ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Research on Personalized Problem Posing in Algebra
Author: Walkington, Candace
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Problem Solving,Teaching Methods,Relevance (Education),Grade 8,Student Interests,Instructional Effectiveness,Comparative Analysis,Conventional Instruction,Pretests Posttests,Questionnaires,Self Efficacy,Scores,Standardized Tests,Regression (Statistics),Statistical Analysis

Algebra is an area of pressing national concern around issues of equity and access in education. Recent theories and research suggest that personalization of instruction can allow students to activate their funds of knowledge and can elicit interest in the content to be learned. This paper examines the results of a large-scale teaching experiment where 8th grade students posed, solved, and shared algebra problems related to their out of school interests in topics like sports, video games, and social networking. Results suggest that the teaching experiment improved both learning of and interest in algebra compared to &quot;business as usual&quot; instruction, particularly for those students who were struggling. Theoretical and practical implications are discussed. [For complete proceedings, see ED581294.]
The Changing Expectations for the Reading of Geometric Diagrams
Author: Dietiker, Leslie
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Visual Aids,Elementary School Mathematics,Secondary School Mathematics,Textbooks,Comparative Analysis,Expectation,Elementary School Students,Secondary School Students

Students studying geometry at the secondary level are expected to read diagrams in different ways than those in elementary school. In this paper, we present an analysis of the changes in diagrammatic expectations by comparing the geometric diagrams found in Grade 1 U.S. textbooks with those in U.S. high school geometry textbooks. This work included developing and using a coding scheme that recognizes dimensions of reading a diagram geometrically, including the type of object represented, use of deduction, use of mental redrawing, interpretation of markings, and the necessity of the diagram. The way in which elementary and secondary students are expected to interpret diagrams was shown to change along several of these dimensions, posing potential learning barriers for students. We end our paper with a discussion of what our results mean for the learning of geometry. [For complete proceedings, see ED581294.]
Exploring the Structure of Equivalence Items in an Assessment of Elementary Grades
Author: Singh, Rashmi
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Symbols (Mathematics),Elementary School Mathematics,Numbers,Elementary School Students,Grade 3,Mathematics Tests,Maps,Statistical Analysis

This study is focused on the structure of equivalence problem to probe the evolution from operational to relational view of students' understanding of the equals sign. We propose a modified construct map which incorporates the intermediate levels in such a transition which were previously ignored. Our findings suggest that the structure of number sentences (place value and the position of answer box) has an undeniably significant role in developing students' conception of equivalence. In addition, the designed and validated example presented here could potentially serve as a tool for better assessment of understanding of equivalence. [For complete proceedings, see ED581294.]
Middle School Mathematics Teachers&apos; Use of CCSSM and Curriculum Resources in Planning Lessons
Author: McDuffie, Amy Roth
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Mathematics Teachers,Common Core State Standards,Educational Resources,Lesson Plans,Interviews,Mathematics Curriculum,Qualitative Research

As part of a larger study, we report findings on teachers' use of the Common Core State Standards for Mathematics (CCSSM) and teacher resources (TR) that were included with teachers' published curriculum programs. We analyzed 147 lesson planning interviews with 20 middle school teachers to understand how teachers interpreted and enacted the CCSSM while working with their curriculum materials. We investigated teachers' noticing of CCSSM and features of TR in planning lessons. Regardless of curriculum, teachers perceived that the lessons were designed to address the CCSSM. Findings for patterns among curriculum type, teacher orientation, and teachers' noticing are presented. Implications for curricular policy and design are discussed. [For complete proceedings, see ED581294.]
The Processes and Products of Students&apos; Generalizing Activity
Author: Tillema, Erik
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Generalization,High School Students,Secondary School Mathematics,Interviews,Grade 10,Grade 11,Grade 12,Geometric Concepts,Learning

Generalization has been a major focus of curriculum standards and research efforts in mathematics education. While researchers have documented many productive contexts for generalizing and the generalizations students make, less attention has been given to the processes of generalizing. Moreover, there has been less work done with high school students in advanced mathematical contexts. To address these issues we use a model of learning that enables us to make explicit the processes of generalizing. We exemplify this model of learning in the context of an interview study with high school students working on cubic relationships. [For complete proceedings, see ED581294.]
Learning Integer Addition: Is Later Better?
Author: Aqazade, Mahtob
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Numbers,Grade 2,Grade 5,Addition,Problem Solving,Pretests Posttests,Teaching Methods,Cohort Analysis,Cognitive Style,Learning Strategies,Statistical Analysis

We investigate thirty-three second and fifth-grade students' solution strategies on integer addition problems before and after analyzing contrasting cases with integer addition and participating in a lesson on integers. The students took a pretest, participated in two small group sessions and a short lesson, and took a posttest. Even though the results reveal significant gains for both grades from pretest to posttest, second graders gained significantly higher than fifth graders. In this paper, we explore students' treatment of the negative sign and describe this gain difference. [For complete proceedings, see ED581294.]
The Interplay between Students&apos; Understandings of Proportional and Functional Relationships
Author: Stephens, Ana
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Early Intervention,Grade 3,Grade 4,Grade 5,Elementary School Mathematics,Mathematical Logic,Mathematics Activities,Mathematics Achievement,Problem Solving,Pretests Posttests,Number Concepts,Mathematical Aptitude,Longitudinal Studies,Intervention

This research explores the interplay between students' understandings of proportional and functional relationships. Approximately 90 students participated in an early algebra intervention in Grades 3- 5. Before the intervention and after each year of the intervention, we evaluated their understandings of proportional and functional relationships. Data revealed that among Grades 4 and 5 students who identified a correct function rule, a higher percentage were unsuccessful solving a proportional reasoning problem than those who were not able to identify a correct function rule. Namely, the data suggest that students' development of functional thinking may interfere with their development of understanding proportional relationships. [For complete proceedings, see ED581294.]
A Study of Pre-Service Teachers Use of Representations in Their Proportional Reasoning
Author: Johnson, Kim
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Preservice Teachers,Thinking Skills,Mathematical Logic,Elementary School Mathematics,Problem Solving,Numbers,Questionnaires,Difficulty Level,Mathematics Activities,Task Analysis,Interviews

Proportional reasoning is important to the field of mathematics education because it lies at the crossroads of additive reasoning in the elementary school and multiplicative reasoning needed for more advanced mathematics. This research reports on the representations used by pre-service teachers (PSTs) as they responded to tasks involving proportional reasoning. The findings highlight three common difficulties that were prevalent among participants' responses. An analysis of the representations used by participants revealed that the representations that PSTs created in their effort to solve the problems often enabled them to overcome these difficulties. Prior research is used to hypothesize explanations of the extent to which different forms of representations were useful and productive for the participants. Implications include ways that use of these multiple representations could aid in the teaching of proportional reasoning. [For complete proceedings, see ED581294.]
Second Graders&apos; Integer Addition Understanding: Leveraging Contrasting Cases
Author: Bofferding, Laura
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Grade 2,Elementary School Students,Addition,Numbers,Pretests Posttests,Mathematics Instruction,Elementary School Mathematics,Intervention,Problem Solving,Mathematics Achievement,Instructional Effectiveness

In this study, we explore thirty-two second graders' performance on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, completed a pretest, were randomly assigned to one of three intervention groups, and participated in two small-group sessions, one short whole-class lesson on integer addition, and a posttest. The group interventions differed in terms of which problems students compared in their small-group sessions. Based on students' solution strategies for integer addition problems and their treatment of negative signs, all three groups progressed in solving negative integer addition problems; however, students who initially contrasted adding two positives with adding a negative to a positive showed important differences, which we describe further. [For complete proceedings, see ED581294.]
Commentary: Listening Can Be Exhausting--Fatigue in Children and Adults with Hearing Loss
Author: Bess, Fred H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Listening,Fatigue (Biology),Hearing Impairments,Children,Adults,Definitions,Incidence,Assistive Technology,Quality of Life,Physiology,Identification,Measures (Individuals),Cognitive Processes,Stress Variables

Anecdotal reports of fatigue after sustained speech-processing demands are common among adults with hearing loss; however, systematic research examining hearing loss-related fatigue is limited, particularly with regard to fatigue among children with hearing loss (CHL). Many audiologists, educators, and parents have long suspected that CHL experience stress and fatigue as a result of the difficult listening demands they encounter throughout the day at school. Recent research in this area provides support for these intuitive suggestions. In this article, the authors provide a framework for understanding the construct of fatigue and its relation to hearing loss, particularly in children. Although empirical evidence is limited, preliminary data from recent studies suggest that some CHL experience significant fatigue--and such fatigue has the potential to compromise a child's performance in the classroom. In this commentary, the authors discuss several aspects of fatigue including its importance, definitions, prevalence, consequences, and potential linkage to increased listening effort in persons with hearing loss. The authors also provide a brief synopsis of subjective and objective methods to quantify listening effort and fatigue. Finally, the authors suggest a common-sense approach for identification of fatigue in CHL; and, the authors briefly comment on the use of amplification as a management strategy for reducing hearing-related fatigue. [This paper represents the study published in final edited form in &quot;Ear and Hearing&quot; v35 n6 p592-599 Nov-Dec 2014.)
Quality of Explanation as an Indicator of Fraction Magnitude Understanding
Author: Foreman-Murray, Lindsay
Date: 2018-02-22
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,Elementary School Mathematics,Mathematics Skills,At Risk Students,Learning Disabilities,Accuracy,Fractions,Correlation,Mathematics Tests,Criterion Referenced Tests,National Competency Tests,Abstract Reasoning,Predictor Variables,Achievement Tests,Children,Intelligence Tests,Scores,Regression (Statistics),Statistical Analysis

Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students' explanations of those comparisons, as well as the relation between those measures and scores on a criterion test: released fraction items from the National Assessment of Educational Progress (NAEP). We also considered the extent to which reasoning and language contribute to the prediction. Results indicated a significant, moderate correlation between accuracy and explanation quality. Commonality analyses indicated explanation quality accounts for little variance in NAEP scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment are discussed. [At time of submission to ERIC this article was in press with &quot;Journal of Learning Disabilities&quot;.]
Connection between Topic-Specific Teacher Knowledge and Student Performance in Lower Secondary School Mathematics
Author: Tchoshanov, Mourat
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Pedagogical Content Knowledge,Knowledge Base for Teaching,Teacher Surveys,Teacher Attitudes,Fractions,Generalization,Grade 6,Case Studies,Correlation,Mathematics Instruction,Sampling,Teaching Methods,Secondary School Students,Mathematics Teachers,Foreign Countries,Interviews

The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on division of fractions. The survey consisted of multiple-choice items measuring teachers' knowledge of facts and procedures, knowledge of concepts and connections, and knowledge of models and generalizations. Teachers were also interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. After teaching the topic on division of fractions, two groups of 6th grade students of the participating teachers were tested using similar items measuring students' topic-specific knowledge at the level of procedures, concepts, and generalizations. The cross-case examination using meaning coding and linguistic analysis revealed topic-specific connections between teacher and student knowledge of fraction division. Results of the study suggest that student knowledge could be reflective of teacher knowledge in the context of topic-specific teaching and learning of mathematics at the lower secondary school. [For complete proceedings, see ED581294.]
Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It?
Author: Milewski, Amanda
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Online Courses,Teacher Education Curriculum,Mathematics Teachers,Teacher Educators,College Faculty,Mathematics Instruction,Theories,Computer Software,Program Descriptions,Inquiry,Group Dynamics,Peer Relationship,Curriculum Development

This paper is part of a three-year inquiry that supports and investigates the work of groups of mathematics teacher educators using technological tools to design and implement multimedia practice-based teacher education curriculum materials. This paper describes the kinds of activities, interactions, and tools used by mathematics teacher educators to engage in such work. Using Engeström's Activity Theory as a framework, we organize our observations of the groups' work sessions, noting differences across the groups' objectives and ways of organizing the division of labor and tools for engaging in the work. Our results suggest the activity of collective curriculum development amongst teacher educators can take on at least three distinct types of interactions. We present these types of interactions as &quot;caricatures&quot; (Lambdin &amp; Preston, 1995), using data from all of the groups to represent composite descriptions. [For complete proceedings, see ED581294.]
Early Childhood Teachers&apos; Use of Effective Instructional Practices and the Collateral Effects on Young Children&apos;s Behavior
Author: Conroy, Maureen A.
Date: 2014-04-00
Type: Journal Articles
Subjects: Teaching Methods,Intervention,Preschool Teachers,Early Childhood Education,Young Children,Behavior Modification,Emotional Development,Social Development,Teacher Behavior,Faculty Development,Coaching (Performance),Program Implementation,Learner Engagement,Behavior Problems,Classroom Techniques,Feedback (Response),Positive Reinforcement,Teacher Student Relationship,At Risk Students,Behavior Disorders,Emotional Disturbances,Observation,Coding,Program Effectiveness,Family Involvement,Child Development,Measures (Individuals)

This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching (including performance feedback) on teachers' implementation and maintenance of the BEST in CLASS model practices. Next, we examined the effects of teachers' implementation of these practices on young children's engagement and problem behaviors. Using a descriptive nonexperimental design, 10 teachers and 19 children received the intervention. Findings indicated that teachers' use of the BEST in CLASS practices including rules, precorrection, opportunities to respond, behavior-specific praise, and instructive and corrective feedback increased from baseline to completion of the intervention and these increases maintained. In addition, children's engagement increased while their problem behaviors decreased. Although these results are promising, the current investigation has limitations and the results should be viewed with caution. [This report was published in &quot;Journal of Positive Behavior Interventions,&quot; (EJ1021161).]
Time as a Measure: Elementary Students Positioning the Hands of an Analog Clock
Author: Earnest, Darrell
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Measurement Techniques,Time,Visual Aids,Elementary School Students,Grade 2,Grade 4,Mathematics Instruction,Teaching Methods,Manipulative Materials,Qualitative Research,Interviews,Statistical Analysis,Video Technology,Performance

Time is an area of measurement that is difficult for children. This interview study addresses the question: What are children's solution approaches to position the hands of an analog clock? To explore this, we investigated problem solving when using a clock manipulative with mechanically linked hands. We compare overall success rates among students in Grades 2 (n = 24) and 4 (n = 24) in positioning hour versus minute hands. We then present a qualitative analysis of solution approach for both hour and minute hands. Results indicate successful students may use the linked hands without overt consideration of the measurement structure of the clock. [For complete proceedings, see ED581294.]
Improving Interactions between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach
Author: Sutherland, Kevin S.
Date: 2010-00-00
Type: Journal Articles
Subjects: At Risk Persons,Behavior Problems,Caregivers,Classroom Techniques,Early Intervention,Interpersonal Competence,Parent Child Relationship,Skill Development,Student Behavior,Student Characteristics,Teacher Behavior,Teacher Student Relationship,Young Children

Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success. [This article was published in &quot;Exceptionality&quot; (EJ881036).]
Affordances of the Cultural Inquiry Process in Building Secondary Mathematics Teachers&apos; Capacity for Cultural Responsiveness
Author: Parker, Frieda
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Mathematics Teachers,Culturally Relevant Education,Affordances,Inquiry,Teacher Attitudes,Attitude Change,Inservice Teacher Education,Mathematics Instruction

Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students' experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is culture-free and the lack of images of culturally responsive teaching in secondary mathematics classrooms. In this research, we explored the affordances of the Cultural Inquiry Process project in building inservice secondary mathematics teachers' capacity for cultural responsiveness. [For complete proceedings, see ED581294.]
How Spatial Reasoning and Numerical Reasoning Are Related in Geometric Measurement
Author: Battista, Michael T.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Mathematics Skills,Abstract Reasoning,Correlation,Geometric Concepts,Problem Solving,Elementary School Students,Middle School Students,Interviews

The positive correlation between spatial ability and mathematical ability has been well-documented, but not well-understood. Examining student work in spatial situations that require numerical operations provides us with insight into this elusive connection. Drawing on student work with angle, length, volume, and area, we examine the ways in which students associate numerical operations with their spatial structurings of objects. We find that for students to correctly coordinate their spatial structurings and numerical operations, their solution methods must satisfy basic properties of measurement functions. We illustrate this claim by providing examples in which students successfully and unsuccessfully employ spatial-numerical linked structurings. [For complete proceedings, see ED581294.]