ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Rubric for Assessing Mathematical Reasoning: A Design-Based Research Study in Primary Classrooms
Author: Loong, Esther
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Scoring Rubrics,Elementary School Mathematics,Elementary School Teachers,Mathematical Logic,Foreign Countries,Grade 3,Grade 4,Grade 5,Grade 6,Teacher Response,Mathematics Instruction,Teaching Methods,Mathematics Teachers

Despite mathematical reasoning being a proficiency included in mathematics curricula around the world, research has found that primary teachers struggle to understand, teach, and assess mathematical reasoning. A detailed rubric involving the three reasoning actions of analysing, generalising and justifying at five proficiency levels was refined according to feedback from teachers. At different stages of the study, teachers used the rubric to assess their students' reasoning and provided feedback about its usefulness.
Aligning Online Mathematical Problem Solving with the Australian Curriculum
Author: Symons, Duncan
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,National Curriculum,Alignment (Education),Problem Solving,Elementary School Mathematics,Cooperative Learning,Computer Uses in Education,Elementary School Students,Logical Thinking

The current Australian Curriculum mandates that technology be utilised to support students to &quot;investigate, create and communicate mathematical ideas and concepts&quot; (ACARA, 2018). However, research reports suggest that use of digital technologies in Australian primary mathematics often focuses on the lower-order drilling of algorithms and basic facts. In this study, an online environment provided the medium for Year 5 students to engage in collaborative mathematical problem solving. The students' online dialogue, along with uploaded diagrams and spreadsheets, provide evidence of their development of the Australian Curriculum: Mathematics' proficiencies of Problem Solving and Reasoning.
Changes in Students&apos; Mathematical Discourse When Describing a Square
Author: Berenger, Adrian
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Mathematical Logic,Thinking Skills,Geometry,Geometric Concepts,Secondary School Students,Secondary School Mathematics,Misconceptions,Knowledge Level,Mathematics Instruction,Visual Aids,Teaching Methods,Foreign Countries

Developing students' geometric reasoning skills is dependent on the quality of task designs and the role of the teacher. The purpose of this study was to apply Sfard's (2008) interpretive framework to analyse changes in students' mathematical discourse. This paper reports on the results of an investigation into the ways one class of Year 7 students communicated their understanding of a square. The results showed that students grappled with the necessary elements involved with describing a square leading to several misconceptions about its key attributes, and raises questions about task designs and the teacher's role in developing geometric reasoning.
Disciplinary Literacy in the Mathematics Classroom
Author: Hager, Gail
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Teaching Methods,Grade 7,Middle School Students,Middle School Teachers,Mathematics Instruction,Content Area Writing,Foreign Countries

Nationally and internationally, teachers are being held increasingly accountable for student achievement, particularly in light of high stakes literacy and numeracy tests. Policies have been implemented that are designed to improve educational outcomes through raising student literacy levels across all school years in all subject areas. This has resulted in all teachers being seen as teachers of literacy. Research around the teaching of literacy in mathematics supports the view that focusing on the language of mathematics will assist students to move from the concrete to the more abstract understandings required in the older year levels (Schleppergrell, 2007). However, this can be challenging for teachers who might be subject, but not language, specialists. In this paper, we report on a case study that investigated literacy teaching practices in a Year 7 mathematics classroom and specifically, the practices around teaching mathematical report-writing and the conditions that might have enabled or constrained them. Findings suggest that while teaching the general writing required in mathematics might be part of teaching practice, if practices are to change, school leaders need to provide both time and money to enable teachers to develop their knowledge of specific disciplinary writing practices.
Determinants of Success in Learning Mathematics: A Study of Post-Secondary Students in New Zealand
Author: Murphy, Priscilla
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Mathematics Skills,Self Efficacy,Mathematics Education,College Mathematics,Learning Processes,Student Attitudes,Mathematics Achievement

In this paper, I report on doctoral research in which I investigated the relationships between student approaches to learning, conceptions of mathematics, mathematical self-efficacy, personal factors and examination results. Using seventy-three post-secondary mathematics students, some pertinent findings were: self-belief in selection processes predicted high examination results; deep approaches and cohesive conceptions correlated positively with examination results; participants with low prior mathematics performed better than individuals with advanced secondary qualifications. These findings could pose practical teaching implications in mathematics education.
Free-Response Tasks in Primary Mathematics: A Window on Students&apos; Thinking
Author: Hunter, Jodie
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Student Reaction,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Mathematical Logic,Thinking Skills,Elementary School Teachers,Grade 1,Grade 2,Grade 5,Grade 6,Grade 7,Numeracy,Foreign Countries

We administered specially-designed, free-response mathematics tasks to primary students (N = 583, ages five to 12 years old). Our focus was on whether (i) the children's responses could be reliably assessed, and (ii) the responses could provide insights into children's mathematical thinking. We used a contemporary comparative judgement technique, interviews with four teachers, and analysed a sample of six responses to make inferences about the students' mathematical thinking. We found that the sampled responses' scores, interviewees' comments and qualitative features of the sampled responses led to consistent insights on the children's mathematical thinking. We argue that free-response tasks should supplement traditional assessments in primary mathematics.
Diagram Effective or Diagram Dependent?
Author: Pearn, Catherine
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Mathematics Instruction,Fractions,Instructional Effectiveness,Thinking Skills,Algebra,Screening Tests,Multiplication,Problem Solving,Elementary School Students,Secondary School Students,Foreign Countries,Mathematics Tests

This paper will focus on two students who depended on diagrammatic representations in both a Fraction Screening Test and in a subsequent Structured Interview. One student attempted to use diagrams, with limited success, to identify the correct relationships, and consequently struggled to generalise her strategies as she responded to the questions presented in the interview. The other student used diagrams more effectively, and was able to move from a reliance on diagrams to using a partially multiplicative solution strategy. When supported by strong number knowledge, diagrams are an effective means for helping to solve reverse fraction tasks but may hinder students attempts to generalise their thinking
Dialogic Practices in the Mathematics Classroom
Author: Attard, Catherine
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Foreign Countries,Elementary School Mathematics,Grade 5,Mathematical Logic,Thinking Skills,Elementary Schools,Elementary School Students,Elementary School Teachers

Teaching mathematics involves a lot of talking, and dialogic practices are central to most pedagogical practices in mathematics classrooms. Furthermore, for mathematical processes such as 'reasoning', 'explaining' and 'mathematical thinking' to be developed, there is a need for rich and robust dialogic interactions in the classroom. In this paper we investigate the dialogue in a &quot;typical Year 5 mathematics lesson by analysing the transcript using two different analytical frameworks. While the analysis showed that there were many interactions with nearly half being student turns, it was also evident that almost all the exchanges followed an &quot;Initiation-Response-Feedback&quot; pattern, with a high degree of teacher control. Furthermore, there was little evidence that the dialogic pedagogies of the lesson promoted student development in the mathematical processes. Thus, we content that there is a need to understand the dialogue of mathematics pedagogy, and its impact on students' broader mathematical learning.
Effectiveness of Applying Conceptual Change Approaches in Challenging Mathematics Tasks for Low-Performing Students
Author: Kennedy, Tierney
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Effectiveness,Mathematics Instruction,Low Achievement,Intervention,Elementary School Students,Elementary School Mathematics,Grade 2,Grade 3,Grade 4,Grade 5,Experimental Groups,Foreign Countries,Elementary School Teachers,Mathematics Teachers,Achievement Tests,Mathematics Tests,National Competency Tests

This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia's Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students.
Examining Nondominant Student and Teacher Agency in a U.S. High School Mathematics Classroom
Author: Restani, Rachel
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Secondary School Teachers,Secondary School Mathematics,Discussion (Teaching Technique),Student Empowerment,Mathematics Instruction,Student Centered Learning,Student Diversity

Shifting classrooms towards places where students' ideas are at the centre of the discussions has been challenging for teachers to put into practice (Hiebert &amp; Wearne, 2003). This study explores the attempts I made as a researcher-teacher to promote equitable student-driven whole class discussions in a racially and socioeconomically diverse classroom. Using ethnographic methods, I examined the research question: &quot;What are the successes and challenges a teacher encounters when attempting to promote student agency in an Integrated Mathematics 1 classroom?&quot; I used one transcript from the end of the year to illustrate examples of student and teacher participation and areas for improvement.
Fluency with Number Facts -- Responding to the Australian Curriculum: Mathematics
Author: Dole, Shelley
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Elementary School Mathematics,Mathematics Skills,Skill Development,Number Concepts,Mathematical Applications,Mental Computation,Mathematics Achievement,Recall (Psychology),Mathematics Instruction,Mathematics Curriculum,National Curriculum,Foreign Countries,Grade 3,Grade 4,Achievement Gains,Teaching Methods

This paper reports on results of a targeted and extended (two school terms) program for building Grade 3 and Grade 4 students' facility with number facts and application for mental computation. As part of a larger project, this paper reports results from two schools. Results indicated strong gains in number fact recall and mental computation for both cohorts at both schools. The similar gains in outcomes at both schools suggests the power of a targeted and extended program to build basic fact fluency for mental computation.
Exploring Mathematical Fluency: Teachers&apos; Conceptions and Descriptions of Students
Author: Cartwright, Katherin
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Mathematics Skills,Mathematics Education,Elementary School Students,Mathematics Teachers

Interviews can provide a window into what teachers think. This paper reports on findings from an exploratory study into teachers' conceptions of mathematical fluency. Focusing on stage two of the study, I discuss 3 of 17 teachers interviewed, analysing their conceptions and descriptions of students. Teachers spoke of students having understanding and multiple ways of thinking, and their ability to work through errors and transfer knowledge. This suggested fluency in mathematics as more than carrying out procedures. Viewing fluency as the result of having conceptual understanding, strategic competence and adaptive reasoning, would make it synonymous with mathematical proficiency.
The Practice of Using NAPLAN Numeracy Test Results: A Review of the Literature
Author: Getenet, Seyum
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Journal Articles,National Competency Tests,Standardized Tests,Literacy,Numeracy,Test Results,Foreign Countries,Grade 3,Grade 5,Grade 7,Grade 9

Considered by many as a source of valuable data and a potential to improve mathematics education, a significant amount of studies have been conducted on The National Assessment Program -- Literacy and Numeracy (NAPLAN) test results. This study is a systematic literature review of 86 peer-reviewed journal articles published between 2008 and 2017 to investigate how NAPLAN numeracy test results were used in those studies. Findings showed NAPLAN results were used primarily to map student progress and identify strengths and weaknesses in teaching.
Generating Ideas for Numeracy Tasks across the Curriculum
Author: Geiger, Vince
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Foreign Countries,Secondary School Teachers,Elementary School Teachers,Instructional Design,Teaching Methods,Instructional Development,Learning Activities

The purpose of this article is to provide insight into how teachers identify initial ideas for the design of numeracy tasks. A design-based research approach was employed utilising classroom observations, video-stimulated recall techniques and semi-structured teacher interviews. Data collection and analysis were informed by a rich model of numeracy as well as generic principals of task design synthesised from relevant literature. Data analysis indicated that there were at least two approaches to generating ideas for numeracy tasks both of which were compatible with the principles of task design employed in this study.
Issues of Equity in a Mathematical Inquiry Classroom
Author: King, Christopher
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Equal Education,Womens Education,Cooperative Learning,Inquiry,Active Learning,Elementary School Students,Problem Solving

Issues of equity exist within classrooms just as they exist more broadly within society in general. This paper looks at issues of equity affecting access to learning for girls working on challenging mathematical tasks in collaborative groups with boys. It examines measures that teachers can take to mitigate inequity and foster a culture within their classroom that supports equitable learning outcomes for all students. Aspects of Engle, Langer-Osuna, and de Royston's &quot;Influence Framework&quot; (2014), are used to examine issues affecting access to the conversational floor, spatial orientation of group members, and the extent to which participants respond to the ideas of the female member of a collaborative group involved in mathematical inquiry. Video stimulated reflective dialog (VSRD), was employed to elicit responses and impressions from the female student regarding issues of equity that arise during group interactions. This study highlights the dynamic nature of status within heterogeneous groups, and evaluates the effectiveness of various teacher interventions in relation to equity within a mathematics classroom.
Improvising in the Primary Mathematics Classroom
Author: Jazby, Dan
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Creative Activities,Mathematics Instruction,Elementary School Teachers,Holistic Approach

If classrooms are dynamic, then mathematics teachers will need to improvise mid-lesson from time to time. Teachers' capacity to improvise is usually analysed via a cognitivist lens. This study contrasts a cognitivist analysis of a primary teacher of mathematics with an ecological analysis. The ecological approach was able to develop a more detailed characterisation of teacher improvisation where attention to, and manipulation of, environmental entities supported improvisation. This characterisation of improvisation is posited to have potential in developing novice teachers' capacity to 'think on their feet' in mathematics lessons.
Different Worlds: Looking Deeply at Context in the Sustainability of PD for Collaborative Problem-Solving Mathematics
Author: Darragh, Lisa
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Mathematics Instruction,Problem Solving,Elementary School Students,Teaching Methods,Teacher Attitudes,Mathematics Teachers,Foreign Countries,Faculty Development,Disadvantaged,Neoliberalism,Program Descriptions

In this paper, I look at multiple layers of context to explore the &quot;figured world&quot; of mathematics teaching in primary schools in Chile. I collected data from 15 teachers during 18 months after their participation in professional development for collaborative problem-solving mathematics. I found constraints to impact on the teachers' implementation of new pedagogy at personal, local, institutional, national, and global levels. Whilst these constraints acted directly to constrain practice, they also acted to produce the imagined realities for teachers of mathematics in their particular world.
Characteristics of Spatial Visualisation: Perspectives from Area of Composite Shapes
Author: Patahuddin, Sitti
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Visualization,Spatial Ability,Task Analysis,Grade 7,Grade 8,Student Attitudes,Grade 9,Mathematics Instruction,Teaching Methods,Geometric Concepts,Secondary School Students,Geometry,Visual Perception,Disadvantaged,Nonverbal Communication,International Cooperation,College School Cooperation,Foreign Countries,Teacher Collaboration,Rural Schools

This paper attempted to make explicit some of the underlying characteristics of spatial visualisation using the concept of area of composite shapes. By engaging students with metric-free tasks, we identify the type of perceptual and visual/spatial manoeuvres that they deploy in such situations. Interview data collected from three students in Grade 7, 8, and 9 are used to exemplify three key constituents of spatial visualisation: figure-ground perception, global and local perception, and gesturing. An observable discontinuity was discovered in coordinating different pieces of spatial information after disembedding the parts that constitute the whole. This paper concludes with pedagogical implications.
Contribution to the Development of Self-Regulated Learning through Merging Music and Mathematics
Author: Stevenson-Milln, Carolyn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preschool Children,Learning Strategies,Independent Study,Skill Development,Mathematics Skills,Intervention,Teaching Methods,Mathematics Instruction,Play,Games,Integrated Activities,Interdisciplinary Approach,Outcomes of Education,Foreign Countries,Mathematics Activities,Music Activities

This paper reports on a study into pre-school children's self-regulated learning. Analysis is provided through findings taken from a larger study, the core aim of which was to contribute to developing and strengthening self-regulated learning competencies through merging Traditional African music and mathematics. An Action-Research-embedded-in-Design-Research approach was employed to design and implement this new mode of learning. Enactivism, the basic assumptions of which are shared understanding and joint action through engagement, provided the theoretical framework. Findings suggested that the intervention contributed to an increased ability to attend to tasks through watching, listening and self-initiation of the relevant actions.
Mathematics Anxiety: Year 7 and 8 Student Perceptions
Author: O'Keeffe, Lisa
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Mathematics Instruction,Grade 6,Grade 7,Student Attitudes,Foreign Countries,Gender Differences,Self Concept,Self Efficacy,Achievement Tests,International Assessment,Secondary School Students,Student Surveys,Elementary School Students,Likert Scales,STEM Education

Studies, such as Programme for International Student Assessment 2012, indicate that there are gender based differences in measures of mathematics anxiety, self-concept and self-efficacy among students. In this study we explore self-efficacy, self-concept and mathematics anxiety in a sample of Year 7 and 8 South Australian students to examine if these differences still exist. The findings indicate that high levels of mathematics anxiety is present among Year 7 and 8 students and that gender based differences are also evident in both self-efficacy and anxiety.
Conspiracy in Senior School Mathematics
Author: Brown, Paul
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Mathematics Instruction,Tests,Test Results,Questionnaires,Calculus

Research across five countries has identified inability to pay attention to mathematical detail -- the discipline of noticing -- is an issue in senior secondary school mathematics teachers. The test and questionnaire completed by an Australian cohort further identifies a reluctance to employ non-routine questions in assessments, with teachers concerned about damaging the trust relationship they enjoy with their students. As teachers fail to demonstrate strong ability in non-routine written test questions themselves, this paper questions whether there exists a 'conspiracy' between teachers and their students to avoid scrutiny of conceptual understanding.