Kosko, Karl W.
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Number Concepts,Mathematical Logic,Multiplication,Persuasive Discourse,Writing (Composition),Mixed Methods Research,Statistical Significance,Grade 2,Grade 3,Linguistics

Detailing is a linguistic tool for mathematical argumentation in which given mathematical information is operationalized through one's warrants to support a claim. Recent literature suggests that students' detailing is related to their early algebraization. This study examined 168 elementary students' use of detailing in two mathematical argumentative tasks in relation to their enacted scheme of multiplicative unit coordination. A convergent mixed methods approach was used to analyze students' argumentative writing qualitatively, and merge these findings with quantitative indicators for students' multiplicative reasoning. Results suggest a statistically significant relationship between students' detailing and their multiplicative unit coordination. [For the complete proceedings, see ED583608.]
The Benefits of Feedback on Computer-Based Algebra Homework
Author: Fyfe, Emily R.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Homework,Feedback (Response),Mathematics Instruction,Computer Uses in Education,Educational Technology,Middle School Students,Algebra,Problem Solving,Scores,Knowledge Level,Mathematics Skills,Grade 6,Grade 7,Pretests Posttests,Regression (Statistics),Statistical Analysis

Math homework is transforming at a rapid rate with the continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. In the current study, middle school students (N = 143) solved a set of challenging algebraic problems on a computer-based homework assignment and received (1) no feedback, (2) correct-answer feedback, (3) try-again feedback, or (4) explanation feedback after each problem. Feedback resulted in higher posttest scores than no feedback, and this was true regardless of feedback type. On transfer items, correct-answer feedback has positive effects for low-knowledge students, but neutral effects for higher-knowledge students. Results suggest the provision of basic feedback on computer-based homework can benefit novice students' mathematics problem solving. [For the complete proceedings, see ED583608.]
What Do Students Attend to When First Graphing Planes in R[superscript 3]?
Author: Dorko, Allison
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Graphs,Mathematics Instruction,Mathematical Concepts,College Mathematics,Calculus,Mathematical Logic,Interviews,Comparative Analysis

This paper considers what students attend to as they first encounter R[superscript 3] coordinate axes and are asked to graph y = 3. Graphs are critical representations in single and multivariable calculus, yet findings from research indicate that students struggle with graphing functions of more than one variable. We found that some students thought y = 3 in R[superscript 3] would be a line, while others thought it would be a plane. In creating their graphs, students attended to equidistance, parallelism, specific points, and the role of x and z. Students' use of these ideas was often generalised from thinking about the graphs of y = b equations in R[superscript 2]. A key finding is that the students who thought the graph was a plane always attended to the z variable as free. [For the complete proceedings, see ED583608.]
Plotting Points: Implications of &quot;Over and Up&quot; on Students&apos; Covariational Reasoning
Author: Frank, Kristin M.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,College Students,College Mathematics,Mathematical Concepts,Concept Formation,Multiplication,Cognitive Processes,Interviews,Graphs,Animation

In this study I investigate Saldanha and Thompson's (1998) claim that conceptualizing a coordinate pair in the Cartesian coordinate system as a multiplicative object, a way to unite two quantities' values, supports students in conceptualizing graphs as emergent representations of how two quantities' values change together. I presented three university precalculus students with an animated task showing varying values of two quantities along the axes and asked each student to sketch a graph of how the two quantities changed together. In this paper I document the difficulty students encountered when they did not conceptualize a coordinate pair as a multiplicative object. I address why the convention of &quot;over x and up y&quot; inhibits students from constructing a coordinate pair as a multiplicative object and I provide recommendations for supporting students in constructing coordinate pairs as multiplicative objects. [For the complete proceedings, see ED583608.]
What Does It Mean to &quot;Understand&quot; Concavity and Inflection Points?
Author: Jones, Steven R.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematical Concepts,Concept Teaching,Teaching Methods,Postsecondary Education,Mathematics Skills,Thinking Skills,Instructional Effectiveness,Teaching Models,Cognitive Ability

The calculus concepts of concavity and inflection points are often given meaning through the shape or curvature of a graph. However, there appear to be deeper core ideas for these two concepts, though the research literature has yet to give explicit attention to what these core ideas might be or what it might mean to &quot;understand&quot; them. In this paper, I propose a framework for the concavity and inflection point concepts, using the construct of covariation, wherein I propose conceptual (as opposed to mathematical) definitions that can be used for both research and instruction. I demonstrate that the proposed conceptual definitions in this framework contain important implications for the teaching and learning of these concepts, and that they provide more powerful insight into student difficulties than more traditional graphical interpretations. [For the complete proceedings, see ED583608.]
&quot;Relational&quot; Equity: Elementary Students Co-Construct a Social-Mathematical Power Dynamic during Collaborative Engagement on Equivalence Tasks
Author: Brown, Sarah A.
Date: 2016-11-00
Type: Reports - Research
Subjects: Qualitative Research,Elementary School Students,Cooperative Learning,Problem Solving,Mathematical Concepts,Mathematical Logic,Interaction,Power Structure,Grade 2,Grade 3,Pretests Posttests,Interviews,Elementary School Mathematics

We report a qualitative analysis of elementary school students engaged in collaborative problem solving involving mathematical equivalence tasks. We build on previous research showing that students often use strategies based on either operational or relational understandings of the equal sign. We closely analyze three cases and identify nuanced aspects of the social interaction that influence whether and how students develop and use operational or relational strategies toward a final solution. Students' demonstrated understandings of the equal sign during collaboration aligned with those identified in past research. We argue that a social-mathematical power dynamic was co-constructed in each of the dyads, and the ways students navigated that dynamic affected the quality of individual engagement and therefore learning. [For the complete proceedings, see ED583608.]
Learning Skills: Connecting Process and Structure for Student Centered Distance Learning
Author: Dakin, Glenn H.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Learning Processes,Student Centered Learning,Distance Education,Lifelong Learning,Skill Development,Electronic Learning,Locus of Control,Learning Strategies,Educational Attitudes,Beliefs,Prior Learning,Internet,Active Learning,Training,Constructivism (Learning),Self Motivation,Self Esteem,Best Practices

Life-long learning is a process. Learning skill ability is common to all as well as individually unique. A learner's beliefs are constantly susceptible to conditioning from external expectations. A discussion reflects on techniques for strengthening distance-learning skills in this technological age.