ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Data Collection Instruments to Research Engagement in Mathematics
Author: Laird, Alexandra
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Data Collection,Learner Engagement,Mathematics Education,Foreign Countries,Measures (Individuals),Educational Research

Engagement is a multifaceted concept that has attracted recent attention by researchers both in Australia and internationally (Attard, 2012; Chan, Baker, Slee, &amp; Williamson, 2015). For many years mathematics education has been seen as boring and dull, and students have disengaged from a relatively early age in learning and participating in mathematics (Grootenboer &amp; Marshman, 2016). Therefore, there seems to be an imperative for research and action into this issue, as low levels of engagement among school students can put them at risk of decreased participation and, ultimately, low levels of academic achievement (Fredrick et al, 2004). It is evident that there are three types of engagement consistent across the literature; emotional, behavioural, and cognitive. However, it appears that there are no existing data collection instruments that specifically focus on capturing student engagement in mathematics. Thus, some tools have been designed that derive specifically from the theoretical framework on engagement with the aim of being theoretically robust, conceptually relevant, and practically manageable.
Defining the Characteristics of Critical Mathematical Thinking
Author: Monteleone, Chrissy
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Thinking Skills,Mathematical Logic,Children,Problem Solving,Mathematics Skills,Definitions,Case Studies,Kindergarten,Foreign Countries,Classification

In this paper, we report on the interim findings of a study that seeks to identify the characteristics of children's Critical Mathematical Thinking CMT. Characteristics of CMT were initially generated from a synthesis of relevant research literature and then validated using a case study methodology via trials in early childhood classrooms. This paper provides a framework for CMT distilled from the literature and an illustrative case study of one student to provide tentative evidence that young children's use of CMT capabilities can be identified. The long term aim of this line of research is to explore the potential to promote CMT capabilities in a targeted manner.
Engaging Pre-Service Non-Specialist Teachers in Teaching Mathematics Using Embodied Technology Tools
Author: Matthews, Sarah
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Schools of Education,Computer Science Education,Interdisciplinary Approach,Student Attitudes,Mathematics Instruction,Information Technology,Technology Integration,Creativity,Technological Literacy,Teacher Attitudes,College Faculty,Robotics,Graduate Study,Foreign Countries,Futures (of Society)

We report on an initial analysis of survey data that was generated through a collaboration between the schools of Education and Information Technology in exploring pathways through which future teachers could envision mathematics as engaging and creative subject, while also enhancing their awareness of, and skills in, using digital technologies in teaching mathematics. We specifically share insights generated into students' attitudes towards, current understandings of, and expectations for uses of technology in teaching and learning mathematics in schools. We bring attention to a mismatch between pre-service teachers views of technology and those of technology educators.
How Do Students Create Algorithms? Exploring a Group&apos;s Attempt to Maximise Happiness
Author: Moala, John Griffith
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Group Activities,Graphs,Foreign Countries,High School Seniors,Calculus,Problem Solving,Mathematical Logic,Cognitive Style

This paper addresses the need for empirical research on the processes by which students create algorithms. I analyse the collaborative work of three high-school students on a contextualised graph theory task, in which they created an algorithm for maximising the happiness score of a seating arrangement. The group found an optimal arrangement but created an algorithm that did not fully account for this arrangement. The group's written algorithm reflected only the properties of their optimal arrangement that they explicitly noticed after creating the arrangement. And, these explicitly-noticed properties aligned with the group's predominant contextual considerations.
Experimenting with Reform-Orientated Approaches: Difficulties and Advantages Experienced by Primary Mathematics Teachers
Author: McCormick, Melody
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Mathematics Instruction,Mathematics Teachers,Elementary School Teachers,Elementary School Mathematics,Foreign Countries,Problem Solving,Teacher Surveys,Grade 3,Grade 4,Grade 5,Thinking Skills,Elementary School Students,Teaching Methods,Difficulty Level,Educational Opportunities

There have been many attempts to reform mathematics teaching in Australia to encourage teachers to use more cognitively demanding tasks that focus on problem solving and reasoning. However, there is limited specific advice for teachers on how best to do this. This paper reports on one set of survey items that examines 52 teachers' responses to experimenting with a reform-orientated approach and challenging tasks through the EPMC project. Findings indicate that the EPMC approach was different to most teachers practice, and despite the difficulties experienced by both students and teachers, both responded positively and reported the approach effectively supported student learning and in developing growth mindsets.
Examining a Teacher&apos;s Use of Multiple Representations in the Teaching of Percentages: A Commognitive Perspective
Author: Ngin, Chia Su
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Case Studies,Mathematical Concepts,Concept Mapping,Visual Aids,Elementary School Teachers,Teacher Student Relationship,Elementary School Students,Vocabulary,Foreign Countries,Learning Processes

Learning Mathematics in Primary Schools is often mediated through the use of multiple representations. However, teachers may not pay enough attention to the way they use these representations. Given that the translations among representations may not always be smooth, it may be insightful to examine how teachers mediate learning through the use of multiple representations. In this paper, I will share key ideas in commognition before I present a case study of how Hannah, a teacher, mediate learning of percentages in her class. I will also introduce the idea of a 'Mediation Flowchart' and demonstrate how it can be used to describe and analyse a teacher's use of multiple representations.
Identifying Practices That Promote Engagement with Mathematics among Students from Disadvantaged Backgrounds
Author: Bennison, Anne
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Learner Engagement,Disadvantaged Youth,Background,Student Characteristics,Mathematics Teachers,School Counselors,Calculus,Foreign Countries,High School Students,Secondary School Teachers,Secondary School Mathematics,Grade 9,Grade 10,STEM Education

Students' post-school options are limited if they have not completed mathematics subjects involving the study of calculus. This paper employs a sociocultural approach to identify institutional practices that might promote sustained engagement with these subjects among students from disadvantaged backgrounds. Drawing on interviews with mathematics teachers and the school guidance counsellor, six themes emerged as potential institutional practices contributing to increased enrolments: curriculum organisation across year levels, staffing of mathematics classes, culture of the Mathematics Department, STEM program, and provision of appropriate tasks and resources.
Investigating Mathematics Students&apos; Motivational Beliefs and Perceptions: An Exploratory Study
Author: Orellana, Claudia
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Student Motivation,Student Attitudes,Beliefs,Mathematics,Grade 6,Grade 7,Grade 8,Grade 9,Foreign Countries,Student Surveys,Factor Structure

The purpose of this study was to explore the factorial structure of motivation and perception items from a student survey utilised as part of the Reframing Mathematical Futures II (RMFII) Project. Data was collected in 2017 from 442 students in Years 7 to 10 from various different States across Australia. An exploratory factor analysis identified four factors which were consistent with the studies the items were adapted from: Intrinsic and Cognitive Value of Mathematics, Instrumental Value of Mathematics, Mathematics Effort, and Social Impact of School Mathematics. An analysis of variance (ANOVA) also revealed that there were statistically significant differences between Year Level and State for some of these factors.
Insights into a Year 4 Student&apos;s Spatial Reasoning and Conceptual Knowledge of Rectangular Prisms
Author: Livy, Sharyn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Logical Thinking,Thinking Skills,Elementary School Students,Scientific Concepts,Concept Formation,Interviews

While spatial reasoning skills have been found to predict mathematical achievement, little is known about how primary students' conceptual understanding of three-dimensional objects develops. This paper reports insights into a Year 4 student's spatial reasoning when constructing and describing the properties of rectangular prisms, using Froebel's Gifts, in an interview. Categories of the van Hiele framework were used to analyse student responses in conjunction with a specially designed analysis tool. The findings highlight the benefit of using a one-to-one interview to shed light on one student's spatial reasoning and conceptual knowledge of rectangular prisms.
It&apos;s More than the Videos: Examining the Factors That Impact upon Students&apos; Uptake of the Flipped Classroom Approach in a Senior Secondary Mathematics Classroom
Author: Muir, Tracey
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Mathematics Instruction,Foreign Countries,Blended Learning,Teaching Methods,Case Studies,Grade 12,Secondary School Teachers,High School Seniors,Holistic Approach,Student Motivation,Individual Needs,Personal Autonomy,Parochial Schools,Learner Engagement,Student Attitudes,Teacher Attitudes

Senior secondary mathematics in Australia is generally characterised by a challenging prescribed curriculum, textbook usage, high homework expectations and externally imposed assessment tasks. An increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching as a means of addressing this challenging teaching space. This paper looks at a case study undertaken with a Grade 12 class where the teacher utilised a flipped classroom approach to teach Mathematics 2. The results showed that it was the holistic approach and commitment and dedication of the teacher that primarily influenced students' uptake. The study has implications for other teachers who may be considering implementing a flipped classroom approach, particularly in terms of the commitment required.
State of Student Aid and Higher Education in Texas, 2018
Author: Fletcher, Carla
Date: 2018-07-00
Type: Reference Materials - General
Subjects: Student Financial Aid,Higher Education,Enrollment,College Preparation,Student Characteristics,Student Costs,Grants,Federal Aid,State Aid,Student Loan Programs,Educational Attainment,Wellness,Evidence Based Practice,Intervention,Loan Default,Debt (Financial),Educational Policy,Financial Needs,College Readiness,Undergraduate Students,Public Colleges,Two Year Colleges,Demography

The State of Student Aid and Higher Education in Texas (SOSA) annual report from Trellis Research provides information helpful in informing policy and programs for higher education student financial aid. The report serves as a reference for colleges, universities, and policymakers, and provides a comparison of Texas state and federal student aid programs. Each section concentrates on a different issue or set of issues. As a reference document, it is designed such that each page stands on its own. Each page contains a title summarizing the page or highlighting a particular part of the page, a visual element, a brief write-up, and information on the sources used. Because each page stands on its own, the reader can use the table of contents to find the page or pages of interest without needing to read the entire document cover-to-cover. In fact, it was designed so that a page could be printed and taken to a meeting to ensure that everyone in the room is literally on the same page. The report begins by highlighting how the future of Texas will depend upon an educated populace, as an increasing percentage of jobs will require higher education. The second section reviews issues including Free Application for Federal Student Aid (FAFSA) completion rates, college enrollment rates among high school graduates, and the importance of college prep programs in high school leading to enrolling in college. The next section provides a profile of Texas college students. The fourth section presents higher education costs by type and sector, showing that Texas remains lower than the nation for public and non-profit sectors. The last section outlines federal and state grant programs, with some breakouts by race/ethnicity and comparisons to other large states.
Maintaining Productive Patterns of Teacher-Student Interactions in Mathematics Classrooms
Author: Siahgorabi, Sara Haghighi
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Student Relationship,Interaction,Mathematics Instruction,Foreign Countries,Educational Strategies,Problem Solving,Sociocultural Patterns

In preparing to study teacher-student interactions in mathematics classrooms in Iran, this paper as a literature review considers relevant mathematics education literature. I explore which aspects of classroom environments orient researchers to judge patterns of classroom interactions as productive. I examine patterns of classroom interactions that were empirically linked to student understanding. This paper highlights the importance of productive patterns of teacher-student interactions in promoting student learning, examining authoritative and dialogic teaching as two opposing approaches.
Making Mathematics Accessible for All: A Classroom Inquiry
Author: Gibbs, Bronwyn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Access to Education,Student Participation,Pacific Islanders,Ethnic Groups,Educational Environment,Elementary School Students,Foreign Countries,Socioeconomic Status,Mathematics Instruction

Patterns of participation in mathematics are often affected by power and status structures in the classroom. This case study focuses on two 10-year-old students who have achievement and status and power issues in mathematics, within a class of predominantly Maori and Pasifika students from low socio-economic backgrounds. The findings illustrate the impact teachers have on the opportunities to participate available to students in the mathematics classroom, through practices which explicitly address status issues. Importantly, they show that unless teachers intervene to address inequities and promote participation the status quo of diverse students underachieving in mathematics remains.
Am I Patriotic? Learning and Teaching the Complexities of Patriotism Here and Now. Occasional Paper Series 40
Author: Boldt, Gail, Ed.
Date: 2018-09-00
Type: Collected Works - General
Subjects: Patriotism,Teaching Methods,Citizenship Education,Nationalism,Political Attitudes,Civil Rights,Citizenship,Biculturalism,Democracy,Military Training,Instructional Materials,Humanism,Personal Narratives,Resistance (Psychology),Popular Culture,Music,Dissent,Social Justice,Theater Arts,Immigrants,Group Membership,Group Unity,Emotional Response

This issue of the &quot;Bank Street Occasional Paper Series&quot; seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism. Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism--and the learning and teaching of it--is complicated and contested, loved and hated, seemingly straightforward but entirely complex. Contents included: (1) Learning and Teaching the Complexities of Patriotism Here and Now (Mark T. Kissling); (2) &quot;That's Quite a Tune&quot;: An Interview with Bruce Springsteen (Mark T. Kissling); (3) Loving America with Open Eyes: A Student-Driven Study of U.S. Rights in the Age of Trump (Margaret Nell Becker); (4) Patriotism and Dual Citizenship (Patricia Gándara); (5) Fostering Democratic Patriotism through Critical Pedagogy (Hillary Parkhouse); (6) On Patriotism (William Ayers); (7) This Is about Us: Toward Democratic, Patriotic Pedagogy (Samuel J. Tanner); (8) Military Patriotism and the JROTC (Jenna Christian); (9) Constructed Patriotism: Shifting (Re)Presentations and Performances of Patriotism through Curriculum Materials (Nina Hood and Marek Tesar); (10) Patriotism for People in Diaspora Is Love of Humanity (Ming Fang He); (11) A Love-Hate Relationship: Personal Narratives of Pride and Shame as Patriotic Affects (Mark Helmsing); and (12) Patriotism? No Thanks! (Madhu Suri Prakash). [Individual articles contain references.]
Student Financial Wellness Survey Report. Spring Report
Author: Klepfer, Kasey
Date: 2018-06-00
Type: Reports - Research
Subjects: College Students,Paying for College,Debt (Financial),Financial Needs,Student School Relationship,Well Being,Public Colleges,Community Colleges,Private Colleges,Student Needs

There is growing recognition that the interplay of student collegiate finances and academic performance influences key student outcomes like retention and graduation. Students experiencing high levels of stress related to finances and meeting basic needs may struggle to reach their academic potential. The Spring 2018 implementation of the Student Financial Wellness Survey (SFWS) captures the attitudes, perspectives, competencies, and self-reported financial behaviors of over 6,000 students from 12 colleges and three states. Student respondents attended public universities, private colleges, and community colleges that range in size from more than 40,000 students to under 1,000. Trellis Research, a department within Trellis Company, designed and implemented the SFWS to document the financial well-being of postsecondary students at participating schools and to inform discussions about college affordability, student debt, and financial wellness at the campus level and among policymakers. The analysis begins with an examination of (1) Student Financial Security which reports and the levels of stress students feel over money matters. Sometimes money anxieties reflect the uncertainty students experience when trying to meet basic human needs like access to food and shelter. The SFWS provides valuable information on these experiences in the (2) Basic Needs section. The next section, (3) Paying for College and Student Debt, inventories the ways students finance their education and how those methods are understood and felt by students. The final section reports on student (4) Perceptions of Institutional Support, i.e., the extent to which students believe that colleges, faced with competing demands for resources, are empathetic and responsive to the financial needs of their students.
Benefits Take Larger Bite out of District K-12 Education Budgets
Author: Marchitello, Max
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Budgets,Educational Finance,Elementary Secondary Education,School Districts,Fringe Benefits,Retirement Benefits,School Personnel,Expenditure per Student,School District Size

One would hope that as benefit costs increase, districts would correspondingly bump up their overall K-12 spending to ensure at least as much funding gets to classrooms as before. Unfortunately, that is not the case across the country or in the vast majority of states. In our new report, &quot;Benefits Take Larger Bite out of District K-12 Budgets,&quot; we analyzed U.S. Department of Education district finance data from 2005 to 2014. In particular, we looked at overall elementary and secondary education spending and instructional spending, as well as the corresponding benefit spending. The results are alarming. Districts spending on benefits is growing at a much faster rate than their overall education spending. As a result, fewer dollars are making it into the classroom. We found that nationally benefit spending is up 22 percent compared with only a 1.6 percent increase in K-12 spending overall from 2005 to 2014. As a result, the share of national education funding spent on benefits jumped from 16 percent in 2005 to over 19 percent in 2014. In the aggregate, more than $11 billion fewer dollars made it to the classroom. At the state-level, anywhere from 8 to more than 30 percent of K-12 spending is dedicated to benefits. In the end, 23 states actually send fewer dollars in the classroom in 2014 than they did in 2005 after adjusting for inflation. This problem is likely to get worse before it gets better.