ethanporcaro/eric-fulltext-meta huggingface dataset:
Enablers and Obstacles in Teaching and Learning of Mathematics: A Systematic Review in LUMAT Journal
Author: Kayan Fadlelmula, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Teaching Methods,Learning Processes,Learner Engagement,Mathematics Teachers,Mathematics Instruction,Periodicals,Teacher Collaboration,Research Reports,Active Learning,Meta Analysis,Graduate Students,Undergraduate Students,Kindergarten,Elementary Secondary Education

This paper presents results of a systematic review of papers published at the LUMAT journal on the current issues positively and negatively affecting teaching and learning in mathematics, in concurrence with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis also offers insight into the most studied topics in mathematics education research, including key demographic and methodological characteristics such as year of publication, participants, education level, research methodologies, and research focus. Data was gathered from the studies published in the &quot;LUMAT: International Journal on Math, Science and Technology Education,&quot; starting from its first volume in 2013. So far, 225 articles were published in this journal, with 133 studies written in English and 51 studies related to mathematics. Although earlier studies support the notion that mathematics education is mostly traditional, this review suggests current research has thorough and positive outcomes, such that mathematics educators are likely to implement non-traditional approaches, encouraging student engagement, peer collaboration, and mathematical discourse. Certainly, in such learning environments, students tend to feel more motivated and less anxious about learning mathematics. They may also be more active and responsible in their learning, collaborate with peers, and get into mathematical discussions. Yet, there are also a number of difficulties and obstacles highlighted both in teaching and learning of mathematics. The findings might inspire several instructional implications for mathematics educators, curriculum developers, and researchers. Recommendations are given to add into what the existing literature claims and offer greater empirical evidence to support the verdicts.
Developing Mathematical Problem-Solving Skills in Primary School by Using Visual Representations on Heuristics
Author: Kaitera, Susanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Problem Solving,Elementary School Students,Heuristics,Teaching Methods,Visual Aids,Grade 5,Mathematical Logic,Foreign Countries

Developing students' skills in solving mathematical problems and supporting creative mathematical thinking have been important topics of Finnish National Core Curricula 2004 and 2014. To foster these skills, students should be provided with rich, meaningful problem-solving tasks already in primary school. Teachers have a crucial role in equipping students with a variety of tools for solving diverse mathematical problems. This can be challenging if the instruction is based solely on tasks presented in mathematics textbooks. The aim of this study was to map whether a teaching approach, which focuses on teaching general heuristics for mathematical problem-solving by providing visual tools called Problem-solving Keys, would improve students' performance in tasks and skills in justifying their reasoning. To map students' problem-solving skills and strategies, data from 25 fifth graders' pre-tests and post-tests with non-routine mathematical tasks were analysed. The results indicate that the teaching approach, which emphasized finding different approaches to solve mathematical problems had the potential for improving students' performance in a problem-solving test and skills, but also in explaining their thinking in tasks. The findings of this research suggest that teachers could support the development of problem-solving strategies by fostering classroom discussions and using for example a visual heuristics tool called Problem-solving Keys.
Identifying and Promoting Young Students&apos; Early Algebraic Thinking
Author: Wettergren, Satta
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Elementary School Students,Persuasive Discourse,Mathematical Logic,Elementary School Mathematics,Grade 2,Grade 3,Grade 4,Thinking Skills

Algebraic thinking is an important part of mathematical thinking, and researchers agree that it is beneficial to develop algebraic thinking from an early age. However, there are few examples of what can be taken as indicators of young students' algebraic thinking. The results contribute to filling that gap by analyzing and exemplifying young students' early algebraic thinking when reasoning about structural aspects of algebraic expressions during a collective and tool-mediated teaching situation. The article is based on data from a research project exploring how teaching aiming to promote young students' algebraic thinking can be designed. Along with teachers in grades 2, 3, and 4, the researchers planned and conducted research lessons in mathematics with a focus on argumentation and reasoning about algebraic expressions. The design of teaching situations and problems was inspired by Davydov's learning activity, and Toulmin's argumentation model was used when analyzing the students' algebraic thinking. Three indicators of early algebraic thinking were identified, all non-numerical. What can be taken as indicators of early algebraic thinking appear in very short, communicative micro-moments during the lessons. The results further show that the use of learning models as mediating tools and collective reflections on a collective workspace support young students' early algebraic thinking when reasoning about algebraic expressions.
A Study of Move Analysis in American NPOs&apos; Online Fundraising Pages: A Comparison between Domestic and Global Campaigns in Health Operations
Author: Sakulthong, Nuttiya
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Health,Global Approach,English (Second Language),Second Language Learning,Computer Mediated Communication,Web Sites,Language Usage,Nonprofit Organizations,Fund Raising,Discourse Analysis,Persuasive Discourse,Language Styles,Writing (Composition),Computational Linguistics

This study examines the language used in the campaign descriptions (CDs) posted by nonprofit organizations (NPOs) through www.globalgiving.org, an international fundraising platform for nonprofits around the world. The purpose of this study aims to identify the similarities and differences among those that occurred in the campaign descriptions of domestic and global campaigns under the theme of health operations. One condition is that each NPO has to write a campaign description following the template provided by the website, which contains four different sections: 'Summary', 'Challenge', 'Solutions', and 'Long-term Impact'. A move analysis on 158 CDs found six moves and 15 steps used across the descriptions in both corpora. The results suggested that 'Identifying the Locations of the Problem' was an essential move for the global campaigns, while this move was not necessary to be included in the domestic campaigns. The common rhetorical moves found in this study can help other NPOs that are planning on putting their campaigns online by writing their descriptions in English. The results will benefit nonprofits around the world. Language learners and professionals can also learn the persuasive writing style of fundraising discourses in this study.
Languaging and Conceptual Understanding in Engineering Mathematics
Author: Rinneheimo, Kirsi-Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Engineering Education,Mathematics Skills,Calculus,College Students,Concept Formation,Educational Technology,Technology Uses in Education,Mathematical Logic,Language Usage,Thinking Skills,Persuasive Discourse,Symbolic Language,Pictorial Stimuli

The ability to apply mathematical concepts and procedures in relevant contexts in engineering subjects sets the fundamental basis for the mathematics competencies in engineering education. Among the plethora of digital techniques and tools arises a question: Do the students gain a deep and conceptual enough understanding of mathematics that they are able to apply mathematical concepts in engineering studies? This paper introduces the use of languaging exercises in the engineering mathematics course 'Differential Calculus' during the spring semester 2020, at Tampere University of Applied Sciences, TAMK. In this study, the students' conceptual understanding and learning of differential calculus is researched. In the learning process, the languaging method is used to deepen the conceptual understanding of the concepts of differential calculus. Pre-test/post-test setup was used to see the possible gain in conceptual understanding. During the course, students did online assignments, which included languaging exercises. Students described the concepts of differential calculus using natural language, pictures, or a combination of them. The students were also asked to fill in a self-evaluation form to collect their perception of their own knowledge of mathematical skills. Mid-term and final exams summarized the acquired knowledge. The study aimed to enhance the learning outcomes and to gain a deeper understanding of mathematical concepts by exploiting the languaging method.
Building Virtual Rapport with Emotion Expressions: Hotel Responses to Positive Online Reviews
Author: Taw, Ly Wen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Affective Behavior,Hospitality Occupations,Housing,English for Special Purposes,Computer Mediated Communication,Business Communication,Business Education,Interpersonal Relationship,Status,Language Usage,Responses

The rapid digital revolution in recent decades has transformed conventional Word-of-Mouth (WOM) into electronic WOM (eWOM). The significance of digital emotion in eWOM has been widely recognized due to its influential effect on consumer trust. There is increasing research on digital emotion contagion, which refers to exposure to emotions on digital platforms, which evokes internet users' emotions. Drawing on Spencer-Oatey's (2008) Rapport Management Model (RMM), this study investigates the stylistic domain of RMM, focusing on the affective lexical resources that express emotions used by Malaysian hotels when responding to positive online reviews on TripAdvisor. These affective lexical resources were analyzed using Martin and White's (2005) Appraisal Theory. The findings demonstrated that the five- and four-star hotels had higher frequencies of affective lexical variation than did the three-star hotels. From the perspective of RMM, the affective lexical choices used by the high-end Malaysian hotels appeared to reflect the cultural values of gratitude and respect in Asian hospitality in fostering virtual emotional connections with reviewers. This study enriches the work on English for Specific Purposes (ESP) course design as digitally engaging via online business communication should be an integral part of business-related ESP courses.
&quot;Learning Models&quot;: Utilising Young Students&apos; Algebraic Thinking about Equations
Author: Eriksson, Inger
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Thinking Skills,Teaching Methods,Models,Equations (Mathematics),Teacher Student Relationship,Case Studies,Grade 1,Learning Activities,Elementary School Students,Mathematics Curriculum,Educational Change,Classroom Communication,Sociocultural Patterns,Foreign Countries

The overarching aim of this article is to exemplify and analyse how some algebraic aspects of equations can be theoretically explored and reflected upon by young students in collaboration with their teacher. The article is based upon an empirical example from a case study in a grade 1 in a primary school. The chosen lesson is framed by the El'konin-Davydov curriculum (ED Curriculum) and learning activity theory in which the concept of a &quot;learning model&quot; is crucial. Of the 23 participating students, 12 were girls and 11 boys, approximately seven to eight years old. The analysis of data focuses on the use of learning models and reflective elaboration and discussions exploring algebraic structures of whole and parts. The findings indicate that it is possible to promote the youngest students' algebraic understanding of equations through the collective and reflective use of learning models, and we conclude that the students had opportunity to develop algebraic thinking about equations as a result of their participation in the learning activity.
Student Teachers&apos; Common Content Knowledge for Solving Routine Fraction Tasks
Author: Tossavainen, Anne
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Foreign Countries,Elementary School Teachers,Fractions,Knowledge Base for Teaching,Teacher Education,College Students

This study focuses on the knowledge base that Swedish elementary student teachers demonstrate in their solutions for six routine fraction tasks. The paper investigates the student teachers' common content knowledge of fractions and discusses the implications of the findings. Fraction knowledge that student teachers bring to teacher education has been rarely investigated in the Swedish context. Thus, this study broadens the international view in the field and gives an opportunity to see some worldwide similarities as well as national challenges in student teachers' fraction knowledge. The findings in this study reveal uncertainty and wide differences between the student teachers when solving fraction tasks that they were already familiar with; two of the 59 participants solved correctly all tasks, whereas some of them gave only one or not any correct answer. Moreover, the data indicate general limitations in the participants' basic knowledge in mathematics. For example, many of them make errors in using mathematical symbol writing and different representation forms, and they do not recognize unreasonable answers and incorrect statements. Some participants also seemed to guess at an algorithm to use when they did not remember or understand the correct solution method.
Supporting Argumentation in Mathematics Classrooms: The Role of Teachers&apos; Mathematical Knowledge
Author: Francisco, John M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Mathematics Education,Knowledge Base for Teaching,Teacher Role,Mathematics Instruction,Problem Solving,Student Development,Grade 6,Elementary School Teachers,Elementary School Students,Algebra,Logical Thinking,Probability

Reform movements in mathematics education advocate that mathematical argumentation play a central role in all classrooms. However, research shows that mathematics teachers at all grade level find it challenging to support argumentation in mathematics classrooms. This study examines the role of teachers' mathematical knowledge in teachers' support of argumentation in mathematics classroom. The study addresses a documented need for a better understanding of the relationship between mathematical knowledge for teaching and instruction by focusing on how the knowledge influences teachers' support of argumentation. The results provide insights into particular aspects of teachers' mathematical knowledge that influence teachers' support of students' development of valid mathematical arguments in mathematics classrooms and suggest implications for research and practice.
Effects of Using Online Corpus and Online Dictionary as Data-Driven Learning on Students&apos; Grammar Mastery
Author: Fauzan, Akhmad
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Mastery Learning,Electronic Publishing,Dictionaries,Comparative Analysis,Language Tests,Computational Linguistics,Student Attitudes,State Universities,Undergraduate Students,Foreign Countries

This study compares the effects of using online corpus and online dictionary as Data-Driven Learning (DDL) on EFL students' grammar mastery and their perceptions after learning with the two media in grammar instruction. The experiment with a counterbalanced design was employed with two replications, and 65 students in two intact classes participated. In the first replication, 33 students of the first group learned grammar with an online corpus, while 32 students of the second group learned using an online dictionary. In the second replication, the first group of students learned grammar with an online dictionary, while the second group learned with an online corpus. After each replication, the students took a grammar test and filled in a questionnaire. The grammar tests after learning with an online corpus were compared to the results of the grammar tests after learning with an online dictionary. Then the students' responses on both media were also compared. The statistical evidence comparing grammar test results reveals no statistical difference in students' grammar mastery after learning with an online corpus and an online dictionary. The same result is obtained when comparing their perceptions after learning with both media.
EFL Tertiary Learners&apos; Percpetions of Self-Assessment on Writing in English
Author: Dhanarattigannon, Jiraporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Self Evaluation (Individuals),Student Attitudes,Writing Skills,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Foreign Countries,Diaries,Undergraduate Students,Metacognition,Writing Attitudes,Writing Improvement

Self-assessment (SA) allows students to evaluate their language performance, as well as encourage and stimulate their language learning. However, only a few studies have been conducted on self-assessment in EFL contexts, particularly in Thailand. Among these studies, they have rarely focused on students' perceptions and how they use self-assessment to improve their writing ability. Thus, this study explored university EFL students' perceptions and reflections on the use of self-assessment in English writing in Thailand. A mixed-methods research design was used to explore a total of 41 students in two classes (18 and 23 students). Questionnaires, self-assessment forms, and reflective journals were used to collect data from two groups of students enrolling in writing courses at two universities. Mean, S.D., and dependent t-test were used for the analysis of quantitative data, while content analysis was used for the analysis of qualitative data. The results revealed that these students perceived self-assessment as a tool for writing development (self-monitoring), a means of improving their attitudes about writing, and a means of developing their self-confidence. The results suggest that using self-assessment can help students become independent learners and improve their performance in English writing.
Preschoolers&apos; Ways of Experiencing Numbers
Author: Björklund, Camilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Arithmetic,Skills,Learning Processes,Numbers,Student Experience,Cognitive Processes,Time Factors (Learning),Foreign Countries

In this paper we direct attention to 5-6-year-olds' learning of arithmetic skills through a thorough analysis of changes in the children's ways of encountering and experiencing numbers. The foundation for our approach is phenomenographic, in that our object of analysis is differences in children's ways of completing an arithmetic task, which are considered to be expressions of their ways of experiencing numbers and what is possible to do with numbers. A qualitative analysis of 103 children's ways of encountering the task gives an outcome space of varying ways of experiencing numbers. This is further analyzed through the lens of variation theory of learning, explaining why differences occur and how observed changes over a prolonged period of time can shed light on how children learn the meaning of numbers, allowing them to solve arithmetic problems. The results show how observed changes are liberating new and powerful problem-solving strategies. Emanating from empirical research, the results of our study contribute to the theoretical understanding of young children's learning of arithmetic skills, taking the starting point in the child's lived experiences rather than cognitive processes. This approach to interpreting learning, we suggest, has pedagogical implications concerning what is fundamental to teach children for their further development in mathematics.
Evaluating Implicit and Explicit Exposure to ESL and Their Influence on Motivation
Author: Liyana, Tg Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Language Fluency,Undergraduate Students,Student Attitudes,Language Attitudes,Receptive Language,Expressive Language,Private Colleges,Foreign Countries

Extensive SLA research has led to a myriad of teaching and learning methods. Implicit and explicit English language exposures constitute important components utilized in English language education. In Malaysia, the English language status had been downgraded for a period of time after the pre-independence era resulting in reduced English language exposure in classrooms. This has contributed in producing decreased English language fluency among graduates and it has raised the question as to which of the two language exposure modes best motivates language learning. Accordingly, the present study investigated whether doing receptive and productive language activities implicitly or explicitly correlates with motivation (low to high) among Malaysian higher education students. 445 from 460 undergraduate respondents from different public and private higher education institutions were selected following data cleaning. The initial analysis for descriptive data using the SPSS was followed by the structural model analysis using the PLS-SEM. The results show that explicit ESL exposure increased motivation to learn English. Implicit exposure, by contrast, did not directly increase motivation to learn English. Future research should examine how implicit (vs. explicit) language exposure influences different elements of language learning (e.g., syntax, semantics) to further verify the significance of present study's measurement items.
Understanding &quot;Proportion&quot; and Mathematical Identity: A Study of Japanese Elementary School Teachers
Author: Kambara, Kazuyuki
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Professional Identity,Mathematical Concepts,Mathematics Instruction,Teaching Methods,Student Attitudes,Teacher Education Programs,Preservice Teachers,Foreign Countries,Pedagogical Content Knowledge

Studies have found that problems exist with respect to elementary school teachers' understanding of proportions and their knowledge of the appropriate methods for teaching the concept. This study aims to help aspiring elementary school teachers form a healthy mathematical identity and deepen their understanding of mathematics. This quantitative study employed the descriptive-research survey method, surveying 86 students in 2019 and 110 students in 2021. Data were gathered using a survey questionnaire designed by Kumakura et al. (2019), with minor modifications made by the author. A major finding was that many students want to become elementary school teachers but are uncomfortable with the concept of proportions. Another important finding is that it is a challenge for students who wish to become elementary school teachers at a traditional school (University A) to hone their ability to use mathematical expressions and develop their sense of quantity. The findings suggest that it is important to help such students understand the content and refine their expressions.