ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Role of Visual Imagery in Learning Mathematics
Author: Murphy, Carol
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Spatial Ability,Visualization,Foreign Countries,Freehand Drawing,Nonverbal Communication,Verbal Communication,Difficulty Level,Number Concepts,Elementary School Students,Grade 2,Young Children,Logical Thinking

This paper reports on exploratory research into visual imagery in the learning of early mathematics. It aims to present a theoretical position in relation to perceptual perspectives of visual imagery. Students' visual imagery is explored in one example of a teacher's use of a protocol to encourage students to replicate dot patterns. This example indicated that some students were unable to accurately replicate the spatial and numerical features of the dot patterns. &quot;Discernment&quot; and &quot;determinism&quot; are considered as key elements impacting on the students' imagery, and consideration is given to a focus on these key elements in future research on the use of visual representations in the mathematics classroom.
Maths Anxiety and Poor Performance: Targeted Tuition to Break the Vicious Cycle
Author: Kestel, Eugénie
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Performance Factors,Elementary School Students,Middle School Students,Learning Problems,Videoconferencing,Synchronous Communication,Program Effectiveness,Numeracy,Foreign Countries,Tutoring

In this paper, part of a larger study investigating the efficacy of targeted tuition for 30 upper primary and middle school students with mathematical learning difficulties (MLD) is described. Mathematics anxiety (MA) was measured before and after 24 individual tuition sessions delivered to one group by personal videoconferencing (PVC) and to another group face-to-face (FtF). Comparisons of pre- and post-test anxiety ratings showed significantly decreased MA levels for the PVC tuition group but not the FtF group. Both groups showed significant improvements in standardised mathematics scores after the tuition. These results suggest that targeted tuition delivered by PVC may decrease MA in students with MLD.
Multi-Dimensional Instructional Frameworks: A Promising Form of Domain-Specific Instructional Design
Author: Ellemor-Collins, David
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Teaching Methods,Guidelines,Mathematics Instruction,Intervention,Multiplication,Inquiry,Problem Solving,Teacher Student Relationship

Literature on learning trajectories is reviewed, and challenges in developing designs to support responsive instruction are highlighted. A distinctive form of design called a &quot;multi-dimensional instructional framework&quot; is introduced. These frameworks span key dimensions of mathematisation, such as notating and distancing the setting, with each dimension outlined by a progression of levels. A framework comprises the matrix of combinations of levels across its dimensions. The framework form is described, and illustrated with the frameworks for two domains, drawn from a program of design research. The potential of the form to support responsive instruction is discussed, and considered to be promising.
Monitoring and Prompting Emergent Algebraic Reasoning in the Middle Years: Using Reverse Fraction Tasks
Author: Pearn, Catherine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Progress Monitoring,Prompting,Algebra,Middle School Students,Fractions,Problem Solving,Screening Tests,Questionnaires,Scores,Foreign Countries,Thinking Skills,Middle School Mathematics

To succeed in mathematics middle-years' students must move from additive to multiplicative thinking and from arithmetic calculations to generalised algebraic strategies. If we ask the right questions this progression can be monitored and prompted through fraction tasks. Students' solution strategies for fraction tasks vary from a dependence on diagrams, to methods that demonstrate algebraic reasoning. Based on testing and interviews two frameworks have been developed. The first is used to classify strategies students use to find an unknown whole, when given a known fractional part of the whole, and its equivalent quantity. The second framework monitors the extent to which algebraic reasoning is apparent when opportunities for generalised responses are prompted.
Refocusing Higher Education on Career Outcomes
Author: Desai, Ashutosh
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Career Readiness,Outcomes of Education,Behavioral Objectives,Student Loan Programs,Educational Change,Reports,Institutional Evaluation,Accreditation (Institutions),Partnerships in Education,Educational Legislation,Federal Legislation,Educational Quality,Outcome Based Education

Students today face a grim reality: they pay exorbitant tuition costs--often for little gain. In recent decades, policymakers and educational institutions have focused on increasing access and funding for first-generation, low-income, and minority students. But these efforts have failed to close the achievement gap because they do nothing to change the nature of the educational programs. Instead of funding and access, the focus should be on program delivery and the link between learning objectives and career success. In attempting to reform education, the focus should be on the career outcomes that various forms of higher education produce. In this report, the author will detail five changes that would improve outcomes for students by aligning their interests with the interests of higher-education institutions: (1) Implement risk-sharing for Title IV loans to incentivize schools to prepare students for careers; (2) Require schools to report job outcomes to help students make smart choices; (3) Encourage accreditors to seek and support innovation; (4) Partner with philanthropic organizations to create pay-for-success grants for innovative experiments; and (5) Reform the Educational Quality through Innovative Partnerships (EQUIP) program to allow new programs to access Title IV funding and give college credit. The author approaches these challenges from the perspective of a college dropout.
Factors That Influenced Year 11 Students&apos; Choices to Use CAS for Selected Algebra Problems
Author: Cameron, Scott
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Secondary School Mathematics,Secondary School Students,Algebra,Problem Solving,Computer Assisted Instruction,Student Attitudes,Mathematics Skills,Difficulty Level,Decision Making

This paper reports the factors that three Year 11 mathematics students identified as influencing their choice to use a Computer Algebra System (CAS) for solving selected problems, some of which were expected to be outside their pen-and-paper (p&amp;p) range. In individual interviews, the students were presented with eleven algebra problems and were asked to indicate the items that they would choose CAS for, and to provide a rationale for their choices. Factors that influenced students' choices included their perception of the amount of p&amp;p working required, their p&amp;p facility, the complexity of the problem and the presence of words in the problem statements which were CAS commands (for example, solve).
How Do Teachers Learn? Different Mechanisms of Teacher In-Class Learning
Author: Chan, Man Ching Esther
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Foreign Countries,Learning Processes,Beliefs,Professional Development,Elementary School Teachers,Secondary School Teachers,Knowledge Level

This paper elaborates on the teacher change process described in the Interconnected Model of Teacher Professional Growth by providing empirical evidence from a study that investigated the knowledge construction process of three mathematics teachers in Melbourne, Australia. Through a research design that aimed to facilitate teacher reflection regarding their learning processes during the design and teaching of lessons, two mechanisms of teacher learning were identified: consolidation in terms of reinforcement of existing knowledge and beliefs, and realisation of new knowledge and beliefs. This finding prompted a reconceptualisation of the nature of teacher professional growth.
Impact of Spiral Teaching on Quadratics: Action Research with Grade 11 Students in Mauritius
Author: Dhunny, Ridhwaanah Hanna
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Grade 11,High School Students,Mathematics Instruction,Spiral Curriculum,Action Research,Mastery Learning,Mathematics Achievement,Males,Course Content,Mathematical Concepts,Retention (Psychology),Worksheets,Student Attitudes,Time on Task,Foreign Countries

This study explores the impact of spiral teaching on students' performance on Quadratics at O-level. Eight boys from Grade 11 participated in the action research study, in which a mixed method was used. Data were collected using questionnaires, worksheet and interviews. Analysis revealed that spiral teaching has positive impact on students in terms of mathematical fluency, content retention and mastery of concepts in quadratics. Most of the students agreed that spiral teaching helped to improve their understanding of the topic. However, a major challenge is the subsequent reduction in instructional time when reviewing of previous lessons.
Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence
Author: Fielding-Wells, Jill
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Inquiry,Mathematical Concepts,Concept Formation,Teaching Methods,Measurement,Geometry,Foreign Countries,Evidence,Planning,Elementary School Teachers,Elementary School Mathematics

Guided Mathematical Inquiry (GMI) supports the development of deep understandings about mathematics concepts as students learn to address inquiry questions with evidence-based claims. Developing an evidence-based focus has been shown to be problematic with children. This paper presents how a framework for evidence was developed through the expert knowledge of teachers experienced in GMI with components trialled and illustrated using a Year 3 classroom unit on measurement and geometry. This framework can be used to give insight into the complexity of an evidence-focus in mathematics and support further research.
Investigation of 10th Grade Students&apos; Agency and Authority in a Mathematics Problem-Based Learning Classroom
Author: Naimsamphao, Phongwasu
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 10,High School Students,Student Empowerment,Secondary School Mathematics,Problem Based Learning,Student Attitudes,Foreign Countries,Active Learning,Personal Autonomy,Mathematics Instruction

This study aims to investigate 10th grade students' agency and authority in a mathematics problem-based learning (PBL) classroom. The participants were 40 Grade 10 students. The data were collected during January-February of 2019 from twelve PBL lesson plans, Agency and Authority Observation Forms, Teacher's Notes, Students' Reflections and Students' In-Depth Interview Forms. The Agency and Authority Observation Forms were adapted from Schoenfeld and Floden (2014). The researchers found that all of the students' agency and authority dimensions in all steps of the PBL process were observable. The overall level of each dimension was at a high level.
Impact of Teachers&apos; Participation in Networked Learning Community on Classroom Practices
Author: Seto, Cynthia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Participation,Communities of Practice,Teacher Collaboration,Mathematics Teachers,Teaching Methods,Pretests Posttests,Classroom Environment,Foreign Countries,Mathematics Instruction,Elementary Secondary Education

Professional collaboration among teachers from different schools is generally recognised as a conduit for teachers to improve their practice. This paper presents findings from a study to investigate the impact of teachers' participation in a mathematics networked learning community (NLC) on classroom practices. Using a pretest-posttest quasi-experimental design, statistical analyses indicate that pre-post changes in learning environment and enjoyment scales were moderate to large in magnitude for all scales for the experimental group as compared with the comparison group. Generally, this study provides support that teachers' participation in NLC has positive impact on their classroom learning environment, especially in the scales on involvement and teacher support.
Individualism and Collectivism: Examining Student Mathematical Identity in Hierarchal Grouping Arrangements
Author: James, Jennifer
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Individualism,Collectivism,Low Achievement,Self Concept,Mathematics Instruction,Case Studies,Mathematics Skills,Foreign Countries,Ability Grouping,Student Diversity,Cultural Influences,Social Influences,Single Sex Schools,High School Students,Ethnicity,Student Attitudes

This paper is an investigation into the impact of a hierarchal and exclusive ability grouping framework on the self-perception and mathematical identity of diverse students in Aotearoa, New Zealand. Research interest in the low achievement of certain groups of students is growing as a result of increased understanding of the impact of cultural and societal norms. However, there has been less research into factors that influence how to support student perception to promote effective learning. This case study examines how perceptions of ability can be viewed as either exclusive or inclusive, and how this can be used to capture and cater to the complexity of a student's identity as a mathematician.
Insights about the Progress of Grade 1 Children Who Are Mathematically Vulnerable and Participate in a Mathematics Intervention Program
Author: Gervasoni, Ann
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: At Risk Students,Young Children,Elementary School Students,Intervention,Mathematics Instruction,Foreign Countries,Supplementary Education,Progress Monitoring,Program Effectiveness,Numeracy,Grade 2,Grade 1

This paper reports on the longitudinal results over 12 months of 342 Grade 1 children from 57 schools in Sydney, Australia, who participated in the &quot;Extending Mathematical Understanding&quot; (EMU) Intervention Program. Their vulnerability in four whole number domains is described, and the extent to which this changed after 12 months. Overall the EMU students made accelerated progress when compared with all Grade 1 students (N = 3277) and the number of domains for which they were vulnerable decreased when assessed 12 months later. However, 75% of the children who received this supplementary support remained vulnerable in at least one number domain the following year.
Taking Education to Students: How Public Universities Have Lagged Online and What They Can Do to Catch Up. Solutions from beyond the Beltway
Author: Urdan, Trace
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Access to Education,Public Colleges,Online Courses,Barriers,Adult Students,Educational Legislation,Enrollment Management,Student Recruitment,Institutional Mission,Undergraduate Study,Program Development,Competition,Proprietary Schools,Marketing,State Universities,Nontraditional Students,Virtual Classrooms

Fewer than half of working-age adults hold a credential beyond a high school diploma. As the economy increasingly moves from an industrial base to a knowledge base, this population will need access to high-quality degree programs in relevant fields. Fortunately, online learning has made this achievable. The challenge of serving this population with online programs is a fitting task for America's public universities; however, to date, they have largely failed to meet it. Public universities have ceded market share to private providers, failed to achieve meaningful scale, and generally underperformed relative to the market opportunity and the imperative of their missions. This failure is not one of pedagogy or course design or quality. Rather, it is primarily a failure of market awareness, as well as business and legislative design. This report describes how changes in approaches to student recruitment and enrollment, as well as rethinking some common legislative mechanisms for funding higher education, can make a big difference in allowing public institutions to reclaim market share and even expand the market of online learners in their home states and beyond.
Readiness Matters: The 2018-2019 Kindergarten Readiness Assessment Report
Author: Maryland State Department of Education
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,School Readiness,Academic Standards,Gender Differences,Racial Differences,Ethnicity,Asian American Students,White Students,African American Students,Hispanic American Students,Students with Disabilities,English Language Learners,Low Income Students,Child Care Centers,Preschools,Language Skills,Literacy,Mathematics Skills,Interpersonal Competence,Well Being,Psychomotor Skills,Achievement Gap,Counties,Multiracial Persons,Preschool Education,State Legislation,School Districts,Accountability,State Standards,Data Analysis

Assessing students at kindergarten entry allows teachers to effectively plan instruction that meets individual student needs, and those of the class as a whole. Maryland uses Ready for Kindergarten (R4K): Maryland's Comprehensive Early Childhood Assessment System, a single coordinated system for measuring the knowledge, skills, and behaviors and identifying the needs of young children. R4K has two components: (1) Early Learning Assessment (ELA); and (2) Kindergarten Readiness Assessment (KRA). Maryland is one of more than 40 states using assessment tools to measure children's readiness for success in kindergarten. The compiled statewide and jurisdictional data released annually by the Maryland State Department of Education (MSDE) indicate overall kindergarten readiness, as well as average scale scores in each domain and overall readiness for student populations by gender, race/ethnicity, and prior care setting, and for students receiving special services, including children with disabilities, English learners, and students from low-income families. Of the more than 64,000 children that entered Maryland's kindergarten classrooms in school year 2018-2019: 44% are from low-income households, 15% are English learners, and 9% have an identified disability. The KRA 2018-2019 data show: (1) 11 of Maryland's 24 jurisdictions exceeded the statewide average: Anne Arundel, Baltimore, Carroll, Frederick, Garrett, Howard, Kent, Montgomery, Queen Anne's, Somerset, and Worcester Counties; (2) 13 jurisdictions exhibit readiness levels below the statewide average (fewer than 47% demonstrate readiness); (3) More than 28,000 kindergarten children live in one of these jurisdictions, 44% of all kindergarteners; and (4) In six of these jurisdictions, the majority of kindergarteners (&gt;50%) may be eligible for Free and Reduced Price Meals (FaRMs), suggesting a greater than average level of child poverty. [For &quot;Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System. The 2018-2019 Kindergarten Readiness Assessment Technical Report,&quot; see ED594322. For &quot;Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report,&quot; see ED589988.]
Is &apos;Capacity&apos; Volume? Understandings of 11 to 12-Year-Old Children
Author: Ho, Angeline
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Knowledge Level,Mathematical Concepts,Measurement,Foreign Countries,Grade 6,Grade 7,Middle School Students,Mathematics Skills

This paper reports a study that explored 11 to 12-year-olds' conceptions of the terms 'volume', 'capacity' and 'interior volume'. Semi-structured interviews, supported by the use of measurement resources, were used to gain insight into their thinking. Video-recordings of the interviews allowed analysis of dialogue, actions with the materials and gestures used by the students. In general, the students believed that 'capacity' was different to 'volume' but were confused about the difference. The term 'interior volume' was easily understood by the students to mean the space inside a hollow container. We argue that the ambiguity of the term 'capacity' is reflected in the children's confusion about what is actually being measured and the method that should be used to measure it.
Learning from Their Mistakes -- An Online Approach to Evaluate Teacher Education Students&apos; Numeracy Capability
Author: Thai, Thuan
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Preservice Teachers,Diagnostic Tests,Skill Development,Integrated Learning Systems,Foreign Countries,Repetition,Learning Analytics,Computer Assisted Testing,Self Evaluation (Individuals),Feedback (Response)

Teachers' numeracy capability is essential for student learning in the classroom and important across all subject areas, not only within mathematics. This study investigated the use of online diagnostic tests as a form of assessment for learning, to evaluate and support teacher education students (TES) in developing their numeracy skills. Data were collected using the &quot;Test&quot; feature through the Blackboard Learning Management system at two Australian universities. In this paper, we report on trends amongst TES who showed growth in their numeracy capability through the repeated use of the diagnostic test.
Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School
Author: O'Connor, Rollanda E.
Date: 2020-04-00
Type: Reports - Research
Subjects: Vocabulary Development,Middle School Students,English,Language Arts,Students with Disabilities,Learning Disabilities,Special Education,Grade 6,Retention (Psychology),Longitudinal Studies,Teaching Methods,Faculty Development,Comparative Analysis,Academic Language,English Language Learners,Reading Comprehension,Transfer of Training,Language Tests,Expressive Language,Receptive Language

In this multi-year study, we taught English/Language Arts teachers of students with Learning Disabilities in middle school to incorporate 15 minutes of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than students in business-as-usual control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in business-as-usual (BAU, n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age appropriate words (p &lt; 0.001) and on a standardized measure of vocabulary (p = 0.04). [This paper will be published in &quot;Journal of Learning Disabilities.&quot;]
Learning Progressions for Students Working within Level 1 of the New Zealand Mathematics Curriculum
Author: Roberts, Julie
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Learning Processes,Special Needs Students,Teaching Methods,Strategic Planning,Elementary Secondary Education,Vocabulary,Language Usage,Definitions,Curriculum Development,Students with Disabilities

Learning trajectories/progressions are an emerging research focus in mathematics education. A set of descriptors of early progress in mathematics was developed for students with complex needs. Developers leveraged off existing research-based frameworks and meta-analyses, as well as integrating findings from individual research studies in some sub-constructs. Issues emerged during the process that are informative to others working on the development of learning trajectories/progressions.