ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting a Mathematics Teacher&apos;s Conceptions and Specialised Knowledge through Her Practice
Author: Flores, Eric
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Secondary School Teachers,Secondary School Mathematics,Mathematics Instruction,Teaching Methods,Classroom Communication,Classroom Techniques,Reflective Teaching,Student Educational Objectives

The aim of this paper is to show connections between a teacher's conceptions about the teaching and learning mathematics reflected in the planning designed by a secondary level mathematics teacher, and the specialised knowledge deployed both at the design stage and in the teacher's reflections after the lesson. The research method followed was an instrumental case study via content analysis. The study contributes to the development of an analytical model for studying mathematics teachers' specialised knowledge. [For the complete proceedings, see ED597799.]
Pre-University Students&apos; Personal Relationship with the Visualisation of Series of Real Numbers
Author: González-Martín, Alejandro S.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Numbers,Visual Aids,Mathematics Instruction,Calculus,Foreign Countries,Postsecondary Education,College Students,Relationship

Our research focuses on the learning of series as a consequence of institutional choices for their teaching. Our analyses of textbooks and teaching practices led us to conjecture the existence of some implicit contract rules in the teaching of series: in particular, the teaching of series is made almost exclusively in the algebraic setting, with no importance given to visualisation or to the interpretation of visual images. The analysis of the students' responses to a questionnaire suggests that students learn series without developing any ability to visualise or to interpret images concerning series, which could have consequences on the learning of subsequent notions. [For the complete proceedings, see ED597799.]
Online Mathematics Teacher Education: Main Topics, Theoretical Approaches, Techiniques and Changes in Researchers&apos; Work
Author: Flores, Eric
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Education,Online Courses,Electronic Learning,Faculty Development,Educational Research,Research Methodology,Communities of Practice,Computer Mediated Communication,Technology Uses in Education,Instructional Materials,Social Networks,Network Analysis

We present a literature review of the emerging research area online mathematics teacher education (OMTE). The review focuses on identifying (1) the main issues investigated in the area, (2) the main theoretical approaches employed, (3) the kind of empirical evidence that the researchers produce and present in order to support their findings and the way they analyze the data. Finally we use the concept of humans-with-media (Borba &amp; Villarreal, 2005) to reflect on the possible transformations that online environments produce in the production of research knowledge within this research area. Our study provides an updated overview of the OMTE research area. [For the complete proceedings, see ED597799.]
On the Structure of Secondary High-School Teachers&apos; Belief Systems on Calculus
Author: Erens, Ralf
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: High School Teachers,Calculus,Secondary School Mathematics,Mathematics Instruction,Beliefs,Mathematics Curriculum,Foreign Countries,Preservice Teachers,Student Teachers

A teacher's instructional planning that is enacted in his classroom practice and that potentially impact on his students' knowledge and beliefs could be understood as an individual belief system dependent from his actual teaching and learning experience. Individual belief systems might be contradictory when we regard different teachers or one teacher concerning different mathematical disciplines. For this reason, this report focuses on thirty teachers' beliefs about their teaching of a specific mathematical domain, i.e. calculus that is a central part of the (German) curriculum at upper secondary level. After a brief outline of the theoretical framework and methodology of this research project, results of the qualitative reconstruction of different aspects of teachers' belief systems on calculus will be explained. [For the complete proceedings, see ED597799.]
Investigating Students&apos; Geometrical Proofs through the Lens of Students&apos; Definitions
Author: Yahya, Aehsan Haj
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Validity,Geometry,Definitions,Geometric Concepts,High School Students,Arabs,Foreign Countries,Visual Aids,Secondary School Mathematics

We present the second stage of a study within the context of geometry, whose aim is to investigate relationships between and influence of visualization, the concept images of students concerning geometrical concepts and their definition, and students' ability to prove. We focus on links between the understanding of the definition's role in concluding the geometrical concept attributes and proofs that deal with these attributes. We exemplify this stage in our research, by means of examples, which reveal that the difficulties students have in understanding the geometric concepts' definitions affect the understanding of the proving process and hence the ability to prove. [For the complete proceedings, see ED597799.]
Making Sense of the Multiple Meanings of &apos;Embodied Mathematics Learning&apos;
Author: Gerofsky, Susan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Education,Learning Processes,Guidelines,Educational History,Semiotics,Philosophy,Linguistics,Psycholinguistics,Computer Science,Neurosciences,Computational Linguistics,Teaching Methods,Area Studies,Art,Educational Research

The theme of 'embodiment' has become an important approach in current mathematics education research, growing in significance from the mid-1990s onward. However terminology of 'body' and 'embodiment' is used to signal multiple, widely varying meanings in this research. Studies are grounded in a number of radically different theoretical bases, with the result that mathematics education researchers do not necessarily mean the same thing at all when they refer to 'body', 'embodiment' and 'embodied mathematics learning'. In this theoretical paper, the author offers a framework for interpreting these polysemous terms in relation to their theoretical groundings, with examples from the mathematics education literature. [For the complete proceedings, see ED597799.]
Gender-Neutral, yet Gendered: Exploring the Canadian General Public&apos;s Views of Mathematics
Author: Hall, Jennifer
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Public Opinion,Mathematics Education,Cultural Context,Gender Differences,Males,Disproportionate Representation,Sex Stereotypes,Mathematical Aptitude

By investigating the general public's views, we can better understand the cultural milieu in which mathematics teaching and learning take place. This study, part of an international research project, investigated the Canadian general public's views of gender and mathematics. Using a brief survey, people on the street and in public spaces in four demographically diverse locations in the Canadian province of Ontario were asked their views on the topic. The findings suggest reasons to be both cautiously optimistic and concerned. While the most common response to the questions examined was to see no gender difference, more participants held a gendered view (typically privileging boys) than a gender-neutral view. [For the complete proceedings, see ED597799.]
Revealing Students&apos; Creative Mathematical Abilities through Model-Eliciting Activities of &quot;Real-Life&quot; Situations
Author: Gilat, Talya
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Mathematics Activities,Mathematical Models,Problem Solving,Creative Thinking,Creativity,Cognitive Ability,Academically Gifted,Elementary School Students,Middle School Students,Clubs,Relevance (Education)

The study described herein is part of a larger, inclusive research study exploring the effects of model-eliciting activities (MEAs) of &quot;real-life&quot; situations on the development of students' mathematical creativity. This part aim at revealing students' cognitive abilities that are involved in the creative modeling processes using a qualitative analytical method. The participants were mathematically talented students, members of the &quot;Kidumatica&quot; math club. The data include videotapes, classroom observation and modeling products. Three core categories--appropriateness, 'mathematical resourcefulness' and inventiveness--of students' cognitive creative abilities are identified, defined and illustrated. These findings may give a better understanding of the larger concept of mathematical creativity. [For the complete proceedings, see ED597799.]
Seeing in Space Is Difficult: An Approach to 3D Geometry through a DGE
Author: Ferrara, Francesca
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Geometry,College Students,Mathematics Instruction,Instructional Effectiveness,Visual Perception,Geometric Concepts,Foreign Countries,Computer Assisted Instruction

In this paper, we present an approach to spatial geometry that involved a group of university students, who engaged in visual experiences while discussing about geometrical properties using a dynamic geometry environment. Drawing on aspects related to the difficulty of seeing in 3D, we introduce suitable connections between quadrilaterals and tetrahedra as a way to enhance visual skills in space geometry. In so doing, we show examples of the way learners manage &quot;to see in space&quot; through the affordances offered by the DGE. [For the complete proceedings, see ED597799.]
Preparing Future Professors: Highlighting the Importance of Graduate Student Professional Development Programs in Calculus Instruction
Author: Ellis, Jessica
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Professional Development,Mathematics Instruction,Calculus,Teaching Assistants,Training,STEM Education,Undergraduate Study,College Faculty,Coordinators,Teacher Role,Program Effectiveness

This report details the importance of professional development and training for graduate student teaching assistants (GTAs) in in the teaching of calculus. Findings from a large, national study in the United States show that GTAs are teaching a large percentage of Calculus I students (either as the primary teacher or as a recitation leader), receiving widely varied preparation for this teaching, and experiencing this preparation to varying degrees of effectiveness. The results motivate the need to further investigate the current landscape of GTA professional development, and lay the groundwork for subsequent analyses to explore connections between GTA PD, instructor attributes, such as beliefs and practices, and student success. [For the complete proceedings, see ED597799.]
Validating in the Mathematics Classroom
Author: Goizueta, Manuel
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Validity,Mathematical Models,Secondary School Mathematics,Epistemology,Secondary School Students,Secondary School Teachers,Foreign Countries,Student Behavior

The focus of this report is on the process of resolution of a task; specifically, on the validation of the mathematical model proposed by a group of students and the numerical result that is constructed within this model. Habermas' construct of rational behavior is used to describe validity conditions that emerge and are used by the students as means for validation. We take a classroom episode from a design experiment to examine how the emergence of these conditions points to a socially constituted mathematical epistemology in the secondary school mathematics classroom, to shared and tacit principles of the didactic contract concerning the knowledge there, and to non-mathematical references that are taken for granted. [For the complete proceedings, see ED597799.]
&quot;I Also Want Them to Feel Comfortable&quot;: Affect and the Formation of Professional Identity
Author: Gomez, Carlos Nicolas
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Identity,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Preservice Teacher Education,Emotional Response,Student Attitudes,Values,Objectives

Understanding the formation of the professional identities of prospective teachers is important to better understand the decision-making processes of future teachers. Through an exploration of four prospective teachers' visions of practice and designated identities, we found that their images of future students' affective responses while learning mathematics were a strong influence in the prospective teachers' evolving professional identities. [For the complete proceedings, see ED597799.]
What Did the Students Learn from Mathematics Textbooks? The Case of L. F. Magnitskii&apos;s &quot;Arithmetic&quot;
Author: Freiman, Viktor
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Textbooks,Arithmetic,Foreign Countries,Educational History,Mathematics Education,Teaching Methods,Learning

In this paper, we investigate the Arithmetic authored by L.F. Magnitskii (1669-1739) especially focusing on the methods of teaching and learning represented in this arithmetical manual that remained highly influential among the Russian educators for more than a century after its publication in 1703. We suggest that Magnitskii, even though drawing upon arithmetical manuals published in Western Europe in the 17th century, introduced a number of new elements that can be properly interpreted only if one takes into consideration his didactical agenda. [For the complete proceedings, see ED597799.]
Black and White Marbles -- Older Primary Students&apos; Intuitive Conceptions and Approaches Concerning Ratios
Author: Frizlar, Torsten
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Elementary School Students,Intuition,Fractions,Intermediate Grades,Foreign Countries,Problem Solving,Mathematics Education,Elementary School Mathematics

We encounter ratios on a daily basis. They also play an important role as a basic construct of thinking in many areas of school mathematics. For example, a fraction can be interpreted as the ratio of a part to the respective whole. Many children appear to have difficulties with fractions and although the concept of ratios is crucial for this subject area, there has been hardly any scientific research on how the understanding of ratios is developed. In this article, we will highlight, using the &quot;marbles problems&quot;, how children between 3rd and 6th grade handle ratios. [For the complete proceedings, see ED597799.]
Qualification Perception of Prospective Teachers on Multicultural Education: A Need Assessment
Author: Olur, Burak
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Preservice Teachers,Multicultural Education,Educational Needs,Foreign Countries,Knowledge Level,Democracy,Gender Differences,Departments,Cultural Pluralism,Self Efficacy,Classroom Techniques,Student Attitudes,Teacher Competencies,Teacher Education

The aim of this study is to determine the needs of prospective teachers for multicultural education. Convergent parallel design, which is of the mixed research methods, has been employed in the study. The sample of the study has been selected by simple sampling method and constitutes of 165 prospective teachers who are studying at Afyon Kocatepe University Faculty of Education during 2016-2017 academic year. The quantitative data of the study have been collected by 'Perception on Multicultural Education and Democracy Scale', the qualitative data have been collected open ended questions created by the researchers. In the analysis of the quantitative data, descriptive statistics, Mann Whtney-U and Kruskall Wallis have been employed and the content analysis method has been used for the analysis of qualitative data. It has been concluded that the prospective teachers explain the multicultural education only on its cultural dimension and that they have inadequate knowledge in the field of multicultural education and that they need an education about multicultural education.
Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes
Author: Carter, Traci
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Self Concept,Classroom Environment,Middle School Students,Mathematics Education,Coeducation,Questionnaires,Attitude Measures,Single Sex Classes,Gender Differences,Student Attitudes,Mathematics Achievement,Comparative Analysis

In this paper we present findings from a study investigating the relationship between all girls' classes, all boys' classes and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all girls' classes to girls in coeducational classes and responses of boys in all boys' classes to boys in coeducational classes. Using the Mathematics Attitude Scale and the What is Happening in This Class questionnaire, we found no significant differences in student responses on any of the subscales or domains for any of the subgroups, except for Math as a Male Domain. Our findings indicate that student mathematics self-concept and student perception of the classroom environment are similar regardless of whether students are in a single-sex or a coeducational class. [For the complete proceedings, see ED597799.]
Do Subject Specialists Produce More Useful Feedback than Non-Specialists When Observing Mathematics Lessons?
Author: Evans, Sheila
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Intellectual Disciplines,Specialists,Expertise,Lay People,Feedback (Response),Observation,Classroom Observation Techniques,Mathematics Teachers,Secondary School Teachers,Foreign Countries,Teacher Evaluation,Mathematics Instruction,Instructional Improvement

Schools, districts and inspectorates routinely use non-specialists to observe lessons for accountability and professional development purposes. However, there is little empirical research on how well non-specialists observe lessons. We describe two pilot studies in which education professionals made judgements about mathematics lesson observation reports, written by both specialists and non-specialists. In terms of providing feedback to the observed teachers, the professionals considered the specialists' reports to be significantly more useful than the non-specialists' reports. Written advice about a teacher's practice influenced these judgements. The paper considers theoretical and practical implications, as well as limitations of our findings. [For the complete proceedings, see ED597799.]
Developing an Interactive Software Application to Support Young Children&apos;s Inference-Making
Author: McMaster, Kristen L.
Date: 2019-08-22
Type: Reports - Research
Subjects: Inferences,Computer Software,Educational Technology,Technology Uses in Education,Video Technology,Learning Modules,Vocabulary Development,Scaffolding (Teaching Technique),Feedback (Response),Oral Reading,Teaching Methods,Program Effectiveness,Comprehension,Instructional Design,Student Attitudes,Teacher Attitudes,Elementary School Students,Language Tests

We describe the design and development of a technology-based inference-making intervention system that includes a set of interactive learning modules, each of which engages students to (a) view age-appropriate children's videos, (b) learn vocabulary words that are central to main ideas in each video, (c) respond to inferential questions, (d) receive scaffolding and specific feedback for each question, and (e) engage in a set of read-aloud lessons implemented by the classroom teacher and designed to promote transfer of inferencing from non-reading to reading contexts. First, we present the design principles that guided development, drawing on an integrated language comprehension framework. Next, we describe the design process, drawing on a field test of the usability and feasibility of the intervention system. Findings revealed that students and teachers found the system to be usable and helpful for support inference-making, and that it was feasible for classroom use. Then, we provide evidence from a field trial that showed that children who used the intervention system made gains in language comprehension, and that a version with 'offline' questioning (questions asked after viewing videos) was slightly superior to an 'online' version (questions asked during viewing). Finally, we highlight lessons learned that are informing additional development. [This paper will be published in &quot;L1-Educational Studies in Languages and Literature.&quot;]
The Influence of Graphics in Mathematics Test Item Design
Author: Greenlees, Jane
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Test Items,Test Construction,Mathematics Achievement,Thinking Skills,Foreign Countries,Performance Factors,Catholic Schools,Elementary School Students,Visual Aids,Children,Cognitive Processes,Difficulty Level,National Competency Tests,Numeracy

This study investigated the performance and reasoning of 143 Australian students who completed mathematics tasks sourced from their national test. Specifically, this study examined changed student performance and reasoning on items where the graphic component was modified. The results of the study revealed significant performance differences between the original and modified items and provided insight into how these modifications influenced student reasoning. [For the complete proceedings, see ED597799.]
Mathematical Practices as Under-Determined Learning Goals: The Case of Explaining Diagrams in Different Classroom Microcultures
Author: Erath, Kirstin
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Curriculum,Curriculum Implementation,Mathematics Education,Discourse Analysis,Visual Aids,Elementary School Mathematics,Elementary School Students,Grade 5,Mathematical Concepts,Mathematics Instruction,Discussion (Teaching Technique)

More and more curricula and standards worldwide specify not only mathematical contents as learning goals but also process-oriented goals for mathematical practices. But even with clear formulations in the formal curricula, the implemented curricula of these mathematical practices can diverge substantially for different classroom cultures, as this research report shows for the discursive practice of &quot;explaining&quot;. By adopting an interactionist perspective, we compare the implemented curriculum in different video- recorded classroom microcultures. The comparative case study on the topic &quot;explaining diagrams&quot; in grade 5 shows that explaining practices and their underlying norms differ considerably with respect to explanandum, repertory of explanans in epistemic modes, and participation structures. [For the complete proceedings, see ED597799.]