ethanporcaro/eric-fulltext-meta huggingface dataset:
Graphing Calculator Supported Instrumentation Schemes for the Concept of Derivative: A Case Study
Author: Roorda, Gerrit
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Graphing Calculators,Mathematics Education,Teaching Methods,Problem Solving,Foreign Countries,Calculus,High School Students,Educational Technology,Technology Uses in Education,Mathematical Logic

This paper reports on the role of the graphing calculator (GC) in the learning of derivatives and instantaneous rate of change. In a longitudinal study, we administered task based interviews before and after the introduction of calculus. We analyzed students' use of the GC in these interviews. This paper reports on the case of one student, Andy, who is a resilient user of the GC while he develops into a flexible solver of problems on instantaneous rate of change. His case demonstrates that, although the GC is meant to promote the integration of symbolical, graphical and numerical techniques, it can facilitate a learning process in which symbolical techniques develop separately from other techniques. [For the complete proceedings, see ED597799.]
Proof as a Cluster Concept
Author: Weber, Keith
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Validity,Mathematical Logic,Mathematics Education,Mathematical Concepts,Cluster Grouping,Mathematical Models,Persuasive Discourse,Teaching Methods

Proof is a central concept in mathematics education, yet mathematics educators have failed to reach a consensus on how proof should be conceptualized. I advocate defining proof as a clustered concept, in the sense of Lakoff (1987). I contend that this offers a better account of mathematicians' practice with respect to proof than previous accounts that attempted to define a proof as an argument possessing an essential property, such as being convincing or deductive. I also argue that it leads to useful pedagogical consequences. [For the complete proceedings, see ED597799.]
A Framework for the Analysis of Values through a Mathematical Literacy Lens
Author: Rughubar-Reddy, Sheena
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Mathematics Instruction,Numeracy,Teaching Methods,Mathematics Curriculum,Taxonomy,Mathematics Skills,Student Attitudes,National Curriculum,Foreign Countries,Learning Theories,Sociocultural Patterns,Correlation,Video Technology,Social Values,Moral Values

This paper aims to offer a framework to interrogate how learners make sense of values in Mathematical Literacy lessons. Through an exploration of the curriculum materials, a framework that uses, the Bloom's taxonomy to analyse the cognitive levels of the tasks in the materials against mathematical competency and knowledge areas was developed. Findings from this study show that there is merit in the use of the framework to analyse values in Mathematical Literacy. [For the complete proceedings, see ED597799.]
Students&apos; Self-Assessment of Creativity: Benefits and Limitations
Author: Shriki, Atara
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Creativity,Mathematics,Elementary School Students,Foreign Countries

In this paper, we describe the process of students' self-assessment of their creativity and its development in the context of posing mathematical problems, presuming that such a process would support the development of their creativity. Examination of two case studies reveals that self-assessment of creativity may support its development provided that one possesses specific personal recourses; however, this process might suppress the creativity of those lacking the needed resources. Therefore, we suggest that self-assessment of creativity cannot stand on its own, and should be supplemented by teachers' feedback or other environmental 'scaffolding'. [For the complete proceedings, see ED597799.]
An Emerging Theory for Design of Mathematical Task Sequences: Promoting Reflective Abstraction of Mathematical Concepts
Author: Simon, Martin A.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Reflection,Abstract Reasoning,Mathematical Concepts,Concept Formation,Fractions,Grade 4,Grade 5,Elementary School Students,Elementary School Mathematics,Mathematical Logic

This paper describes an emerging approach to the design of task sequences to promote reflective abstraction. The approach aims at promoting particular mathematical understandings. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from a problem-solving approach. The paper illustrates the approach through data from a teaching experiment on learning of fraction concepts with fourth and fifth graders. [For the complete proceedings, see ED597799.]
Are Interest and Enjoyment Important for Students&apos; Performance?
Author: Schukajlow, Stanislaw
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Students,Secondary School Mathematics,Grade 9,Grade 10,Mathematics Achievement,Student Interests,Learner Engagement,Scores,Psychological Patterns,Problem Solving,Word Problems (Mathematics),Mathematics Tests,Performance

We conducted an experimental study with 192 ninth graders in which we investigated a connection between performance and students' interest and enjoyment using task-unspecific and task-specific questionnaires. Students were randomly assigned to experimental group 1 or to experimental group 2. In group 1, they were asked about their affective measures after task processing, and in group 2, they were asked before task processing. In both groups, students who achieved higher scores on the performance test reported stronger interest and enjoyment. The connection of performance to the task-unspecific and task-specific affective scales did not differ significantly and ranged between 0.15 and 0.47 for problems with and without a connection to the real world. [For the complete proceedings, see ED597799.]
Students&apos; Use of Gesture and Posture Mimicry in Developing Mutual Understanding
Author: Wells, Kevin J.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Nonverbal Communication,Human Posture,Interpersonal Communication,Cooperative Learning,Imitation,Foreign Countries,Grade 5,Elementary School Students

In this paper I focus on observations made regarding students mimicking of each other's gestures in face-to-face conversation while problem solving. The data supports the idea that the students may use such gestures to subconsciously signal acceptance. Through talk, gesture, prosody, and intonation, combined with context, the interlocutors may develop a better connection with each other, enabling a belief in having achieved a shared understanding of each other's contribution. In so doing, they are positioned to develop their understanding of the problem. In addition, recordings of students working together on problem solving show evidence of posture mimicking during times of effective collaborative. The results suggest that teachers' recognition of such mimicry may help in knowing when to successfully intervene. [For the complete proceedings, see ED597799.]
Learning with Interactive Animated Worked-Out Examples in Groups of Two
Author: Salle, Alexander
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 6,Animation,Instructional Materials,Learning Processes,Fractions,Cues,Computer Uses in Education,Metacognition,Middle School Students,Middle School Mathematics,Foreign Countries

This exemplary case study describes the learning process of two sixth-graders that learn from an animated worked-out example and an accompanying self-explanation prompt in the domain of fractions. It is based on a corresponding field study. The analysis focuses on the interaction with the computer, the communication between the students, the metacognitive aspects of the learning process and self-explanations. Supported with quantitative data, the qualitative results show that worked-out examples are proper materials for learning in groups of two. Furthermore, it is shown that self-explanation prompts have positive effects on the learning process and the analysed aspects. With detailed scenes it is elucidated, how the interactive capabilities and the animations are used during the learning process. [For the complete proceedings, see ED597799.]
Prospective Teachers&apos; Conceptions about a Plane Angle and the Context Dependency of the Conceptions
Author: Silfverberg, Harry
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Attitudes,Knowledge Level,Plane Geometry,Geometric Concepts,Comprehension,Concept Formation

In our study, we looked for an answer to the research question &quot;How prospective teachers comprehend the concept of a plane angle and what kind of variation there is between the conceptions? The study shows that the prospective teachers interpret the concept &quot;plane angle&quot; which in principle is familiar to everybody in many different ways. In this paper, we categorise eight interpretations of a different type, appearing in the future teachers' ideas. We also show some examples of the fact that individuals can use different concept images of a plane angle when performing the tasks of different types even in the same test. [For the complete proceedings, see ED597799.]
Sofya Kovalevskaya: Mathematics as Fantasy
Author: Persad, Veda Roodal
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Professional Personnel,Influences,Females,Psychological Patterns,Biographies

What is entailed in doing mathematics and becoming a mathematician? Working from an autobiographical sketch and biographies of Sofya Kovalevskaya (1850-1891), the first woman generally thought to have gained a doctorate in mathematics, and using the Lacanian notion of desire, I examine the forces that shape and influence engagement with mathematics. This work has consequences for mathematics education in examining the construction of identity/subjectivity in teachers and students alike. [For the complete proceedings, see ED597799.]
Qualitative Facets of Prospective Elementary Teachers&apos; Diagnostic Competence: Micro-Processes in One-on-One Diagnostic Interviews
Author: Reinhold, Simone
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Teacher Competencies,Diagnostic Teaching,Interviews,Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Grade 1,Young Children,Graduate Students,Arithmetic,Pedagogical Content Knowledge,Misconceptions,Mathematical Concepts,Educational Strategies

Going beyond measuring accuracy of teachers' judgments of students? achievements, this paper focuses on how prospective elementary teachers proceed in one-on-one diagnostic mathematics interviews. As part of the project diagnose:pro, prospective elementary teachers (PTs) conduct diagnostic interviews with children in grade one and reflect on diagnostic strategies afterwards. Findings of the study lead to a model of strategic elements in diagnostic proceeding and suggest types of diagnostic strategies. It is also discussed how awareness of diagnostic strategies can be developed to foster sensitive every-day qualitative diagnostic attitudes in PTs. [For the complete proceedings, see ED597799.]
Are Skill Sets Booming? An Analysis of Training Package Skill Sets. Research Report
Author: Stanwick, John
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Job Skills,Minicourses,Educational Development,Enrollment,Foreign Countries,Student Characteristics,Certification

Skill sets have become recognised as an important short form of training for the modern world of work. They are seen to have a variety of purposes, including upskilling, compliance and licensing, meeting a defined industry need and as an entry pathway to further training. An analysis of nationally recognised or training package skill sets forms the specific focus of this report. The investigation uses data from the National Register of VET and the National Provider Collection -- Total VET Activity. The report identifies how much training package skill set activity is occurring and where, with the findings indicating that activity is clustered around only a small number of skill sets and a small number of training packages.
Building Effective Data Strategies in Career and Technical Education
Author: Dalporto, Hannah
Date: 2019-10-00
Type: Reports - Research
Subjects: Vocational Education,Data Use,Program Development,Data Collection,Program Effectiveness,Measurement,Change Strategies,21st Century Skills,Credentials,Outcomes of Education,Educational Attainment,Work Experience Programs,Secondary Education,Postsecondary Education

Career and technical education (CTE) programs (programs that teach students specific workplace skills aligned with the labor market) may track data for lots of different reasons: to comply with funding requirements, to manage their services and continually improve, to measure their progress toward their goals, and to evaluate whether they are making a difference for students. When used intelligently, data can be powerful. Data can help a program refine its model, pinpoint successes, and communicate lessons with funders and stakeholders. Yet if data are so important, why don't more programs have successful data strategies? Perhaps the reason is that there have been few guides available to help programs develop those strategies, even as CTE programs have received more attention and grown considerably in recent years. To fill that void, MDRC conducted a scan of leading CTE programs, starting with the projects affiliated with its Center for Effective CTE. MDRC research staff members and partners were interviewed about the challenges and opportunities data provide. MDRC also reached out to innovative leaders, consultants, and organizations in secondary, postsecondary, and workforce CTE -- the three main areas of the field -- to discuss their data strategies and the challenges they have faced. This brief presents highlights from those conversations. It further outlines four basic steps programs can take to strengthen their own CTE data-collection and measurement activities and develop robust -- and manageable -- data strategies. Because so few CTE programs have been subject to rigorous evaluation, many of the recommendations in this brief are based on the interviews outlined above, and supplemented by MDRC's work with CTE programs to strengthen their design and implementation.
STEM School Education Interventions: Synthesis Report
Author: Education Council (Australia)
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: STEM Education,Intervention,Foreign Countries,Evidence Based Practice,Program Evaluation,Best Practices

The &quot;National Science, Technology, Engineering and Mathematics (STEM) School Education Strategy 2016-2026&quot; (the National Strategy) supports a long-term change agenda aiming to ensure that students have a stronger foundation in STEM and are inspired to take on more challenging STEM subjects. The National Strategy acknowledges that there is significant effort already underway within all jurisdictions to lift student outcomes in STEM. A national focus on STEM education aims to better coordinate this effort and target the key areas where collaborative action can provide fresh momentum to improve student participation and performance. The National Strategy sets out two high level goals: (1) Ensure all students finish school with strong foundational knowledge in STEM and related skills; and (2) Ensure that students are inspired to take on more challenging STEM subjects. For this project, the Australian Government, with partners South Australia, Victoria and Education Services Australia, sought information from all jurisdictions on STEM-related initiatives, with a focus on those that had completed or planned evaluations, and where available, the research and evaluation results. The project aims to build an evidence base to guide policymakers on what approaches work best for different purposes and circumstances. The information in this report provides a summary of the initiatives nominated by jurisdictions including a description of the scale, target group/s and program objective; and information on how well the initiative has achieved its goals, including external evaluation data if such data are available. The aim of this report is to share information about existing STEM initiatives, including evaluation findings, to establish a stronger evidence base to improve our understanding of what STEM initiatives work in Australian contexts. [For &quot;National Science, Technology, Engineering and Mathematics (STEM) School Education Strategy 2016-2026,&quot; see ED581690.]
Tony&apos;s Story: Reading Mathematics through Problem Solving
Author: Tay, Eng Guan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,College Mathematics,Problem Solving,Mathematical Logic,Reading Comprehension,Textbooks,Teaching Methods,Mathematics Instruction,Reading Strategies,Algebra

We describe an attempt by a former mathematics teacher to read an undergraduate mathematics proof aided by discussions with a mathematician using the language of mathematical problem solving. The literature on successful approaches to reading mathematics is scarce at the secondary and undergraduate levels. Shepherd, Selden and Selden (2012) offered three possible reasons why undergraduate students find it difficult to read passages from a mathematics textbook. From the ultimately fruitful attempt by the teacher, we postulate how a problem solving approach can successfully negotiate these three difficulties. [For the complete proceedings, see ED597799.]
After Decades of Financial Challenge, How Can Oakland Reorient Itself?
Author: Gill, Sean
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,Charter Schools,Educational Finance,Financial Exigency,Enrollment Trends,Educational Change,Costs,State Aid,Financial Support,Elementary School Students,Expenditure per Student,Educational Equity (Finance),Declining Enrollment,Educational History,School Choice,School Closing,Money Management,Educational Facilities,Educational Quality,Strategic Planning,Special Needs Students,School Administration,Resource Allocation,Urban Schools

New legislation in California will allow school districts, such as Oakland Unified School District (OUSD), to consider the &quot;financial and academic impact&quot; when approving or denying applications for new charter schools. OUSD has been in fiscal distress in the past and faces fiscal challenges that continue to play out in classrooms across the city. Teachers and families are right to want solutions, but independent reviews show that charter schools are not the primary cause of Oakland's troubles. Indeed, as described in this brief, enrollment in the district's schools has stabilized and revenues are at historic highs. The authors explore evidence related to the causes of OUSD's financial crisis and why previous efforts to right the ship have failed. With a renewed focus, can Oakland reorient itself as a system of schools--with charter schools and the larger community as partners--that will attract families back to the city and help stabilize OUSD finances? This brief points to a possible path forward.
Postsecondary Workforce Development Policies. Policy Snapshot
Author: Keily, Tom
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Labor Force Development,Educational Policy,State Policy,Education Work Relationship,Career Development,Job Skills,Partnerships in Education,State Legislation,Educational Legislation,State Aid,Financial Support,Incentives,Access to Education

Researchers suggest that the economy of the future will consist of jobs that do not currently exist, there will likely be a shortage of individuals with necessary education and credentials to fill those jobs, and if the nation does not produce this workforce, there will likely be a $1.72 trillion loss in productivity by 2030. Considering these projections, policymakers continue to seek ways to create opportunities for individuals to access training and education that translate to jobs and careers, all while meeting the labor demands of an evolving economy. States have introduced and enacted legislation that forms connections between education and workforce development. While these connections can take place at a local or institutional level, many states have enacted policy that expands beyond local activity to make statewide workforce development and education connections. This Policy Snapshot reviews 2019 enacted legislation pertaining to postsecondary education and workforce development. It breaks legislative activity into four main categories -- (1) career pathways and skills; (2) partnerships and working groups; (3) financial incentives; and (4) workforce data -- with state examples for each.
Teacher Leadership Opportunities. NCTQ Databurst
Author: National Council on Teacher Quality
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Teacher Leadership,Teacher Role,State Policy,School Districts,Board of Education Role,Incentives,Training,Program Implementation

More states are recognizing the importance of leadership roles for teachers, signaling that state policy is reflecting teachers' voices. Thirty-five states now have formal teacher leadership policies, with a net of eight additional states adopting formal teacher leadership policies in the past two years. Even though the implementation of any teacher leadership policy happens at the school district level, policies at the state level can catalyze and legitimize teacher leadership opportunities, providing districts with the runway to implement meaningful teacher leader pathways and latitude to reallocate funding for such purposes. Statewide recognition of the importance of leadership roles for classroom teachers indicates that we are moving toward a national consensus that our best teachers should have opportunities to remain in the classroom and assume leadership roles.
The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos
Author: Carnevale, Anthony P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Equal Opportunities (Jobs),Whites,African Americans,Hispanic Americans,Employees,Racial Discrimination,Ethnicity,Racial Bias,Disproportionate Representation,Employment Level,Educational Attainment,Bachelors Degrees,High School Graduates,College Graduates,Job Skills,Wages,Industry,United States History

Between 1991 and 2016, employment among White, Black, and Latino workers grew by 20 percent, while employment in good jobs soared by 35 percent. Yet the opportunities and benefits of the modern economy have not accrued evenly across the three groups. Discrimination and a history of racial injustice in this country have led to Whites gaining a disproportionate edge in educational opportunity and good jobs. During this period, Whites started out with more good jobs than Blacks and Latinos, and they gained an outsized share of the new good jobs compared to Blacks and Latinos. White workers are the only major racial or ethnic group for whom the majority of their jobs are good jobs. Overall, Whites have a disproportionate share of good jobs relative to their share of employment, and Blacks and Latinos are disproportionately underrepresented in good jobs relative to their share of employment. In 2016, White workers held 77 percent of the good jobs in the United States even though Whites collectively held 69 percent of all jobs. Black workers held 10 percent of good jobs even as Blacks held 13 percent of all jobs. Latino workers held 13 percent of good jobs, while Latinos held 18 percent of all jobs. [For the executive summary, see ED600049.]