ethanporcaro/eric-fulltext-meta huggingface dataset:
National Evaluation of Title III Implementation--A Survey of States&apos; English Language Proficiency Standards
Author: Forte, Ellen
Date: 2012-08-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Program Evaluation,Program Implementation,State Standards,Standard Setting,English Language Learners,Language Proficiency,Linguistic Performance,Academic Standards,Reading Skills,Writing Skills,Communication Skills,Listening Skills,Language Arts,Mathematics,Sciences,Social Studies,History,Phonology,Lexicology,Grammar,Culturally Relevant Education,Second Language Learning,Native Language

The 2001 reauthorization of the &quot;Elementary and Secondary Education Act (ESEA),&quot; represented a turning point in federal policy for the education of English Learners (ELs) in U.S. public schools. At the center of the changes in the 2001 reauthorization of the &quot;ESEA&quot; lie the English language proficiency (ELP) standards. These ELP standards must define expectations for English language proficiency in reading, writing, speaking and listening in kindergarten through grade 12, and provide the basis for curriculum, instruction and assessment to support ELs' acquisition of academic English language proficiency and attainment of the academic content standards. This survey considered states' approaches to meeting the &quot;ESEA&quot; requirements regarding ELP standards, and addressed four basic questions. To address these questions, EL experts from edCount, LLC, examined the ELP standards in use in each of the 50 states and the District of Columbia during the 2008-09 school year. Because 20 states (including the District of Columbia) were using the ELP standards developed by the World-class Instructional Design and Assessment Consortium (WIDA) at that time, the findings presented below represent variation across 32 sets of standards: the state-specific standards in use in 31 states and the WIDA standards in use in 20 states. While this survey provides new information about the state of ELP standards, it did not yield evidence of whether ELP standards are actually effective in guiding instruction or producing improvements in student learning.
Developing Practical Measures to Support the Improvement of Geometry for Teachers&apos; Courses
Author: Ion, Michael
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Preservice Teachers,Preservice Teacher Education,High School Teachers,Student Evaluation,Knowledge Base for Teaching,Mathematics Instruction,College Faculty,Teacher Surveys

This paper reports on an ongoing project aimed at developing an inter-institutional system of professional support for the improvement of the Geometry for Teachers (GeT) courses that mathematics departments teach to preservice secondary teachers. In alignment with the literature on improvement science (see Bryk et al., 2015; Lewis, 2015), it is essential to develop and deploy practical measurement tools to inform improvement. We describe three key forms of measurement our team has been using to drive this work as well as some preliminary findings. [For the complete proceedings, see ED606556.]
Transforming Pre-Service Teachers Definition of Function
Author: Sherman, Milan F.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Definitions,Mathematical Concepts,Secondary School Mathematics,Difficulty Level,Educational Technology,Transformative Learning,Undergraduate Students,Algebra,Pedagogical Content Knowledge,Knowledge Level

Functions form a central part of the U.S. mathematics curriculum especially at the high school level. There is a considerable body of research showing that students at all levels, including preservice secondary mathematics teachers, have difficulties with the definition of function as a correspondence between two sets with a univalence condition. Those difficulties include privileging algebraic representations and reductive interpretations of the univalence condition in the form of the vertical line test. In our research study, 47 pre-service mathematics teachers provided definitions of function, engaged with an interactive applet that had a non-standard representation of function, and then provided revised definitions of function. The results of the study show a measurable increase in the participants level of abstraction in their definitions, and an increase in their attention to the univalence condition. [For the complete proceedings, see ED606556.]
Supporting Beginning Teachers to Engage in Relational Investigations of Teaching and Learning
Author: Scott, Mallika
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Beginning Teachers,Elementary School Teachers,Mathematics Instruction,Communities of Practice,Teaching Methods,Equal Education,Teacher Collaboration,Story Telling,Teacher Competencies,Student Experience

This paper examines a social design-based approach to supporting beginning elementary school teachers toward ambitious and equitable mathematics teaching. First-year teachers were enlisted as co-designers of a learning community aimed at supporting participants to build classroom math communities that leverage students' diverse mathematical resources. Findings show that teachers collectively moved from thinking about teaching as fixing local problems to engaging in relational investigations of teaching and learning that centered students' mathematical experiences. This shift supported teachers to take up and make progress toward complex problems of practice in their classroom teaching. This study has implications for how we conceptualize, analyze, and design for equity-oriented learning for beginning teachers. [For the complete proceedings, see ED606556.]
Using Novel Approaches to Better Understand Black Mathematics Teacher Retention
Author: Frank, Toya Jones
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Persistence,African American Teachers,Oral History,Teacher Attitudes,Critical Theory,Race,Longitudinal Studies,Blacks,Minority Group Teachers,Racial Bias,Power Structure,Whites,Faculty Mobility,Teaching Experience

We used a mixed method research design to address the complexity of interrogating issues related to retention of Black mathematics teachers. The research design includes oral history interviews with retired Black mathematics teachers and large-scale survey data collected and analyzed from a Critical Race Quantitative Intersectionality approach. It is our position that the contemporary reality of the dwindling numbers of Black mathematics teachers cannot be fully understood without unpacking the issue with a critical, historical lens. Otherwise, we run the risk of perpetuating the longstanding issue of lack of diversity in the field. Thus, this paper presents preliminary findings of a 3-year research project that advances knowledge of the historical influences, with focused attention to sociopolitical forces, that impede retention of Black mathematics teachers. [For the complete proceedings, see ED606556.]
Simulations of Practice for the Education of Mathematics Teachers
Author: Howell, Heather
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Simulation,Mathematics Education,Pedagogical Content Knowledge,Professional Development,Inservice Teacher Education,Preservice Teacher Education,Skill Development,Design

This working group addresses the challenge and opportunity presented by the use of simulations of teaching practice as an educative tool for preservice and practicing teachers. We focus particularly on the development of teachers' skills in enacting the content-intensive work of teaching, including how simulations may be able to cultivate or reveal teacher MKT, either as propositional or applied knowledge or as an essential component of a larger teaching practice in which MKT is activated. [For the complete proceedings, see ED606556.]
Models and Modeling Working Group
Author: Brady, Corey
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Mathematical Models,Mathematics Instruction,Teaching Methods,Problem Solving,Research,Design,Educational Innovation,Learning Activities,Elementary Secondary Education,Inquiry,Workshops

The Models and Modeling Working Group at PME-NA has provided a forum for discussing and collaborating on projects fundamental to research on mathematical modeling since the first PME-NA conference in 1978. We propose to convene this Working Group at PME-NA 41 with a dual purpose: (1) to build on a theme begun in Greenville, holding a focused workshop to pursue innovations in activity design to connect modeling activities to mathematically rich, socially-engaged inquiry into questions from the world outside of school; and (2) to continue to invite newcomers to the Models and Modeling Perspective (MMP), giving them an introduction to this design research tradition. [For the complete proceedings, see ED606556.]
The Mathematics Education of English Learners
Author: Zahner, William
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: English Language Learners,Mathematics Education,Teaching Methods,Feedback (Response),Educational Research,Hispanic American Students,Researchers,Cooperation,Meetings,Language Attitudes,Second Language Learning,English (Second Language),Teacher Attitudes,Textbooks,Teaching Guides,Periodicals,Mathematics Curriculum,Workshops,Planning,Elementary Secondary Education,Mathematics Instruction,Journal Articles

This Working Group builds on the accomplishments of the Working Groups in 2015, 2016, and 2018. We will continue considering multiple aspects of research and practice related to mathematics learning and teaching with English Learners. Our goals for the 2019 Working Group include: (1) sharing an opportunity to publish empirical research related to mathematics and English learners; (2) identifying additional venues for dissemination of mathematics education research on English learners, including novel outlets that connect research to practice; and (3) developing and refining the work that will be shared. In Session 1, the organizers will engage participants in a structured sharing and offer feedback using a protocol. During Session 2, we will engage in a second round of co-working to improve our developing empirical studies. In our final day of the Working Group, we will discuss alternative outlets for sharing our work. We will close with time to review group progress and discuss next steps for our collective and individual work. [For the complete proceedings, see ED606556.]
Examining the Development of a Fourth Grade Student as She Engages in Reasoning and Proving
Author: O'Dell, Jenna R.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 4,Elementary School Students,Mathematical Logic,Learner Engagement,Problem Solving,Repetition,Private Schools,Graphs,Thinking Skills,Skill Development

In this study, we investigated one student as she engaged in the exploration of a graph theory problem, the Graceful Tree Conjecture. The study took place in a classroom in the Midwestern United States which contained eighteen students. We report on a descriptive case study of one student, Heidi, as she works her way through different classes of tree graphs and advances through different types of reasoning, justifications, and proving a select class of tree graphs can be labeled gracefully. We found that with repeated experiences, Heidi, was able to advance her level of reasoning and creations of justifications. [For the complete proceedings, see ED606556.]
Mathematics as a Conscious Raising Experience: A Bridge towards Social Transformation
Author: Martinez, Ricardo
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Consciousness Raising,Social Change,Preservice Teachers,Social Justice,Preservice Teacher Education,Mathematics Activities,Males,Critical Theory,Mathematical Concepts

This study explores preservice teachers engaging in a ratio activity connecting the wages of men and women to the number of men and women in government positions. Mathematical learning expands the critical literacy framework reading and writing the word situating mathematics as the world itself. Furthermore, the bridging of mathematics, the self and the world, was constructed by incorporating the theory of conocimiento(s) in analyzing how critical consciousness is developed within a mathematics task. This study shows mathematical learning as a conscious raising experience in investigating social injustices towards acts of social justice. [For the complete proceedings, see ED606556.]
Mathematical Play: Across Ages, Context, and Content
Author: Williams-Pierce, Caro
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Play,Mathematics Activities,Age Differences,Conferences (Gatherings),Video Games,Game Based Learning,Teaching Methods,Faculty Development,Elementary School Mathematics

Mathematical play has a fairly short history, with strong roots further back in time (e.g., Papert, Montessori), and understanding the role of mathematical play from early childhood to adulthood is, as yet. unmapped. This working group will build on the success of last year's working group and continue to provide a community space to explore and discuss mathematical play broadly, ranging from informal to formal contexts and from 3rd grade students to teachers in professional development. We will emphasize physical and digital interactions designed specifically to support mathematical play. Each day will focus specifically on a different approach to and definition of mathematical play. Day 1 will focus on mathematical play and making by 3rd to 5th graders across formal and informal environments; Day 2 will focus on intellectual play within mathematical microworlds; and Day 3 will focus on mathematical play in teacher professional development. Throughout the sessions, we will be examining threads of common ground that will assist in developing a more flexible and appropriate model of mathematical play that can inform design of environments and activities across age groups, content, and context. [For the complete proceedings, see ED606556.]
Inequalities and Systems of Relationships: Reasoning Covariationally to Develop Productive Meanings
Author: Paoletti, Teo
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Equations (Mathematics),Mathematics Instruction,Teaching Methods,Mathematical Concepts,Middle School Students,Concept Formation,Schemata (Cognition),Algebra,Graphs,Task Analysis

Systems of equations are an important topic in school mathematics. However, there is limited research examining productive ways of supporting students' understandings of systems of equations. In this paper, we first present a conceptual analysis of potential ways students may leverage their quantitative and covariational reasoning to graph systems of relationships. We then describe results from a design experiment in which we examined the potential of supporting middle-grades students in reasoning in ways compatible with this conceptual analysis. We highlight two different ways of reasoning students engaged in as they compared the relative magnitudes of two quantities with respect to a third quantity and leveraged this reasoning to graphically represent two relationships on the same coordinate system. We draw implications from these results for the teaching and learning of systems of equations. [For the complete proceedings, see ED606556.]
Exploring the Discursive Differences of Mathematics Coaches within Online Coaching Cycle Conversations
Author: Gillespie, Ryan
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Coaching (Performance),Mathematics Instruction,Faculty Development,Middle School Teachers,Mathematics Teachers,Interpersonal Relationship,Discourse Analysis,Computer Mediated Communication,Feedback (Response),Rural Areas,Videoconferencing

We present the results of our analysis regarding the discursive tendencies of four mathematics coaches during planning and debriefing conversations within online coaching cycles. Guided by the Content-Focused model of coaching (West &amp; Cameron, 2013), the coaching cycles are a single component of a larger online professional development model for middle school mathematics teachers in rural areas (Choppin, Amador, &amp; Callard, 2015). This paper explores the different ways coaches talk with teachers during coaching conversations. Building on prior studies from literacy coaching (Ippolito, 2010), we found five different discursive moves for how coaches talk with teachers: invitation, suggestion, explanation, description, and evaluation. We use these moves to identify similarities and differences in the discursive tendencies of coaches. The implications of these discursive tendencies are provided. [For the complete proceedings, see ED606556.]
Professional Growth in the Mathematics Teacher as an Interconnected Network of Change
Author: Willingham, James C.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Faculty Development,Mathematics Teachers,Mathematics Instruction,Longitudinal Studies,Classroom Communication,Teaching Methods,Elementary School Students,Models,Educational Change,Instructional Leadership,Emotional Response,Learning Processes,Teacher Attitudes,Thinking Skills,Elementary School Teachers

This exploratory case study investigated interactions among internal and external factors and an elementary mathematics teacher's classroom practices and learning outcomes during a longitudinal professional development program. Data from the critical case of a teacher engaged in professional change supported an examination of the interaction of these domains and provided a rich narrative regarding the importance of these interactions in sustained teaching change. The model of professional change evidenced by this case adds to an expanding body of knowledge regarding the Interconnected Model of Teacher Professional Growth. [For the complete proceedings, see ED606556.]
Enactment of Digital Curricula in Elementary Classrooms and Impact on Mathematical Practices
Author: Driskell, Shannon O. S.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Elementary School Teachers,Technology Integration,Mathematics Instruction,Mathematics Curriculum,Best Practices,Elementary School Mathematics,Teacher Attitudes,Teaching Methods,Technological Literacy,Program Effectiveness

Our consortium of four universities conducted case studies with five teachers in Grades 1 through 4 to explore how elementary teachers are implementing digital curricula, particularly whether they are developing the Mathematical Practices with digital curricula. Through observations with the Mathematics Classroom Observation Protocol for Practices (MCOP[superscript 2]), a survey, and interviews, we found evidence that there is a broad range of implementation strategies for digital curricula--from occasional use to daily use and from supplemental curricula to full curricula. This study indicates that best practices can be identified and developed for implementing digital curricula effectively in elementary mathematics classrooms. The research has implications for teacher educators and for professional development of inservice teachers teaching with digital curricula. [For the complete proceedings, see ED606556.]
Conversations across the Decades: Learning African American Pedagogical Excellence from Black Mathematical &quot;Dreamkeepers&quot;
Author: View, Jenice L.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: African American Teachers,Mathematics Teachers,Disproportionate Representation,Educational History,Critical Theory,Race,Educational Quality,Teacher Effectiveness,Oral History,Women Faculty,Racial Bias,Gender Bias,Equal Education

Examining the Trajectories of Black Mathematics Teachers: Learning From the Past, Drawing on the Present, and Defining Goals for the Future is a three year-long research study funded by the National Science Foundation. Our study was designed to reflect on the dearth of Black mathematics teachers, including problems with recruiting and retaining Black mathematics teachers. The research study mitigates some of the oversights in the history of mathematics education. The first phase of the study was a large-scale survey of more than 500 currently practicing Black mathematics teachers. Simultaneously, the research team began conducting oral histories of retired Black mathematics teachers. In the second phase of the project, there will be focus group with currently practicing Black mathematics teachers. Ultimately, the objective of the research is to leverage the epistemological wealth of Black teachers, particularly through an historical lens, to guide contemporaneous teacher education policy and practice. This paper focuses on preliminary findings from the oral histories part of this multifaceted research study. [For the complete proceedings, see ED606556.]
Sixth-Grade Students&apos; Retention of Early Algebra Understandings after an Elementary Grades Intervention
Author: Stephens, Ana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 6,Algebra,Intervention,Mathematics Instruction,Teaching Methods,Item Analysis,Retention (Psychology),Comparative Analysis,Concept Formation,Mathematical Concepts,Thinking Skills,Longitudinal Studies,Middle School Students,Mathematics Tests

This research focuses on the retention of students' algebraic understandings one year following a Grades 3-5 early algebra intervention. Participants included 1455 Grade 6 students who had participated in a cluster randomized trial. Approximately half of these students received an early algebra intervention as part of their regular instruction in Grades 3-5, while the other half received only their regular mathematics instruction. Results show that, as was the case at the end of Grades 3, 4 and 5, treatment students outperformed control students at the end of Grade 6 on a measure of algebraic understanding. This was despite the fact that treatment students experienced a significant decline in performance and control students a significant increase in performance after the intervention. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance. [For the complete proceedings, see ED606556.]
&quot;Big Ideas&quot; in Secondary Mathematics Education Programs
Author: Stehr, Eryn
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Preservice Teacher Education,Methods Courses,Mathematics Instruction,Algebra,Equal Education,Course Objectives

Although research and policy documents provide recommendations to inform secondary mathematics teacher preparation, no single study has addressed the &quot;big ideas&quot; of courses in multiple programs and how those big ideas may be interpreted through the lens of recent research and policy documents. To answer this need, we focused on big ideas and course objectives from three courses (i.e., Linear Algebra, Secondary Mathematics Methods, and Teaching in a Diversity Society) taught in four secondary mathematics programs. Major themes emerged related to mathematical content, pedagogy, and issues of equity. We describe findings related to big ideas, course objectives, and their connections to recommendations from current policy documents. Such integration contributes to promoting dialogue related to the preparation of mathematics teachers and informing teacher educators. [For the complete proceedings, see ED606556.]