ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender and VCE Mathematics Subject Enrolments 2001-2015 in Co-Educational and Single-Sex Schools
Author: Forgasz, Helen
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Coeducation,Single Sex Schools,Secondary School Mathematics,Enrollment,Advanced Courses,Gender Differences,STEM Education,Foreign Countries,Secondary School Students,Course Selection (Students)

Declining enrolments in advanced level mathematics at the school level are noted with concern. Whether school type (single-sex school or co-education) affects participation in mathematics continues to be debated. In this article we examine, by school type and gender, statistical data from 2001 to 2015 on Victorian Certificate of Education enrolments in the three mathematics subjects offered at that level. Also explored are the choice of, and reasons for, the school setting assumed to promote STEM studies for girls and boys.
Exploring Ways to Improve Teachers&apos; Mathematical Knowledge for Teaching with Effective Team Planning Practices
Author: Davidson, Aylie
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Knowledge Level,Mathematics Instruction,Knowledge Base for Teaching,Faculty Development,Pedagogical Content Knowledge,Teacher Attitudes,Teamwork,Teacher Collaboration,Cooperative Planning,Elementary School Teachers,Foreign Countries

The process of planning mathematics lessons is complex and presents challenges for teachers, specifically in their Mathematical Knowledge for Teaching (MKT). In this paper, I describe findings from case study research in which a Year 1 teaching team engaged in professional reading and used a specific planning proforma to enhance their MKT. Teachers reported feeling more informed in their planning decisions and overall, reported positive changes to their team planning practices which impacted their classroom teaching.
Fourth-Graders&apos; Meta-Questioning in Statistical Investigations
Author: English, Lyn D.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 4,Foreign Countries,Learner Engagement,Comparative Analysis,Elementary School Students,Elementary School Teachers,Meta Analysis,Questioning Techniques

This paper addresses the initial components of an activity in which 4th-grade students engaged in meta-questioning as they created and refined survey questions with the aim of comparing life across two Australian cities. We propose the term, &quot;meta-questioning&quot;, as a core, underrepresented feature of statistical investigations in the primary school. We report on the nature of the students' initial posed questions and their subsequent refined questions, students' justifications for their question refinements, their anticipated data collection, and developments in their question posing skills. Results include a hierarchy of question types posed by the students and how their question types changed with subsequent refinements.
How Might the Use of Apps Influence Students&apos; Learning Experiences? Exploring a Socio-Technological Assemblage
Author: Calder, Nigel
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Uses in Education,Computer Oriented Programs,Elementary School Students,Mathematics Instruction,Elementary School Mathematics,Problem Solving,Affordances,Handheld Devices,Learning Experience,Electronic Journals,Student Journals,Outcomes of Education,Peer Relationship,Computer Mediated Communication

In this paper, we report on primary-school students' views of their learning experiences when they engaged with mathematical phenomena through apps. The students commented on how they used a range of digital tools within the apps to solve problems, and we consider how the affordances of the mobile technologies, including multi-representation, dynamic and haptic, might influence the learning experiences. In particular, we focus on the interplay between the affordances of the mobile technologies with other social and pedagogical aspects, and ask how the assemblage of social and technological entities might influence mathematical learning experiences.
Investigating Teachers&apos; Perceptions of Enabling and Extending Prompts
Author: Cheeseman, Jill
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Prompting,Mathematics Teachers,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Teaching Methods,Educational Benefits

Differentiating students' learning needs in primary mathematics classrooms is an issue faced by many teachers. One technique designed to differentiate the level of challenge in mathematics tasks is the use of enabling prompts and extending prompts. We report on survey data pertaining to enabling and extending prompts, and teacher noticing of 37 Year 3 to 6 teachers participating in a project investigating the use of challenging tasks. Data were coded and categorised using grounded theory. The teachers valued enabling and extending prompts when implementing challenging mathematical tasks, and using these prompts stimulated them to notice students' reasoning and mathematical communication.
Is Mathematics Education Worthy? From Mathematics for Critical Citizenship to Productivity Growth
Author: Jazby, Dan
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Citizenship,STEM Education,Numeracy,Rhetoric,Innovation,Productivity,Persuasive Discourse,Discourse Analysis,Foreign Countries

Public discourse concerning STEM has an increasing influence on mathematics education, yet the exact role that mathematics plays in STEM is hard to define. I compare STEM to numeracy to investigate how mathematics is repositioned in these two discourses. Each is analysed in terms of rhetorics that argue for the worth of mathematics education. While numeracy viewed mathematics as worthy for critical citizenship, STEM argues that mathematics has worth due to its support of the innovation required for productivity growth. Analysis of the rhetorics is argued to support the mathematics education research community response to changes in public and policy discourses regarding mathematics.
First-Year University Students&apos; Difficulties with Mathematical Symbols: The Lecturer/Tutor Perspective
Author: Pierce, Robyn
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,College Mathematics,Mathematical Concepts,College Faculty,Comprehension,Symbols (Mathematics),College Freshmen,Foreign Countries,Communication Strategies,Difficulty Level,Cognitive Processes

School and university mathematics: Do they speak the same language? Our university mathematics students come from amongst the successful school mathematics students, but what difficulties with symbols do their lecturers and tutors observe? In this paper, we report on data from interviews with 21 first-year lecturers and tutors from four universities. Key emerging themes focused on mathematical communication: the importance of comprehending mathematical symbols and of composing a mathematical narrative consisting of both explanatory words as well as symbols.
Historical Perspectives on the Purposes of School Algebra
Author: Ellerton, Nerida F.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Educational History,Secondary School Mathematics,Role of Education,Mathematics Skills,Foreign Countries

In this paper, we identify, from historical vantage points, the following six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalised arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modelling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. We conclude with brief commentary on the question whether school algebra is a unidimensional field of study.
Transitions in Mathematics Education
Author: FitzSimons, Gail
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Problem Solving,College Mathematics,Immigrants,Foreign Countries,First Generation College Students,Mathematical Concepts,Secondary School Students,Symbols (Mathematics)

The Merriam-Webster dictionary defines &quot;transition&quot; as: (a) the passage from one state, stage, subject, or place to another: change; or (b) a movement, development, or evolution from one form, stage, or style to another. The word transition can refer to an active shift of the person in space and time or status, for example; it can also refer to developments taking place within the person. Transitions may be anticipated by those involved, and hence planned for, or they may result from unexpected changes in people's lives. The papers in this symposium consider transitions in mathematics education affecting both students and teachers, specifically in relation to representations in the first two papers and to values in the third. The papers include: (1) Transitions in Language Use in Primary School Online Mathematical Problem Solving (Duncan Symons and Robyn Pierce); (2) Mathematical Writing and Writing Mathematics: The Transition from Secondary to University Mathematics (Caroline Bardini and Robyn Pierce); and (3) The Valuing of Deep Learning Strategies in Mathematics by Immigrant, First-Generation, and Australia-born Students: Transitions between Cultural Worlds (Abi Brooker, Marian Mahat, and Wee Tiong Seah). Individual papers contain references.
Developing Interactive ICT Tools for the Teaching and Learning of Vectors at A-Level
Author: Angateeah, Khemduth Singh
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Interaction,Teaching Methods,Misconceptions,Secondary School Students,Foreign Countries,Learning Problems,Mathematics Skills,Mathematics Instruction,Mathematical Concepts,Concept Formation,Feedback (Response),Preservice Teacher Education,Teacher Educators,Preservice Teachers,Secondary School Mathematics

The aim of this qualitative study is to embed ICT in the teaching and learning of A-level vectors. Initially, students' learning difficulties and misconceptions in A-level vectors were diagnosed. Then, based on the difficulties identified, concepts in vectors together with interactive tools were developed and integrated in a webpage to enhance the teaching and learning of vectors at A-level. Finally, the tools developed were exposed to trainees for feedback and evaluated using the framework proposed by Pillay and Clarke (2008). The tools met the following criteria: learner focus, integrity, usability, and accessibility.
Indigenous Teacher Education: When Cultural Enquiry Meets Statistical Enquiry
Author: Trinick, Tony
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Teacher Education Programs,Preservice Teacher Education,Cultural Relevance,Knowledge Level,Malayo Polynesian Languages,Pacific Islanders,Foreign Countries,Mathematics Instruction,Teaching Methods,Statistical Analysis,Inquiry,Cultural Influences,Preservice Teachers

For Indigenous students in minority education contexts, it is important that teachers have strategies to combine both cultural knowledge and mathematical knowledge in appropriate ways. This paper presents the results from analysing preservice teachers' statistical enquiry assignment linked to a cultural context, in a Maori-medium teacher education programme. The results indicate that there are many tensions in trying to honour both the learning of cultural and statistical understandings. The findings provide insights to teacher educators about what may be needed to reduce some of these tensions and the implications for teachers working in Maori-medium schools.
Graphic-Rich Items within High-Stakes Tests: Indonesia National Exam (UN), PISA, and TIMSS
Author: Winarti, Destina Wahyu
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Mathematics Achievement,Mathematics Tests,National Competency Tests,High Stakes Tests,Visual Aids,Test Items,Grade 9,Grade 8

In this paper, we undertake a content analysis of mathematics assessment tasks to understand how often graphical representations are embedded within high-stakes national and international tests. A total of 274 items were analysed, consisting of 160 Grade 9 UN items, 88 Grade 8 TIMSS items, and 26 PISA items. Analysis showed that all items in the PISA test were embedded with graphics, with far fewer graphical items in the TIMMS and national UN tests (47% and 33% respectively). We also found that graphical items in UN tests are distinct from PISA and TIMSS, suggesting a misalignment between what is represented in UN tests and international instruments.
Hypothesis of Developmental Dyscalculia and Down Syndrome: Implications for Mathematics Education
Author: Faragher, Rhonda
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Disabilities,Down Syndrome,Comorbidity,Mathematics Education,Arithmetic,Computation,Calculators

In this paper, the hypothesis that Developmental Dyscalculia (DD) is a characteristic of Down syndrome (DS) is proposed. Implications for the hypothesis are addressed: If it were to be confirmed that DS implies DD, what would be the consequences for the mathematics education of learners with DS? The use of prosthetic devices to overcome the impaired calculation capabilities of the brain is essential. Fortunately, electronic calculating devices are readily available. Their routine use opens the possibility of studying areas of mathematics that were once inaccessible.
Initial Teacher Education Students&apos; Reasons for Using Digital Learning Objects When Teaching Mathematics
Author: Hawera, Ngarewa
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Electronic Learning,Mathematics Instruction,Foreign Countries,Educational Technology,Measurement,Student Attitudes,Resource Units

A current issue in initial teacher education (ITE) in Aotearoa, New Zealand is how students can best be supported to use digital technologies for mathematics teaching. While many ITE students are familiar with digital technologies for personal use, they are less likely to know how to incorporate them into the mathematics learning process. Supporting ITE students to become more critical, knowledgeable, skilled, and confident about using digital technologies was the main aim of the study. Forty second-year ITE students were surveyed about the Digital Learning Objects promoted by the Ministry of Education that they would choose to use to teach area measurement. Several different reasons were reported.
&quot;Maths Inside&quot;: A Project to Raise Interest in Mathematics
Author: Coupland, Mary
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Student Interests,Mathematics Teachers,Science Instruction,Partnerships in Education,Student Attitudes,Mathematics,Learner Engagement,Student Participation

In this paper, we provide an overview of the &quot;Maths Inside&quot; project, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary and tertiary levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through provision of rich and investigative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers.
Exploring Undergraduate Mathematics Students&apos; Difficulties with the Proof of Subgroup&apos;s Closure under Operation
Author: Ioannou, Marios
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,College Mathematics,Mathematical Logic,Mathematical Concepts,Introductory Courses,Difficulty Level,Misconceptions,Algebra,Theories

This study aims to explore undergraduate mathematics students' difficulties in their initial encounter with the subgroup test, and in particular in the proof of closure under operation. Subgroup test is one of the first results in an introductory course of Group Theory where students need to cope with the characteristic, for novice students, high level of abstraction. For the purposes of this study, the researcher has used the Commognitive Theoretical Framework. Analysis suggests that students' difficulties are due to various reasons, including the formalism of the definition of group, incomplete metaphors from other mathematical discourses, confusion of the involved structures, and the proof process per se.
Grade 10 Students&apos; Mathematical Understanding and Retention in a Problem-Based Learning (PBL) Classroom
Author: Juakwon, Premanan
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Grade 10,Secondary School Mathematics,Mathematics Education,Comprehension,Retention (Psychology),Problem Based Learning,Mathematics Tests,Mathematical Concepts,Scores,Problem Solving,Mathematics Achievement

In this study, we examined students' mathematical understanding and retention in a problem-based learning (PBL) classroom. The participants were 48 Grade 10 students, and the data were collected in December of 2016. After the end of the PBL lessons, the Mathematical Understanding of Function Test (MUFT) and the Retention Test (RT) were administered. The findings showed that most students demonstrated mathematical understanding of functions in all components and more than 50 percent of the students could pass both tests by the overall mean scores. Moreover, the overall mean difference between the MUFT and the RT was low, which means that the students had retention.
Re-Examining a Framework for Teacher Identity as an Embedder-of-Numeracy
Author: Bennison, Anne
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Numeracy,Foreign Countries,Professional Identity,Models,Pedagogical Content Knowledge,Faculty Development,Communities of Practice,Professional Development,Teaching Methods

Research interest in numeracy is growing as a result of increased understanding of the impact of low levels of numeracy. However, there has been little research on factors that influence how teachers implement learning from professional development interventions to support teachers to promote numeracy learning. This paper reports on how a theoretically developed framework for identity as an embedder-of-numeracy was re-examined through empirical research. Additional factors were added to the framework and each factor included in the framework was explicitly defined. The framework seems to capture the complexity of a teacher's identity in this context and is amenable to empirical research.
Learning from Our Neighbours: The Value of Knowing Their Number History
Author: Owens, Kay
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Indigenous Populations,Mathematics Instruction,Indigenous Knowledge,History,Numbers,Computation,Number Systems,Cultural Influences,Oral Tradition,Geographic Regions

Recent research has supported and extended earlier research on how and for how long Indigenous people of Australasia have been counting. This history values the long history of Indigenous knowledge and re-writes the limited and sometimes false history that many Australian teachers accept and teach about number systems. The current views on the spread and innovation of number systems are critiqued in terms of how oral cultures used and represented large numbers.
Knowledge, Beliefs, and Innovative Curriculum
Author: Lomas, Laurinda
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Curriculum,Curriculum Implementation,Teacher Attitudes,Beliefs,Fidelity,Fractions,Mathematics Achievement,Instructional Innovation,Teaching Methods

In this paper, I report on doctoral research in which I studied the changes in mathematical knowledge and beliefs of two Year 5/6 teachers as they implemented a four-week innovative curriculum unit. Such immersion experiences have the potential to develop teachers' understanding of mathematics in the context of the classroom. Year 6 case study teacher Debbi's experience is discussed in relation to curriculum fidelity and opportunity to learn, in particular the foregrounding of higher achieving students. Debbi's firmly entrenched practices, related beliefs, and affective response to the curriculum presented as the dominant filters for reflection and enaction.
Mastery Learning: Improving the Model
Author: Coupland, Mary
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mastery Learning,College Freshmen,Engineering Education,College Mathematics,Mathematical Concepts,Mastery Tests,Mathematics Tests,Student Attitudes,Student Motivation,Difficulty Level,Computer Assisted Testing

In this paper, we report on developments in the Mastery Learning (ML) curriculum and assessment model that has been successfully implemented in a metropolitan university for teaching first-year mathematics. Initial responses to ML were positive; however, we ask whether the nature of the ML tests encourages a focus on shallow learning of procedures, and whether the structure of the assessment regime provides sufficient motivation for learning more complex problem solving. We analysed assessment data, as well as student reports and survey responses in an attempt to answer these questions.
The Modelling Process and Pre-Service Teacher Confidence
Author: Axelsen, Taryn
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Models,Preservice Teachers,Self Esteem,Foreign Countries,Mathematics Skills,Skill Development,Mathematics Instruction,Teaching Methods,Secondary School Mathematics,Instructional Effectiveness,High School Students

Many teachers and pre-service teachers of mathematics lack experience with teaching methods, such as mathematical modelling, that require a conceptual learning and problem solving approach. To address this problem, this paper presents a study of a method -- the Enhancement, Learning, Reflection (ELR) process -- that has been designed to improve preservice students' confidence in teaching mathematics, with a particular focus on the use of modelling as a teaching method. Results from the case study show that the PST participants involved in the ELR process did indeed experience an increase in confidence in their ability to present the modelling concept to a classroom of high school students.
Using Activity Theory to Understand a Mathematics Leader&apos;s Motivations and Use of Mathematical Knowledge for Teaching
Author: Sexton, Matt
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Teacher Leadership,Teacher Motivation,Elementary School Mathematics,Pedagogical Content Knowledge,Foreign Countries,Catholic Schools

Despite the significance of the role, little is known about mathematics leaders in schools. Rachel, a mathematics leader, was observed leading planning meetings with junior primary teachers. Using activity theory, three of Rachel's motivations were identified: influencing teacher affect, developing shared understandings, and avoiding conflict. Observation and interview data analysis revealed the use of pedagogical content knowledge (PCK) as a tool far more than subject matter knowledge. We posit that the dominant use of knowledge types associated with PCK was due mostly to Rachel's object of avoiding conflict.