ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Classroom Communication on Representations of Functions
Author: Güçler, Beste
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Classroom Communication,Experimental Teaching,Mathematical Concepts,Mathematical Applications,Postsecondary Education,Teaching Methods,Discussion (Teaching Technique),Discourse Analysis

Teaching students how to use and interpret various representations of functions remains an enduring challenge for educators. Providing students access to such representations is a key feature of providing them access to mathematical participation and communication. This study is based on a teaching experiment, which aims to provide students access to the discourse on representations of functions by eliciting students' discourses and making them explicit topics of reflection in a postsecondary classroom. The results indicate that the pedagogical approach used in this study has the potential to foster mathematical communication in the classroom as evidenced by students' awareness of the tacit aspects of their discourses that shape their thinking about representations of functions. [For the complete proceedings, see ED583989.]
On Framing Teacher Moves for Supporting Student Reasoning
Author: Ozgur, Zekiye
Date: 2015-11-00
Type: Reports - Research
Subjects: Thinking Skills,Mathematics Instruction,Mathematics Activities,Educational Practices,Teaching Methods,Algebra,Classroom Techniques,Grade 8,Teaching Models,Skill Development,Student Development

Supporting students' mathematical reasoning is an important goal of mathematics instruction, but can be challenging for many teachers .We report the results of a study aimed at better understanding and identifying the ways in which teachers support student reasoning when provided with conceptually rich tasks. This study resulted in the Teacher Moves for Supporting Student Reasoning (TMSSR) framework, which organizes moves vis-à-vis their function and their potential for fostering student thinking. We describe the TMSSR framework, illustrate its affordances for studying teacher practices, and highlight its utility for teachers, teacher educators, and researchers. [For the complete proceedings, see ED583989.]
The Telling Dilemma: Types of Mathematical Telling in Inquiry
Author: Singleton, Brandon K.
Date: 2015-11-00
Type: Reports - Research
Subjects: Inquiry,Mathematics Instruction,Case Studies,Teaching Methods,Classroom Communication,Mathematics Activities,Educational Practices,Teacher Educators,Preservice Teachers,Discussion (Teaching Technique)

Teacher telling continues to be poorly understood within inquiry. In this paper I extend prior efforts to reimagine telling within contemporary pedagogical thought. Using a case study, I investigated a well-regarded teacher's use of mathematical telling while supporting groups and individuals working on tasks. The teacher used seven unique types of mathematical telling: assess, interpret, qualify, clarify task, guide, disclose, and validate. This mathematical telling framework aids in the identification of subtle telling, the recognition of implicit telling, and the acknowledgment of explicit telling. Telling practices should be conceptualized and evaluated contextually. [For the complete proceedings, see ED583989.]
Teacher Noticing Students&apos; Mathematical Strengths
Author: Jilk, Lisa M.
Date: 2015-11-00
Type: Reports - Research
Subjects: Teaching Methods,Mathematical Logic,Thinking Skills,Mathematics Education,Mathematics Activities,Mathematics Teachers,Faculty Development,Video Technology,Secondary School Mathematics,Secondary School Teachers,Mathematics Skills,Knowledge Level

Research about teacher noticing of students' mathematical thinking has been an important and ongoing strand of research and practice in mathematics education. Our work extends this agenda by working collaboratively with teachers to learn together how to notice students' mathematical strengths. The lens on strengths runs counter to the prevalent culture in U.S. schools to overemphasize gaps in students' understandings. In this paper we describe a video club focused on identifying and naming students' mathematical strengths and the protocols that support this focus. We illustrate and discuss the important shifts in teachers' ways of noticing and talking about students' mathematical activity. We also discuss implications for further research and professional development focused on teacher noticing of students' math strengths. [For the complete proceedings, see ED583989.]
Do You Notice What I Notice? Productive Mediums for Teacher Noticing
Author: Wickstrom, Megan H.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Mathematics Instruction,Elementary School Teachers,Mathematical Logic,Teaching Styles,Teaching Models,Teaching Methods,Educational Strategies,Beliefs,Knowledge Base for Teaching,Video Technology,Protocol Analysis,Interviews,Thinking Skills,Interaction Process Analysis,Observation

This article is a report on the findings of three case studies that focused on elementary teachers' in-the-moment noticing across a month of instruction. Extending Jacobs and her colleagues' framework (Jacobs, Lamb, and Philipp, 2010), this articles categorizes the mediums (i.e., written accounts, verbal interactions, physical strategies) by which the teachers attended to their students' mathematical reasoning. Even though the teachers taught similar lessons, they attended to students' actions through different mediums. These mediums reflected and often aligned with individual teaching practices and routines. More interestingly, the teachers' preferred medium was also the most productive for them in terms of discussing students' understanding and informing instructional decisions. [For the complete proceedings, see ED583989.]
Problem Posing: A Review of Sorts
Author: Barabé, Geneviève
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Questioning Techniques,Mathematics Education,Educational Research,Problem Solving,Classification,Teaching Methods

In this paper we offer a review of sorts of the studies conducted around issues of problem posing in mathematics education research. We first ground the work on problem posing in the seminal work of Polya and of Brown and Walter, which influenced most studies on this subject. We then propose two perspectives taken on problem posing: the implicit and the explicit. These illustrate the varying emphasis concerning the conception of what is meant by problem posing, one being about actual requests for creating a problem and the other about defining the nature of problem solving processes. We conclude by discussing the significance of this categorization for making theoretical advances in problem posing research. [For the complete proceedings, see ED583989.]
Analyzing the Calculus Concept Inventory: Content Validity, Internal Structure Validity, and Reliability Analysis
Author: Gleason, Jim
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Content Validity,Mathematical Concepts,Test Reliability,Measures (Individuals),Outcome Measures,Program Validation,Criterion Referenced Tests,Postsecondary Education,Achievement Gains,Pretests Posttests

We present findings from an analysis of the Calculus Concept Inventory. Analysis of data from over 1500 students across four institutions indicates that there are deficiencies in the instrument. The analysis showed the data is consistent with a unidimensional model and does not have strong enough reliability for its intended use. This finding emphasizes the need for creating and validating a criterion-referenced concept inventory on differential calculus. We conclude with ideas for such an instrument and its uses. [For the complete proceedings, see ED583989.]
New York City&apos;s Charter Schools: What the Research Shows. Report
Author: Fellows, Marcus A.
Date: 2018-02-00
Type: Reports - Research
Subjects: Charter Schools,Program Effectiveness,Urban Schools,School Effectiveness,Public Schools,Academic Achievement,Governance,Educational Resources,Low Achievement,Competition,Effect Size,Educational Quality,Student Attrition,Student Characteristics

This report evaluates the current state of research on New York City charter schools. Overall, their effect on student performance is unambiguously positive.The research however, is more dated and limited in scope than proponents and critics of charters appreciate. While the research on charter schools across the U.S. is growing, this paper focuses exclusively on studies that evaluate one or more aspects of New York City charter schools. This focus is important because the characteristics and effects of charter schools vary from city to city and, indeed, from charter to charter. Highlights of the key findings include: (1) Students who attend a New York City charter instead of a traditional public school do much better on math tests and somewhat better on English language arts (ELA) tests; (2) New York City charter schools are not equally effective; (3) New York City charters operated by a charter management organization appear to be more effective than other charters, on average; (4) Differences in resources do not explain differences in effectiveness between charter schools and traditional public schools or between charters in New York City; (5) There is no evidence that New York City charter schools systematically push out low-performing students; and (6) Competition from New York City charter schools has either no effect, or a positive effect, on the performance of students in the nearby traditional public schools. The empirical research evaluating New York City's charter school sector is not perfect. It is not however ambiguous, either: charter schools have had positive effects on the students whom they educate, and they have had a positive or no effect on the quality of the city's traditional public schools. Much of the existing evidence should be updated to ensure that the effects found in earlier studies have remained, even as the sector has expanded rapidly. More research is needed to understand the exact mechanisms that produce these (largely) positive effects, the broader impact that charters have had on students and the city, and whether the lessons that we have learned about the charter sector might improve New York's traditional public schools. Future areas for research are suggested.
Professional Noticing during Preservice Mathematics Lesson Study
Author: Amador, Julie
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Teacher Education Programs,Meetings,Attention,Mathematics Instruction,Mathematical Logic,Teacher Role,Teaching Methods,Preservice Teachers,Prompting,Responses,Case Studies,Video Technology

The purpose of this research was to understand how lesson study participants in a teacher education program professionally noticed as they engaged in meetings as a component of the professional development cycle. Specifically, the focus was on how the context of lesson study provided opportunity for professional noticing, defined as attending to students' mathematical thinking, analysing students' mathematical thinking, and deciding how to respond when teaching on the basis of students' thinking. Results indicated that the structured format of lesson study in the teacher education program both afforded and constrained the incidences of verbalizing professional noticing in a group setting. Findings provide perspective for structuring lesson study for use in teacher education programs to support professional noticing. [For the complete proceedings, see ED583989.]
Risky Business: Mathematics Teachers Using Creative Insubordination
Author: Gutiérrez, Rochelle
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Standards,Advocacy,Secondary School Teachers,Mathematics Teachers,Social Justice,School Community Programs,Seminars,College School Cooperation,Mentors,At Risk Students,Faculty Development

In an era of high stakes education and the persistence of racism, classism, and the politics of language, there is evidence that teachers may benefit from learning creative insubordination, the bending of rules in order to advocate for all students to learn mathematics. Even so, we know little about how or why teachers decide to take risks when stakes are high. This study examines the experiences of secondary mathematics teachers moving from pre-service to full-time teaching and their choices of whether or not to use creative insubordination in their working contexts. It highlights three rationales that justify taking risks: 1) Changing the minds/practices of others, 2) Projecting an identity one can be proud of, and 3) Modeling advocacy behavior for bystanders. Implications for future research and teacher education are offered. [For the complete proceedings, see ED583989.]
Mindset in Professional Development: Exploring Evidence of Different Mindsets
Author: Lischka, Alyson E.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Teacher Attitudes,World Views,Beliefs,Faculty Development,Mathematics Education,Interaction,Inservice Teacher Education,Case Studies,Mathematics Teachers

This exploratory case study investigated the role of mindset (i.e., fixed mindset vs. growth mindset) as elementary teachers participated in a professional development focusing on mathematics. Data were collected on two participants with opposing mindsets. Attention was given to their interactions in collaborative group settings as well as their views regarding working with successful and struggling mathematics students. Results indicated that although the two participants engaged in the same professional development activities, their engagement led to different interactions within those activities. [For the complete proceedings, see ED583989.]
Preservice Teachers&apos; Fractional Concepts in Solving Advanced Fraction Problems
Author: Lee, Mi Yeon
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Fractions,Mathematical Concepts,Problem Solving,Knowledge Level,Multiplication,Content Analysis,Elementary School Teachers,Methods Courses,Mathematics Instruction,Qualitative Research,Statistical Analysis

This study investigated how pre-service teachers' fractional concepts are related to solving problems involving advanced fractional knowledge. 96 Participants took a written test including three fractions questions about fraction concept, fraction comparison, and multiplicative relationship involving fraction quantities and composite units. The data were analyzed using an inductive content analysis approach. Findings suggest that many of our PSTs developed limited understanding of fraction subconstructs and thereby were not able to solve the three problems. Another finding is that when PSTs relied on only one sub-construct such as part-whole, they tend to provide incorrect answers. This finding implies that PSTs' understanding of fractions as measure and operator may be a foundation of solving problems involving advanced fractional knowledge. [For the complete proceedings, see ED583989.]
Finding Room for New York City Charter Schools. Report
Author: Sahm, Charles
Date: 2018-05-00
Type: Reports - Research
Subjects: Charter Schools,Educational History,School Buildings,Government Role,Enrollment Trends,Costs,Educational Finance,Space Utilization,Public Schools

Charter schools have become an important part of the public education landscape in New York City. In the 2017-18 school year, there were 227 charters educating 114,000 students, about 10% of the city's schoolchildren. The strong academic achievement of students in these schools, as well as parental demand, points to the need for more charter schools. One big impediment is lack of space. Former mayor Michael Bloomberg championed charter schools and accelerated their growth via colocation, the granting of free space in traditional public school buildings. However, during his 2013 campaign for mayor, Bill de Blasio pledged to curtail the practice. In response, in April 2014 the New York State legislature began requiring the city to offer rental assistance to new charters that are denied space in public school buildings. This report examines the de Blasio administration's record regarding colocations, the extent to which there is space available for charters in underutilized public school buildings, and what additional steps the city and state might take to find room for charters. Key findings include: (1) Enrollment in New York City charter schools continues to increase. However, the colocation of new or expanded charter schools in public facilities has slowed dramatically: in the last five years of the Bloomberg administration, 150 charter colocations were approved, or 30 per year; in the first five years of the de Blasio administration, 59 colocations were approved, or about 12 per year. (2) More charters could be accommodated in underutilized public school buildings, especially in neighborhoods with many low-performing schools: in 2016-17, 192 buildings across the city had more than 300 empty classroom seats; 72 buildings had more than 500 empty seats. (3) The cost of the lease-assistance program that helps charters to gain access to private space is growing rapidly: $51.9 million in fiscal year 2018 and likely rising to $62 million in fiscal year 2019. Some of New York City's community school districts-- notably, those with struggling schools where many charters wish to open--enjoy substantial amounts of underutilized space. There are at least three reasons that charters should be offered such space. First, they are public schools. Second, they improve life outcomes for tens of thousands of students, many from poor families, who would otherwise be trapped in low-performing traditional public schools. Third, New York City would benefit financially from doing so: it pays nearly $52 million per year for charters to access private space, and that cost could easily double over the next few years if the city continues to reject a high percentage of charter colocation requests.
An Exploratory Analysis of a Virtual Network of Mathematics Educators
Author: Matranga, Anthony V.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Collaboration,Communities of Practice,Social Networks,Network Analysis,Faculty Development,Computer Mediated Communication,Fellowships,College Faculty,Statistical Analysis

This study is part of a larger research design project that aims to cultivate an online community of mathematics educators. The purpose of this smaller study is to suggest interventions that will further support community cultivation efforts. Social network analytical methods are used to study project participants' interactions in virtual spaces. Investigation focused upon the connectivity of network structure, the most prominent members of the network, the presence of a core-periphery structure and the relationship between participant types and prominence. Analysis suggests that supporting interactions between newly involved and more long-standing participants will enhance community cultivation efforts. And, four participants emerged as most influential in the network, therefore being most effective in controlling and spreading novel information. These participants are suggested to receive additional professional development. [For the complete proceedings, see ED583989.]
Building Pedagogical Capacity through Task Design and Implementation
Author: Fleming, Ali
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Capacity Building,Curriculum Design,Curriculum Implementation,Teaching Skills,Evidence Based Practice,Faculty Development,Cohort Analysis,Mathematics Teachers,Knowledge Base for Teaching,Educational Practices,Mathematics Activities,Inservice Teacher Education,Behavioral Objectives,Task Analysis,Cognitive Ability,Cognitive Development,Instructional Leadership,Training Methods

We traced the impact of a sequence of five research-based professional development sessions on a cohort of mathematics teachers' Mathematical Knowledge for Teaching. The sessions focused on task design and implementation as a means of building teachers' pedagogical capacity. Findings revealed that teachers' pedagogical knowledge pertaining to student thinking, if not their practice, was influenced by the activities they experienced. [For the complete proceedings, see ED583989.]
Connecting Multiple Mathematical Knowledge Bases: Prospective Teachers&apos; Concept Maps of Assessing Children&apos;s Understanding of Fractions
Author: Guzman, Lynette D.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Skills,Knowledge Level,Student Evaluation,Fractions,Concept Mapping,Mathematical Logic,Content Analysis

This study investigates how 20 prospective elementary teachers make connections among children's multiple mathematical knowledge bases in their thinking about assessing children's understanding of fractions. The researcher facilitated concept-mapping tasks to examine the ways the prospective teachers linked concepts related to children's lives and experiences and children's mathematical thinking. This paper focuses on high-level tasks as a potential entry point to build stronger connections between assessing children's understanding of mathematics and children's multiple mathematical knowledge bases in teacher education. Additionally, I discuss implications for teacher educators and considerations for further research. [For the complete proceedings, see ED583989.]
Using Writing to Encourage PSMTS&apos; Reflections on Ambiguity in Mathematical Language
Author: Kenney, Rachael H.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Student Teacher Attitudes,Ambiguity (Semantics),Language Usage,Mathematical Concepts,Problem Solving,Reflection,Writing Assignments,Prompting,Knowledge Base for Teaching,College Mathematics,Algebra

Literature suggests that the mathematical language of teachers impacts a student's understanding of math concepts. When teachers unintentionally use ambiguous language, students' understanding of a subject can be negatively affected. We share background on specific instances in which teachers can create confusion with the language they use, and we investigate both pre-service teachers' and college algebra students' concepts of three common terms in mathematics: Solve, Evaluate, and Simplify by asking both groups to unpack their understanding of these terms through a writing prompt. We compare the language used by both groups in their definitions. Preservice teachers' reflections on their experience with the writing prompt are also examined to identify ways that such a task can help them identify gaps in their own understanding and in their thinking about student learning. [For the complete proceedings, see ED583989.]
Examining Effects of Implementing an edTPA Task in an Elementary Mathematics Methods Course
Author: Jacobs, Tiffany G.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Methods Courses,Elementary School Mathematics,Mathematics Activities,Mixed Methods Research,Instructional Effectiveness,Pretesting,Beliefs,Preservice Teacher Education,Preservice Teachers,Assignments,Journal Writing,Interviews,Student Surveys,Semi Structured Interviews,Likert Scales,Curriculum Implementation,Educational Change

This mixed-methods study examines effects of implementing a mock edTPA task on prospective elementary teachers' perceptions of teaching effectiveness. Results from the Mathematics Teaching Efficacy Beliefs Instrument document a significant change in participants' beliefs that they can effectively teach mathematics. Qualitative results illuminate participants' growing confidence in their understanding of elementary mathematics, their ability to recognize and attend to children's thinking, and their use of pedagogical tools and resources to support children's learning. [For the complete proceedings, see ED583989.]