ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle Years Students Influencing Local Policy
Author: Marshman, Margaret
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Adolescents,Case Studies,Journal Writing,Semi Structured Interviews,Documentation,Video Technology,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Secondary School Students,Academically Gifted,Policy Formation,Mathematics Instruction,Relevance (Education),Technology

Middle Years students often do not see mathematics as useful. Authentic and real mathematics tasks and artefacts are frequently advocated as arresting this situation. However, often such experiences are contrived and lack authenticity. This paper reports on how a group of Middle Years students used mathematics and technology to engage in a real community issue, of the need for a teenage safe space, to inform local Council policy. Data were collected for this case study via journal observations and reflections, semi-structured interviews, samples of students' work and videos of students working. The data were analysed by identifying the main themes that were connected with designing and locating the space and focused on the stages of the statistical investigation cycle used. How this impacted students' beliefs about the usefulness and value of mathematics is discussed. [This research was funded by a University of the Sunshine Coast Research Grant.]
The Mathematics Instructional Leader: What a Difference Crucial Conversations Make
Author: Lamb, Janeen
Date: 2015-00-00
Type: Reports - Research
Subjects: Instructional Leadership,Mathematics Instruction,Technology Integration,Technology Uses in Education,Teacher Role,Principals,Educational Change,Action Research,Participatory Research,Elementary School Curriculum,Observation,Transcripts (Written Records),Interviews,Content Analysis,Faculty Development,Audits (Verification),Program Implementation,Teacher Administrator Relationship,Foreign Countries

The aim of this study was to investigate the role of the instructional leader when introducing digital technology into the mathematics teaching in the Australian Curriculum. The research reported here involves the principal and five teachers from one school and is part of a larger study. Results indicated that principal-led &quot;crucial conversations&quot; supported educational change that comprised not only curriculum change but also a transition from a pedagogy that draws on technology to a pedagogy in which technology is embedded. [This project was funded by Brisbane Catholic Education.]
Professional Knowledge Required When Teaching Mathematics for Numeracy in the Multiplicative Domain
Author: Mills, Judith
Date: 2015-00-00
Type: Reports - Research
Subjects: Numeracy,Multiplication,Mathematics Activities,Mathematics Instruction,Teaching Methods,Pedagogical Content Knowledge,Elementary School Mathematics,Elementary School Teachers,Mixed Methods Research,Questionnaires,Interviews,Student Evaluation,Pretests Posttests,Teacher Effectiveness,Observation,Case Studies,Foreign Countries

This paper presents findings as part of a wider study that investigated the professional knowledge of teachers when teaching mathematics for numeracy in the primary school classroom. This paper focuses on teachers in action as they taught two lessons on multiplication. It outlines the specific pedagogical categories the teachers used and the impact their knowledge had on student learning.
Researching and Doing Professional Development Using a Shared Discursive Resource and an Analytic Tool
Author: Adler, Jill
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teaching Methods,Faculty Development,Scientific Concepts,Mathematics Education,Mathematics Achievement,Educational Practices,Educational Research,Demonstrations (Educational),Mathematics Instruction,Secondary School Mathematics,Science Course Improvement Projects,Theory Practice Relationship

Linked research and development forms the central pillar of the 5-year Wits Maths Connect Secondary Project in South Africa. Our empirical data emphasised the need for teaching that mediates towards mathematics viewed as a network of scientific concepts, and the development of the notion of 'mathematical discourse in instruction' (MDI), as an analytic tool and discursive resource for working on research and professional development. This paper describes and reflects on MDI, its emergence in a particular education context, and what this discursive resource offers more generally as it works across different discourses and practices. [This work is based on research of the Wits Mathematics Connect Project, University of the Witwatersrand, supported by Department of Science and Technology, and FirstRand Foundation, and administered by the National Research Foundation.]
Authority and Agency in Young Children's Early Number Work: A Functional Linguistic Perspective
Author: Murphy, Carol
Date: 2015-00-00
Type: Reports - Research
Subjects: Young Children,Mathematics Activities,Cooperative Learning,Language Usage,Mathematical Linguistics,Task Analysis,Observation,Video Technology,Critical Incidents Method,Elementary School Mathematics,Problem Solving,Teaching Methods,Discourse Analysis,Foreign Countries

This paper presents a preliminary study of three six year-old children's use of functional language when engaging collaboratively on a mathematics task. The analysis is presented as an illustration of young children's authority and agency in mathematics as evidenced in their discourse. Modality, as a function of language, was seen to indicate reasoning as a semantic process that expressed a state of knowledge as the children explored number comparison relationships. It is proposed that the children's use of modality indicated an element of internal authority in arbiting mathematical correctness and that related to the nature of the task.
A Snapshot of Young Children's Mathematical Competencies: Results from the Longitudinal Study of Australian Children
Author: MacDonald, Amy
Date: 2015-00-00
Type: Reports - Research
Subjects: Young Children,Minimum Competencies,Mathematical Aptitude,Mathematics Achievement,Longitudinal Studies,Early Childhood Education,National Surveys,Preschool Children,Mathematics Skills,Regression (Statistics),Teacher Attitudes,Foreign Countries

This article presents a snapshot of the mathematical competencies of children aged four to five years in Australian early childhood education settings, as perceived by their educators. Data are presented from a nationally-representative sample of 6511 children participating in the Longitudinal Study of Australian Children (LSAC). The results reveal that children are seen to possess a number of mathematical competencies at 4-5 years, with the majority of children displaying interest in mathematics. Moreover, differences were noted with respect to the different program types in which the children participated. These results are discussed in relation to previous research, and implications for future research, policy and practice are presented. [&quot;Growing Up in Australia&quot; was initiated and funded as part of the Australian Government Stronger Families and Communities Strategy by the Australian Government Department of Housing, Families, Community Services and Indigenous Affairs (FaHCSIA).]
Pre-Service Teachers and Numeracy in and beyond the Classroom
Author: Leder, Gilah C.
Date: 2015-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Pilot Projects,National Standards,Student Teacher Attitudes,Mathematical Aptitude,Mathematics Achievement,Relevance (Education),Science and Society,Noninstructional Responsibility,Foreign Countries,Surveys

Data from a pilot study concerned with pre-service teachers' perceptions of the numeracy demands on Australian teachers are reported. The sample comprised 211 students enrolled in pre-service teacher education courses at a large Australian university. While most recognised the importance of mathematics and its applications in everyday life, less than half considered there were mathematical demands on teachers beyond their teaching domain. NAPLAN-related information data was used to examine the group's ability to access, apply, and interpret the statistical information.
Mathematics Education as a Field of Research: Have We Become Too Comfortable?
Author: Lowrie, Tom
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Intellectual Disciplines,Research Problems,Educational Practices,Educational Theories,Reputation,Educational Innovation,Traditionalism,Grants,Educational Opportunities,Barriers,Science Education,Research Needs,Foreign Countries

Mathematics education is highly regarded as a research field within our region, especially when compared to other fields within the broader education discipline. The field has been relatively cohesive, well organised and internationally influential in a universally strong field. Mathematics education research has developed and evolved in challenging times-- when other fields have become fragmented and lost vision--have we more to offer? This keynote paper considers the challenges we face as a field of research as we navigate our theoretical underpinnings and pedagogical practices, within both the mathematical sciences and broader education disciplines.
Starting a Conversation about Open Data in Mathematics Education Research
Author: Logan, Tracy
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Mathematics Education,Data,Access to Information,Electronic Publishing,Foreign Countries,Qualitative Research,Data Collection,College Mathematics,Universities,Position Papers

This position paper discusses the role of open access research data within mathematics education, a relatively new initiative across the wider research community. International and national policy documents are explored and examples from both the scientific and social science paradigms of mathematical sciences and mathematics education respectively are provided. Within these examples, some of the more well-known concerns associated with making data open and accessible are acknowledged and debated.
Exploring a Structure for Mathematics Lessons That Foster Problem Solving and Reasoning
Author: Sullivan, Peter
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Problem Solving,Mathematics Instruction,Mathematics Skills,Student Reaction,Thinking Skills,Mathematics Teachers,Pretests Posttests,Elementary School Mathematics,Elementary School Teachers,Foreign Countries,Grade 2,Grade 3,Elementary School Students

While there is widespread agreement on the importance of incorporating problem solving and reasoning into mathematics classrooms, there is limited specific advice on how this can best happen. This is a report of an aspect of a project that is examining the opportunities and constraints in initiating learning by posing challenging mathematics tasks intended to prompt problem solving and reasoning to students, not only to activate their thinking but also to develop an orientation to persistence. The results indicate that such learning is facilitated by a particular lesson structure. This article reports research on the implementation of this lesson structure and also on the finding that students' responses to the lessons can be used to inform subsequent learning experiences.
Odyssey® Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Individualized Instruction,Elementary School Mathematics,Program Effectiveness,Mathematics Achievement,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Program Evaluation,Web Based Instruction,Mathematics Curriculum,Formative Evaluation,Control Groups,Experimental Groups,Comparative Analysis,Computer Software

&quot;Odyssey® Math&quot; is a web-based program developed by Compass Learning® for mathematics instruction in grades K-8. The online program includes a mathematics curriculum and formative assessments designed to support differentiated and data-driven instruction. Based on assessment results, the program generates an individualized sequence of mathematics topics and skills-a &quot;learning path.&quot; &quot;Odyssey® Math&quot; is often used as a prescriptive tool, where students can start by taking a diagnostic assessment aligned with local or state standards. Teachers can modify learning paths to match their lesson plans or to align them with district scopes and sequences. The What Works Clearinghouse (WWC) identified three studies of &quot;Odyssey® Math&quot; that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and one study meets WWC group design standards with reservations. Together, these studies included 2,768 students in grades 4-8 in 41 schools. The WWC considers the extent of evidence for &quot;Odyssey® Math&quot; on the mathematics achievement of primary students to be medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Primary Mathematics topic area. (See the Effectiveness Summary on p. 4 for more details of effectiveness for the mathematics achievement domain.) The following are appended: (1) Research details for DiLeo (2007); (2) Outcome measures for the Mathematics Achievement Domain; and (3) Findings Included in the rating for the Mathematics Achievement Domain. A glossary of terms is provided.
What Matters Now: A New Compact for Teaching and Learning. The Evidence Base
Author: National Commission on Teaching and America's Future
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Change,Educational Research,Case Studies,Educational Development,Individualized Instruction,Change Strategies,Educational Opportunities,Academic Standards,Technology Uses in Education,Partnerships in Education,Data,Student Evaluation,School Organization,Capacity Building,Teacher Recruitment,Teacher Persistence,Preservice Teacher Education,Elementary Secondary Education,Beginning Teacher Induction,Mentors,Alignment (Education)

In 1996, the National Commission on Teaching and America's Future's (NCTAF's) first groundbreaking report made five bold recommendations that changed teaching and learning across the country. &quot;What Matters Most&quot; challenged the nation to provide every American child with his or her educational birthright: access to competent, caring, qualified teaching in schools organized for success. In the twenty years since its publication, its message that strengthening the teaching profession was the key to addressing America's education crisis has been felt from the classroom to the legislative chamber. &quot;What Matters Most&quot; called for higher standards for teachers and students, a reformation in teacher education, and for schools to be organized for success. &quot;What Matters Now: A New Compact for Teaching and Learning&quot; consists of two reports. The first issues a call to collective action, and this, the second, &quot;What Matters Now: A New Compact for Teaching and Learning. The Evidence Base&quot; provides a robust online base of research, examples, and case studies to support the call to action. This report is designed for state and local policymakers who are interested in how to comprehensively transform teaching and learning for the students they serve, leveraging the opportunities presented by the recent federal legislation that provide more autonomy to states and districts, advances in the science of how people learn, transformational technologies, and student populations with increasingly diverse backgrounds and global connections. Throughout this report, examples of states, districts, schools, and teachers who are working to modernize and personalize learning for all students are offered. Reform--even revolution--can emerge from any layer of the system, depending on the resource and policy conditions. By highlighting a range of innovations, catalysts, and essential conditions, this report offers many different ways to bring about long lasting and effective education reform. [For &quot;What Matters Now: A New Compact for Teaching and Learning. A Call to Action,&quot; see ED572432. The Commission also acknowledges the NEA Foundation and Total Wine &amp; More for their support of this report.]
Knowledge and Morality of School-Age Children and Adolescents Regarding Environmental Issues and Moral Dilemmas
Author: Vestena, Carla Luciane Blum
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Moral Values,Children,Adolescents,Sanitation,Earth Science,Water,Forestry,Physical Environment,Age Differences,Environmental Education,Interviews,Public Schools,Data Analysis

A research gap exists with regard to the analysis of school children and adolescents' awareness on environmental issues. Current investigation analyzes data of 240 children and adolescents, aged between 8 and 14 years, within different school contexts in the mid-southern region of Brazil, on their knowledge level and moral judgment on solid wastes, river water and tree life. Whereas the exploratory research with different groups of different ages verifies the manner behavior emerges and changes, the transversal design gives an evolution aspect of data through the examination of a great number of agents. Results showed that children and adolescents have similar knowledge on the environment within different school contexts, except differences at environmental knowledge level. The latter revealed a mild broadening trend in proportion to the 8-14 years age bracket. Environmental moral judgment varied a lot, regardless of the agents' age, and failed to be related to the knowledge that children and adolescents had on the environmental themes. Schools featuring well-defined pedagogical proposals were positively salient among the others. Environmental knowledge and moral judgment on environmental issues are not determining but implied chiefly as from the age of eleven, since both are the result of the agents' social interactivity within the environment and basically require affectivity and cooperation.
Teacher's Scaffolding over the Year to Develop Norms of Mathematical Inquiry in a Primary Classroom
Author: Makar, Katie
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Inquiry,Elementary School Mathematics,Scaffolding (Teaching Technique),Teaching Methods,Video Technology,Grade 4,Problem Solving,Cooperative Learning

Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: &quot;How can a teacher scaffold the development of norms and practices in mathematical inquiry over time?&quot; Analysis of classroom video over a year showed that the teacher constantly diagnosed classroom norms and responsively used strategies to improve them. By the end of the year, there was evidence of inquiry norms and practices independent of the teacher's presence.
Determining a Student's Optimal Learning Zone in Light of the Swiss Cheese Model
Author: Morley, Patricia
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Practices,Models,Mathematics Curriculum,Individual Characteristics,Individual Differences,Error Patterns,Student Evaluation,Intervention,Achievement Gap,Achievement Need,Career Readiness,Foreign Countries

Participation in society is increasingly dependent on educational achievement. Accordingly, society as a whole is committing more resources to education to prevent the adverse outcome of students moving through the school system only to emerge without the knowledge and skills that they might be expected to attain. In this paper, we explore the application of two models developed to prevent adverse outcomes in industrial and medical settings to the issues involved in providing an optimal mathematics education for all children.
Understanding Geometric Ideas: Pre-Service Primary Teachers' Knowledge as a Basis for Teaching
Author: Seah, Rebecca
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Geometric Concepts,Knowledge Base for Teaching,Misconceptions,Foreign Countries,Mathematics Education,Multiple Choice Tests,Mathematics Tests

This paper reports part of an ongoing investigation into aspects of pre-service teachers' geometric knowledge. One hundred and fifty-two Australian pre-service teachers responded to a series of questions that reflect the type of knowledge teachers are expected to know and teach. Analysis of their responses shows that teacher knowledge can be understood through the interplay between individual teachers' formal figural concepts and personal figural concepts. Errors and misconceptions of geometric properties can be addressed by strengthening the link between formal and personal knowledge through visualisation.
Getting out of Bed: Students' Beliefs
Author: Watson, Jane
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Student Attitudes,Difficulty Level,Item Response Theory,Item Analysis,Test Items,Secondary School Students,Sleep,Scoring Rubrics,Student Surveys,Habit Formation

Responses of 223 students in grades 6 to 11 to questions related to beliefs about getting out of bed on the left side are analysed from two perspectives. On one hand the items explore subjective beliefs about chance. On the other hand the different wording and context of the items provide opportunity to show different levels of understanding of students' explanations. Rasch analysis is used to place the items on a scale with other statistical literacy items in order to suggest potential levels of difficulty.
Spatial Visualisation and Cognitive Style: How Do Gender Differences Play Out?
Author: Ramful, Ajay
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Spatial Ability,Visualization,Cognitive Style,Gender Differences,Grade 6,Verbal Communication,Cognitive Processes,Grade 8,Student Surveys,Statistical Analysis,Questionnaires,Mathematics

This study investigated potential gender differences in a sample of 807 Year 6 Singaporean students in relation to two variables: spatial visualisation ability and cognitive style. In contrast to the general trend, overall there were no significant gender differences on spatial visualisation ability. However, gender differences were prevalent among students who possessed high spatial visualisation ability, in favour of boys. In terms of cognitive style, there were significant gender differences in the spatial imagery and verbal information processing dimensions. Boys gave higher ratings to their spatial-imagery encoding and processing preferences than their verbal information processing preferences. Some of these findings are in contrast to studies undertaken in the educational-psychology literature. Implications are drawn regarding pedagogical practices in Singaporean schools.
Mathematics, Programming, and STEM
Author: Yeh, Andy
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Programming,STEM Education,Mathematics Education,Semiotics,Experimental Teaching,Enrichment Activities,Elementary School Students,Computer Simulation,Animation,Teaching Methods,Mathematics Achievement,Learning Experience,Academic Achievement,Student Developed Materials,Video Technology,Transcripts (Written Records),Computer Graphics,Geometry,Foreign Countries

Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh &amp; Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10- week teaching experiment, mathematical meaning-making was enriched when primary students wrote Logo programs to create 3D virtual worlds. The analysis of results found deep learning in mathematics, as well as in technology and engineering areas. This prompted a rethinking about the nature of learning mathematics and a need to employ and examine a more holistic learning approach for the learning in science, technology, engineering, and mathematics (STEM) areas.