28,163 results
Search Results
202. Discussion paper: Has renaming the high fidelity generalized method of cells been justified?
- Author
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Haj-Ali, Rami and Aboudi, Jacob
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MICROMECHANICS , *MULTIPHASE flow , *COMPOSITE materials , *GENERALIZATION , *NUMERICAL analysis , *FINITE volume method , *PROBLEM solving - Abstract
Abstract: The high fidelity generalized method of cells (HFGMC) has been originally developed by as a micromechanical method for periodic multi-phase composite media. A computational implementation of the HFGMC equations has been proposed by to enhance numerical efficiency, still with direct reference to the HFGMC formulation. Later, the same computational implementation is recast as a new method called “finite volume direct averaging micromechanics” (FVDAM), starting by . The current discussion paper has two aims. The first is to show that the FVDAM is not a new method and that it has the same assumptions and identical governing equations as those originally derived by the HFGMC. The only difference is in the solution procedure where intermediate dependent variables, in the form of average displacements at the interfaces, are used instead of directly solving for the unknown micro-variables; the coefficients of the displacement polynomials. Thus, renaming the HFGMC micromodel to FVDAM has not been justified. In fact, () have shown that the same reduction of variables can be achieved by a simple static condensation carried out at the global system of equations instead of introducing intermediate variables. The second aim of this paper is to address misrepresentations in a recent discussion paper by the FVDAM authors claiming, in part, that the HFGMC method using parametric geometry of the subcells should follow their formulation (termed parametric FVDAM). We show that the latter is limited to an incomplete quadratic expansion of the displacement and an approximation in the form of a priori constant Jacobian of the parametric mapping. However, the HFGMC with arbitrary cell geometry, (), has been formulated in a direct and general manner, i.e. retaining the full quadratic expansion of the displacement together with the complete Jacobian. Thus, the parametric FVDAM is a special case of the parametric HFGMC, i.e. when the Jacobian is sampled and evaluated only at one point, namely the origin of the parametric coordinate system. The intended new contribution of to refined micromechanics and progressive damage has been completely ignored by the FVDAM-discussion paper. Therefore, in order to maintain scientific clarity, it is strongly advocated to preserve the original name of the HFGMC method, regardless of the different computational implementations used for solving the governing equations for both orthogonal and parametric geometries of the subcells. [Copyright &y& Elsevier]
- Published
- 2012
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203. Evaluating the generalization of math fact fluency gains across paper and computer performance modalities
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Duhon, Gary J., House, Sara H., and Stinnett, Terry A.
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GENERALIZATION , *COMPUTER assisted instruction , *ANALYSIS of variance , *STUDENTS , *COMPUTERS , *DECISION making , *CLASSROOMS , *DRILLS (Education) - Abstract
Abstract: Computer-based interventions are being used more in the classroom. Student responses to these interventions often contribute to decisions making regarding important outcomes. It is important to understand the effect of these interventions within the context of the intervention as well as across related context. The current study examined the generalization of math fact fluency gains resulting from a computer-based intervention to paper-and-pencil performance. A total of 31 second grade students completed fluency drills on the computer or with paper and pencil. Pretest–posttest performance on both computer and paper and pencil for all students was evaluated using a doubly multivariate repeated measure ANOVA. Results indicated that gains achieved on the computer did not generalize to paper-and-pencil performance. [Copyright &y& Elsevier]
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- 2012
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204. What Different Kinds of Stratification Can Reveal about the Generalizability of Data-Mined Skill Assessment Models
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Sao Pedro, Michael A., Baker, Ryan S. J. d., and Gobert, Janice D.
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When validating assessment models built with data mining, generalization is typically tested at the student-level, where models are tested on new students. This approach, though, may fail to find cases where model performance suffers if other aspects of those cases relevant to prediction are not well represented. We explore this here by testing if scientific inquiry skill models built and validated for one science topic can predict skill demonstration for new students and a new science topic. Test cases were chosen using two methods: student-level stratification, and stratification based on the amount of trials ran during students' experimentation. We found that predictive performance of the models was different on each test set, revealing limitations that would have been missed from student-level validation alone.
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- 2013
205. How Generalizable Is Your Experiment? An Index for Comparing Samples and Populations
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Society for Research on Educational Effectiveness (SREE) and Tipton, Elizabeth
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Recent research on the design of social experiments has highlighted the effects of different design choices on research findings. Since experiments rarely collect their samples using random selection, in order to address these external validity problems and design choices, recent research has focused on two areas. The first area is on methods for adjusting experimental treatment effect estimates for known population characteristics. A second research area has been on how to select a sample (non-randomly) to improve generalizations to a well-defined inference population. The goal of this paper is to develop a measure that summarizes differences in the propensity score distributions in the experimental sample and population. The author includes an example, a middle school mathematics program SimCalc. SimCalc is a computer based program that teaches linearity, proportionality, and rates of change. The cluster randomized trial of this program was conducted on 73 schools in Texas. The primary purpose of this paper was to develop an index that can be used to evaluate how generalizable an experimental sample is for a particular inference population. This index is based entirely on pre-treatment variables, enabling the index both to be calculated and recalculated throughout recruitment but before an experiment has commenced (as a sampling tool) and to be calculated after an experiment has been completed for many different inference populations and outcomes. Figures are appended.
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- 2013
206. Friendship Quality Scale: Conceptualization, Development and Validation
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Australian Association for Research in Education (AARE), Thien, Lei Mee, Razak, Nordin Abd, and Jamil, Hazri
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The purpose of this study is twofold: (1) to initialize a new conceptualization of positive feature based Friendship Quality (FQUA) scale on the basis of four dimensions: Closeness, Help, Acceptance, and Safety; and (2) to develop and validate FQUA scale in the form of reflective measurement model. The scale development and validation procedures suggested in literature were employed. A total of 480 Malaysian secondary school Form Four students sample was selected using Multistage Stratified Cluster Sampling. Data was analyzed using Exploratory Factor Analysis (EFA) techniques with the software of SPSS version 15.0. The reliability and construct validity were warranted with the parameter estimates lie within the acceptable range. The factor structure of FQUA scale showed its stability with the parameter estimates were found comparable in three different datasets. Approximately 62% of variance in FQUA was accounted for by Closeness, Help, Acceptance, and Safety. FQUA scale with 21 items measured was validated rigorously. Overall, this study has advanced a set of positive features of friendship in conceptualizing FQUA pertaining to the nature of reflective measurement where the positive features of friendship should be correlated with one and other. The validated FQUA scale deserves to be further explored to ensure its generalizability. An appendix is included. (Contains 9 tables and 1 figure.)
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- 2012
207. Connections across Representations in Students' Group Discussions of a Non-Routine Problem
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Zahner, William
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This research report examines how two groups of bilingual algebra students made connections among representations while solving a non-routine generalization problem. Using a socio-cultural orientation to mathematics learning, together with a semiotic lens on students' joint mathematical activity, this report details the type of connections among representations each group of students made as they solved the problem. Follow-up analysis shows that some connections afforded making more productive conclusions while other connections may have constrained the groups' solution processes. Finally, analysis of change across time reveals that the initial connections made by each group persisted across six weeks, despite intervening instruction that suggested other possible connections to solve the problem. The conclusion contains implications for researchers and practitioners. [For the complete proceedings, see ED584829.]
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- 2012
208. The Test Anxiety Scale for Children as a Generalized Measure of Academic Anxiety.
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Ludlow, Larry H. and Guida, Frank V.
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Factor analysis of scores on the 30-item Test Anxiety Scale for Children (TASC) of 455 seventh and eighth graders supports previous findings of a 4-factor structure. Item response theory analysis suggests that the TASC is a continuum defining an academic anxiety construct of clusters of commonly related items. (SLD)
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- 1991
209. The Concept of Generalised Number: Valuable Lessons from the History of Algebra
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Mathematics Education Research Group of Australasia, Nataraj, Mala S., and Thomas, Michael O. J.
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The importance of understanding the various uses of the literal symbol in algebra, and in particular the idea of generalised number, is well documented in the literature. Many research findings have also reported student difficulties with this vital and central concept. This research study examines the use of a combination of historical and educational research ideas as a way of enhancing students' understanding of generalised number. The results suggest that this approach helped some students to make some generalisations and to understand the difference between specific unknown and generalised number.
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- 2012
210. Competing Paradigms: The Dilemmas and Insights of an ELT Teacher Educator
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Yavuz, Aysun
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In this paper, the writer discusses the philosophical underpinnings of the two dominant research methods in social sciences; quantitative and qualitative paradigms. The natures of two paradigms are quite different so this leads many researchers to discuss these issues in a comparative way. This paper tackles the knowledge and understanding of quantitative and qualitative paradigms, their nature, advantages, disadvantages, assumptions, criticisms, and the possibility of linking two paradigms. Issues of validity, reliability, objectivity, and generalisation are also investigated from two distinctive perspectives of paradigms. Finally, the conclusion and suggestions are given at the end of the paper. The novice researchers who are in dilemmas about making decisions about their research designs would potentially find the discussions useful.
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- 2012
211. Selecting a Sample for Your Experiment: A Non-Random Stratified Sampling Approach
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Society for Research on Educational Effectiveness (SREE) and Tipton, Elizabeth
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The purpose of this paper is to develop a more general method for sample recruitment in experiments that is purposive (not random) and that results in a sample that is compositionally similar to the generalization population. This work builds on Tipton et al. (2011) by offering solutions to a larger class of problems than the non-overlapping eligible and population case described in this paper. There are three parts to this approach: (1) Populations and samples defined; (2) Covariate selection assumptions; and (3) Sample selection method.
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- 2012
212. Critical Moments in Generalization Tasks. Building Algebraic Rules in a Digital Sign System
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Guerrero, Lourdes, Rojano, Teresa, Mavirikis, Manolis, and Hoyles, Celia
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We report findings of research that deals with secondary students' interaction with a digital microworld, eXpresser. eXpresser is designed to support students in constructing general figural patterns of square tiles and expressing the algebraic rules that underlie them. Our focus is on the sense production that emerges as students use eXpresser. In order to analyze student productions, we adopt a semiotic perspective based on a broad notion of mathematical sign systems. We identify in the analysis, critical moments that illustrate the emergence of algebraic expression in eXpresser's alternative sign system. These moments are constituent elements of the process of deriving a general rule and support the development of the notions of dependent and independent variable. [For the complete proceedings, see ED585874.]
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- 2011
213. Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single-Subject Designs
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Lovett, Sadie, Rehfeldt, Ruth Anne, and Garcia, Yors
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This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol. (Contains 3 tables and 4 figures.)
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- 2011
214. Developing Pre-Algebraic Thinking in Generalizing Repeating Pattern Using SOLO Model
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Lian, Lim Hooi and Yew, Wun Thiam
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In this paper, researchers discussed the application of the generalization perspective in helping the primary school pupils to develop their pre-algebraic thinking in generalizing repeating pattern. There are two main stages of the generalization perspective had been adapted, namely investigating and generalizing the pattern. Since the Biggs and Collis' (1982) cognitive development model, SOLO model (structure of the observing learning outcome model), is more thoroughly worked out for describing and analyzing students' conceptualizations and understandings in the algebra learning, researchers claimed that the proposed framework enables primary school pupils' pre-algebraic thinking to be described systematically. Researchers hypothesized that primary school pupils could exhibit three levels of pre-algebraic thinking in solving repeating pattern task based on SOLO model, namely, uni-structural, multi-structural and relational. This paper drew an adaptation of the SOLO model that provides teachers and their pupils with a pedagogically sound template which can be used to develop pre-algebraic thinking. (Contains 3 figures.) [This paper is made possible with funding from the Short Term Grant of Universiti Sains Malaysia, Penang, Malaysia.]
- Published
- 2011
215. Promoting Generalization of Social Skills to Inclusive Play Settings for Children with Autism and Their Peers
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Raulston, Tracy J. and Hansen, Sarah G.
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Children on the autism spectrum often experience difficulty generalizing social skills across environments and contexts, which can make developing friendships challenging in early childhood. This means that, in addition to initial social skills instruction, children with autism may need specialized supports to promote the generalization of newly learned skills to natural inclusive play routines such as unstructured social centers and playdates. In this paper, we describe strategies teachers can employ to promote the generalization of newly learned social skills. Specifically, we describe how social narratives, visual supports, and environmental arrangement, prompting, and praise can be used during social centers and playdates to facilitate setting generalization. When teachers systematically support generalized social skills and behaviors, children will have more opportunities to develop meaningful friendships.
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- 2022
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216. An Activity Based on Figurative Patterns: Moroccan Students' Reasoning
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Ennassiri, Brahim, Abouhanifa, Said, and Elkhouzai, Elmostapha
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The aim of this paper is to analyse the reasoning and symbolisations used by sixth grade Moroccan students in solving a task based on figurative patterns. Our analysis aims at identifying the systems of actions elaborated by the students to give the general expression of the sequence, according to their perceptions of the sequence of its patterns. The results of this study show that the students can produce a wide variety of generalisations, without using the letter, by resorting to verbal expressions, the majority of which remain in the class of a factual or contextual generalisation. However, several students were not able to determine the general term of the sequence in the question, through an expression that is detached from the context of the situation. This study also contributes to raising the consciousness of Moroccan teachers and researchers of mathematics didactics about the important role played by algebraic thinking, in particular the generalisation coming from an activity based on the figurative patterns, which generates several equivalent and meaningful numerical or algebraic expressions. This article also sheds light on ways for programme designers to enrich primary school curricula, by proposing arithmetic activities with algebraic potential, like the one proposed in our study.
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- 2022
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217. Recontextualising Professional Knowledge: A View on 'Practical Knowledge'
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Wolmarans, Nicky
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One of the intellectual threads to which Suellen Shay contributed was describing the curriculum structure of professional and vocational education. This work was part of the Bernsteinian call for a return to knowledge in the curriculum. But education for vocations and professions, termed 'regions', remains a vexing problem. Turning to LCT (Semantics), Shay attempted to elevate the knowledge produced in practice to that of theoretical knowledge. Although laying the foundations she did not fully capture the complex "conceptual" nature of knowledge of the contextual detail central to practice. Using empirical data from an engineering curriculum, this paper develops an alternative conceptualisation of 'practical knowledge' in terms of knowledge of the contextual details of professional problems. Professions recruit theory to solve contextually emergent problems, suggesting knowledge of the material detail is the origin of reasoning, Symbolic relations do function to develop reasoning in professional problems, but material relations dictate which knowledge is relevant.
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- 2022
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218. Assessing Generalization during Professional Development in Child Care: A Pilot Randomized Controlled Trial
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Pfeiffer, Danika L. and Landa, Rebecca J.
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Early child care and education providers provide instruction to diverse learners, including children with developmental delays but often lack training in use of evidence-based instructional strategies to support children's meaningful learning engagement. This preliminary study examined effects of the Early Achievements for Child Care Providers professional development program with and without generalization training on center-based child care providers. Outcomes assessed included providers' (N = 12) implementation fidelity, knowledge, and self-efficacy as well as children's (N = 43) social-communication skills and engagement in shared book reading. Results demonstrated that providers trained in a generalization context made larger gains in implementation fidelity in a generalization context; no other significant between-group differences were found for providers. Children in both groups made comparable, significant gains. Findings suggest that explicit generalization training is needed for providers to achieve fidelity when transferring newly learned evidence-based practices to additional classroom instructional contexts, but a brief interval of implementation likely is insufficient to affect child outcomes. Researchers should elicit providers' perceptions when designing professional development programs to maximize feasibility of investing additional time and resources for generalization training. [This paper was published in "Early Childhood Education Journal."]
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- 2022
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219. L2 Classroom Interaction and Its Links to L2 Learners' Developing L2 Linguistic Repertoires: A Research Agenda
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Hall, Joan Kelly
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A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality of naturally-occurring classroom interactions and their consequential role in shaping learners' linguistic repertoires (Ellis, 2016). These data are needed in order to understand how differences in L2 classroom interactional activities affect L2 learner language. This is the focus of the set of research tasks I lay out in this paper. After a brief overview of usage-based research on language and a summary of the methodological contributions of conversational analysis (CA) and interactional linguistics (IL) to such research, I will explicate a research agenda comprising five tasks for investigating the links between L2 classroom interaction and L2 learners' developing linguistic repertoires. By making clear the interrelationships between teaching and learning, findings from the studies will offer new insights into L2 pedagogy and the key role that L2 teachers play in designing the linguistic environments of their learning contexts and shaping learners' linguistic repertoires.
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- 2022
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220. Detailed Bugs or Bugging Details: The Influence of Perceptual Richness Changes across Elementary School Years
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Menendez, David, Rosengren, Karl S., and Alibali, Martha W.
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Visualizations are commonly used in educational materials, however not all visualizations are equally effective at promoting learning. Prior research has supported the idea that both perceptually rich and bland visualizations are beneficial for learning and generalization. We investigated whether the perceptual richness of a life cycle diagram influenced children's learning of metamorphosis, a concept that prior work suggests is difficult for people to generalize. Using identical materials, Study 1 (n = 76) examined learning and generalization of metamorphosis in first and second grade students and Study 2 (n = 53) did so in fourth and fifth grade students. Bayesian regressions revealed that first and second grade students learned more from the lesson with the perceptually rich diagram, while fourth and fifth grade students generalized more broadly with the bland diagram. The results from the fourth and fifth grade students are similar to prior research with adults. This suggests that the effect of perceptual richness on learning and generalization changes over development. [This paper was published in "Journal of Experimental Child Psychology" v213 Article 10526 2022.]
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- 2022
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221. Theoretical Model and Quantitative Assessment of Scientific Thinking and Reasoning
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Bao, Lei, Koenig, Kathleen, Xiao, Yang, Fritchman, Joseph, Zhou, Shaona, and Chen, Cheng
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Abilities in scientific thinking and reasoning have been emphasized as core areas of initiatives, such as the Next Generation Science Standards or the College Board Standards for College Success in Science, which focus on the skills the future will demand of today's students. Although there is rich literature on studies of how these abilities develop in students across grade levels, the research community has not reached consensus on their definition, modeling, or assessment. To advance research in this important area, a coherent theoretical model of scientific reasoning is needed for practically guiding instruction and assessment. For decades, the only instrument available for large-scale application was the Lawson's Classroom Test of Scientific Reasoning, but the instrument has demonstrated validity weaknesses and ceiling limitations, and its design is missing an explicit modeling framework for justifying the included skills. As a result, there is an urgent need for the development of a comprehensive modeling framework of scientific reasoning and a valid scientific reasoning assessment that targets the wide-ranging skills required for 21st century learners. This paper reports on the development of a modeling framework of scientific reasoning along with a new assessment instrument, adding to the research literature in a much needed area. The modeling framework integrates research in scientific and causal reasoning and operationally defines the skills and subskills that underlie the reasoning for knowledge development through scientific inquiry. Subsequently, this framework is used to guide the development of an assessment instrument on scientific reasoning. The validity and reliability of the instrument, which have been established based on large-scale testing, will also be discussed.
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- 2022
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222. Remarks on a paper by Leonetti and Siepe
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Gao, Hongya, Liu, Chao, and Tian, Hong
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BOUNDARY value problems , *ELLIPTIC equations , *GENERALIZATION , *INTEGRABLE functions , *MATHEMATICAL analysis , *PARTIAL differential equations - Abstract
Abstract: In (2012), Leonetti and Siepe [10] considered solutions to boundary value problems of some anisotropic elliptic equations of the type Under some suitable conditions, they obtained an integrability result, which shows that higher integrability of the boundary datum forces solutions to have higher integrability as well. In the present paper, we consider -obstacle problems of the nonhomogeneous anisotropic elliptic equations under some controllable growth and monotonicity conditions. We obtain an integrability result, which can be regarded as a generalization of the result due to Leonetti and Siepe. [Copyright &y& Elsevier]
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- 2013
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223. Structural Changes in the Higher Education System in Japan--Reflections on the Comparative Study of Higher Education Using the Theory of Martin Trow
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Amano, Ikuo
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Higher education systems are now in a global state of flux. Japan is no exception. The most persuasive framework for analyzing the basic structure and direction of change is the structural-historical theory of the American sociologist Martin Trow. This is a generalization of his "elite to mass to universal" based on first American and then European experience. The purpose of this paper is to use the Japanese experience as a case study for testing the validity of Trow's formulations as comparative higher education theory. In comparing the Japanese case with that of Europe and the United States, this paper validates in principal the appropriateness of the basic theory of transition put forward by Trow. At the same time, doubts are raised on the issue of whether it is possible to postulate a single path for the transition "elite to mass to universal."
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- 2010
224. The Generalized Regression Discontinuity Design: Using Multiple Assignment Variables and Cutoffs to Estimate Treatment Effects
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Society for Research on Educational Effectiveness (SREE), Wong, Vivian C., Steiner, Peter M., and Cook, Thomas D.
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This paper introduces a generalization of the regression-discontinuity design (RDD). Traditionally, RDD is considered in a two-dimensional framework, with a single assignment variable and cutoff. Treatment effects are measured at a single location along the assignment variable. However, this represents a specialized (and straight-forward) application of the design; a more generalized and flexible conceptualization of RDD allows researchers to examine treatment effects along a multidimensional frontier using multiple assignment variables (such as math and reading scores) and cutoffs. In Section 1 of this paper, the authors present the generalized RDD by describing its required components, the treatment effects estimated, and advantages and limitations of the design. In Section 2, they describe two analytic approaches for estimating treatment effects for the generalized RDD. The first is the "multivariate approach," which estimates treatment effects along a multi-dimensional frontier via a regression model. This approach is based on the assumption that the researcher can model the selection mechanism completely if all assignment variables and their respective cutoffs are known and observed (as is the case for many accountability policy studies that use RDD). The second is an extension of an approach originally used by Gill et al. (2007), which we call the "centering" approach. They show that both the multivariate and centering approaches yield identical average treatment effect estimates, though they have distinct advantages and limitations. In Section 3, they present an application of the "multivariate" and "centering" approaches in an RDD example that evaluates the impacts of missing AYP under NCLB on student with disability (SWD) achievement scores. They also discuss scenarios when neither approach is appropriate for estimating treatment effects. (Contains 4 figures.)
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- 2009
225. Interactional Competence: Genie out of the Bottle
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Plough, India, Banerjee, Jayanti, and Iwashita, Noriko
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The papers in this special issue provide support for continued scrutiny of interactional competence (IC) as an important component of the speaking construct. The contributions underscore the complex nature of IC and remind us of the multiple factors that affect any construct definition. At the same time, each study offers insights into those factors through their explorations of IC. In this final paper, we first briefly review key findings from the papers that confirm what is already known about IC and that provide new information to our understanding of the construct of IC. After summarizing points of convergence and of divergence, we turn to a discussion of areas that require additional targeted attention and offer four generalizations as starting points for research. In the final section, we take a critical look at the challenges associated with including IC in the speaking construct and the implications of the studies in this special issue for the relationship between IC and proficiency.
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- 2018
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226. Principals and Teachers 'Craft Coherence' among Accountability Policies
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Stosich, Elizabeth Leisy
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Purpose: The purpose of this paper is to examine how US school leaders and teachers make sense of multiple accountability policies, including the Common Core State Standards and teacher evaluation, and how this process relates to school priorities and classroom practice. Design/methodology/approach: This study uses a comparative case study approach to understand how principals and teachers in three high-poverty urban schools respond to policy. Findings: Although principals and teachers viewed academic standards and the teacher evaluation framework as complementary, two of the three schools focused on meeting the expectations of the teacher evaluation framework at the expense of attention to academic standards. Without attention to the connections among policies and school priorities, the introduction of new policies may detract from rather than reinforce attention to academic standards. Research limitations/implications: Principals who are stronger instructional leaders may be better able to "craft coherence" among multiple standards-based policies and school priorities for instruction and student learning. Although their experiences are not generalizable, findings suggest that attending to standards for student and teacher performance without connecting to the implications for content and students' learning may lead to superficial integration of accountability policies with school priorities. Practical implications: Findings provide further evidence that principals play an essential role in responding to policy and suggest that districts and external support providers can assist their efforts by creating opportunities for professional learning about the connections among multiple policies and their implications for practice. Originality/value: This paper extends Honig and Hatch's conceptualization of "crafting coherence" to the work of teachers and the implications for classroom practice.
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- 2018
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227. Geography and Powerful Knowledge: A Contribution to the Debate
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Maude, Alaric
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This paper is a contribution to the debate on powerful knowledge in geography that began in a 2015 issue of IRGEE and was continued by Frances Slater and Norman Graves in 2016. It addresses some of the questions raised by Slater and Graves. First, it suggests an alternative way of describing and identifying powerful knowledge than the one in their commentary, a way that defines powerful knowledge by the intellectual power it gives to those who have it rather than by how it is produced. Second, the paper tries to answer their question about specifying what powerful knowledge in geography actually is, by using the alternative interpretation to propose five types of knowledge that may be considered both powerful and geographical. Third, the paper responds to their question about how does the concept help teachers decide what and how to teach, by showing how the five types can be used to structure the teaching of a unit in the Australian school geography curriculum.
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- 2018
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228. Threats to the Validity of the Collegiate Learning Assessment (CLA+) as a Measure of Critical Thinking Skills and Implications for Learning Gain
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Aloisi, Cesare and Callaghan, A.
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The University of Reading Learning Gain project is a three-year longitudinal project to test and evaluate a range of available methodologies and to draw conclusions on what might be the right combination of instruments for the measurement of Learning Gain in higher education. This paper analyses the validity of a measure of critical thinking skills, the Collegiate Learning Assessment (CLA+) and the implications of using this standardised test as a proxy for Learning Gain. The paper reviews five inferences regarding the interpretations and use of test scores: construct representation, scoring, generalisation, extrapolation and decision-making. Each section reviews some of the available evidence in support of the claims the CLA+ makes and the threats to their validity. The possible impact of these issues on Learning Gain in the UK is considered.
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- 2018
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229. Reflection-on-Action in Qualitative Research: A Critical Self-Appraisal Rubric for Deconstructing Research
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Stynes, Martin, Murphy, Timothy, McNamara, Gerry, and O'Hara, Joe
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In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper offers an example of our own work, an honest self-appraisal, a rubric for readers' consideration and a discussion that adds to the perpetual flux of knowledge work.
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- 2018
230. Challenges in Building Usable Knowledge in Education
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Hedges, Larry V.
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The scientific rigor of education research has improved dramatically since the year 2000. Much of the credit for this improvement is deserved by Institute of Education Sciences (IES) policies that helped create a demand for rigorous research; increased human capital capacity to carry out such work; provided funding for the work itself; and collected, evaluated, and made available the results of that work through the What Works Clearinghouse. Major challenges still remain for education research, however. One challenge is dealing with the replication crisis that has plagued other scientific fields and is likely to be a problem in education science. A second challenge is better supporting the generalizability of education research. A third challenge is adapting our rigorous research designs to the increasing complexity of our interventions and our questions about the mechanisms by which these interventions achieve their effects. Promising approaches to meet each of these challenges are suggested.
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- 2018
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231. The Causal Effect of Survey Mode on Students' Evaluations of Teaching: Empirical Evidence from Three Field Experiments
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Treischl, Edgar and Wolbring, Tobias
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In recent years many universities switched from paper- to online-based student evaluation of teaching (SET) without knowing the consequences for data quality. Based on a series of three consecutive field experiments--a split-half design, twin courses, and pre-post-measurements--this paper examines the effects of survey mode on SET. First, all three studies reveal marked differences in non-response between online- and paper-based SET and systematic, but small differences in the overall course ratings. On average, online SET reveal a slightly less optimistic picture of teaching quality in students' perception. Similarly, a web survey mode does not impair the reliability of student ratings. Second, we highlight the importance of taking selection and class absenteeism into account when studying survey mode effects and also show that it is necessary and informative to survey the subgroup of no-shows when evaluating teaching. Third, we empirically demonstrate the need to account for contextual setting of the survey (in class vs. after class) and the specific type of the online survey mode (TAN vs. email). Previous research either confounded contextual setting with variation in survey mode or generalized results for a specific online mode to web surveys in general. Our findings suggest that higher response rates in email surveys can be achieved if students are given the opportunity and time to evaluate directly in class.
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- 2017
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232. Enhancing Students' Mathematical Reasoning in the Classroom: Teacher Actions Facilitating Generalization and Justification
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Mata-Pereira, Joana and da Ponte, João-Pedro
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A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students' mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students' mathematical reasoning processes such as generalization and justification.
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- 2017
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233. Note on a paper by N. Ujević
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Liu, Zheng
- Subjects
- *
NUMERICAL analysis , *NUMERICAL integration , *MATHEMATICAL optimization , *MATHEMATICAL analysis - Abstract
Abstract: A generalization of two sharp inequalities in a recent paper by N. Ujević is established. Applications in numerical integration are also given and the results of N. Ujević are revised and improved. [Copyright &y& Elsevier]
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- 2007
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234. Voronovskaja type theorem for some nonpositive Kantorovich type operators.
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VASIAN, BIANCA IOANA
- Subjects
KANTOROVICH method ,DIFFERENTIAL operators ,POSITIVE operators ,GENERALIZATION - Abstract
In this paper we will study a Voronovskaja type theorem and a simultaneous approximation result for a new class of generalized Bernstein operators. The new operators are obtained using a generalization of Kantorovich's method, namely, we will introduce a sequence of operators K
l n = Dl ... Bn+l ... Il , where Bn+l are Bernstein operators, Dl f = f(l) + al-1 f(n-1) + · · · + a1 f' + a0 f is a differential operator with constant coefficients aj, j ∈ {0, . . ., l - 1} and Il a corresponding antiderivative operator such that Dl ... Il = Id. [ABSTRACT FROM AUTHOR]- Published
- 2024
- Full Text
- View/download PDF
235. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)
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- 2006
236. A General Diagnostic Model Applied to Language Testing Data. Research Report. ETS RR-05-16
- Author
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von Davier, Matthias
- Abstract
Probabilistic models with more than one latent variable are designed to report profiles of skills or cognitive attributes. Testing programs want to offer additional information beyond what a single test score can provide using these skill profiles. Many recent approaches to skill profile models are limited to dichotomous data and have made use of computationally intensive estimation methods like the Markov chain Monte Carlo (MCMC), since standard maximum likelihood (ML) estimation techniques were deemed infeasible. This paper presents a class of general diagnostic models (GDMs) that can be estimated with customary ML techniques and applies to polytomous response variables as well as to skills with two or more proficiency levels. The model and the algorithm for estimating model parameters handles directly missing responses without the need of collapsing categories or recording the data. Within the class of GDMs, compensatory as well as noncompensatory models may be specified. This report uses one member of this class of diagnostic models, a compensatory diagnostic model that is parameterized similar to the generalized partial credit model (GPCM). Many well-known models, such as uni- and multivariate versions of the Rasch model and the two parameter logistic item response theory (2PL-IRT) model, the GPCM, and the FACETS model, as well as a variety of skill profile models, are special cases of this member of the class of GDMs. This paper describes an algorithm that capitalizes on using tools from item response theory for scale linking, item fit, and parameter estimation. In addition to an introduction to the class of GDMs and to the partial credit instance of this class for dichotomous and polytomous skill proles, this paper presents a parameter recovery study using simulated data and an application to real data from the field test for TOEFL® Internet-based testing (iBT).
- Published
- 2005
237. A Case Study of How Kinesthetic Experiences Can Participate in and Transfer to Work with Equations
- Author
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Nemirovsky, Ricardo and Rasmussen, Chris
- Abstract
The broad goal of this report is to describe a form of knowing and a way of participating in mathematics learning that contribute to and further alternative views of transfer of learning. We selected an episode with an undergraduate student engaged in a number of different tasks involving a physical tool called "water wheel". The embodied cognition literature is rich with connections between kinesthetic activity and how people qualitatively understand and interpret graphs of motion. However, studies that examine the interplay between kinesthetic activities and work with equations and other algebraic expressions are mostly absent. We show through this episode that kinesthetic experience can transfer or generalize to the building and interpretation of formal, highly symbolic mathematical expressions. (Contains 1 figure.) [For complete proceedings, see ED496851.]
- Published
- 2005
238. Generalization Strategies of Beginning High School Algebra Students
- Author
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Becker, Joanne Rossi and Rivera, Ferdinand
- Abstract
This is a qualitative study of 22 9th graders performing generalizations on a task involving linear patterns. Our research questions were: What enables/hinders students' abilities to generalize a linear pattern? What strategies do successful students use to develop an explicit generalization? How do students make use of visual and numerical cues in developing a generalization? Do students use different representations equally? Can students connect different representations of a pattern with fluency? Twenty-three different strategies were identified falling into three types, numerical, figural, and pragmatic, based on students' exhibited strategies, understanding of variables, and representational fluency. (Contains 3 tables and 3 figures.) [For complete proceedings, see ED496851.]
- Published
- 2005
239. Corpora and Language Teaching: Just a Fling or Wedding Bells?
- Author
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Gabrielatos, Costas
- Abstract
Electronic language corpora, and their attendant computer software, are proving increasingly influential in language teaching as sources of language descriptions and pedagogical materials. However, few teachers are clear about their nature or their relevance to language teaching. This paper defines corpora and their types, discusses their contribution to language learning and teaching, and provides examples of their use in class. It also outlines the changes in knowledge, skills and attitudes that are needed for learners and teachers to take advantage of the opportunities offered by the availability of corpus resources. Finally, the paper discusses the limitations of using corpora in language teaching, and the potential pitfalls arising from their uncritical use. Although the paper refers to research and teaching materials and procedures relevant to English language teaching (ELT) it addresses issues related to language teaching in general.
- Published
- 2005
240. Guidelines to Evaluate Cultural Content in Textbooks
- Author
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Kilickaya, Ferit
- Abstract
EFL teachers need to be careful in their decision on the selection of cultural content for ELT classrooms. To address the issue, this paper investigates the design guidelines to evaluate textbooks as sources of cultural content in the ELT curriculum. The paper is organized in two parts. In the first part, the notion of culture and the important factors are discussed. Then, taking these factors into consideration, guidelines are designed to evaluate a textbook for cultural content.
- Published
- 2004
241. Extending Linear Models to Non-Linear Contexts: An In-Depth Study about Two University Students' Mathematical Productions
- Author
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Esteley, Cristina, Villarreal, Monica, and Alagia, Humberto
- Abstract
This research report presents a study of the work of agronomy majors in which an extension of linear models to non-linear contexts can be observed. By linear models we mean the model y=a.x+b, some particular representations of direct proportionality and the diagram for the rule of three. Its presence and persistence in different types of problems and teaching contexts have drawn us to search for alternative explanations; we employ a qualitative methodology using individual interviews and students' mathematical written tasks. The data allowed us to make an in-depth descriptive analysis of students' strategies when solving non-linear problems and their reasons to decide the model to be applied. [For complete proceedings, see ED489632.]
- Published
- 2004
242. Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs
- Author
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Joseph, Dawn, Nethsinghe, Rohan, and Mas, Alberto Cabedo
- Abstract
This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project "See, Listen and Share: Exploring intercultural music education in a transnational experience" across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs' questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, highlighting some key highs in relation to enjoyment, and learning from culture bearers and some lows in relation to language and accompaniment. We contend that music education in teacher education courses may serve as an effective vehicle to explore cultural expressions, enabling positive attitudes towards cultural diversity.
- Published
- 2018
243. Self-Concept and Mathematics Achievement: Modeling the Relationship under the Language Pressure in Hong Kong
- Author
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Wang, Jianjun
- Abstract
Located at a meeting place between the West and the East, Hong Kong has been chosen in this comparative investigation to reconfirm a theoretical model of "reciprocal relationship" between mathematics achievement and self-concept using the 8th grade databases from TIMSS and TIMSS-R. During the time between these two projects, Hong Kong experienced a political transition in 1997 to switch from a British colony to a special administrative region (SAR) of China. Pertinent indicators have been selected to reflect key educational changes during the sovereignty handover. Results from this large-scale data analysis may not only help generalize the reciprocal model in a different culture setting, but also facilitate assessment of educational adjustment brought by the political transition. (Contains 4 tables, 1 figure, and 3 notes.)
- Published
- 2004
244. An Empirical Study of Relationships between Student Self-Concept and Science Achievement in Hong Kong
- Author
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Wang, Jianjun, Oliver, Steve, and Garcia, Augustine
- Abstract
Positive self-concept and good understanding of science are important indicators of scientific literacy endorsed by professional organizations. The existing research literature suggests that these two indicators are reciprocally related and mutually reinforcing. Generalization of the reciprocal model demands empirical studies in different cultures. In this investigation, Hong Kong has been identified as a meeting place between the West and the East, and TIMSS and TIMSS-R databases are analyzed to confirm features of the reciprocal model two years before and after Hong Kong's political transition in 1997. The result may not only help generalize the reciprocal model in a different culture setting, but also assess contextual changes in the language of instruction from English to Chinese brought by the political transition. (Contains 4 tables, 1 figure, and 3 notes.)
- Published
- 2004
245. Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning
- Author
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Almeda, Ma. Victoria, Zuech, Joshua, Utz, Chris, Higgins, Greg, Reynolds, Rob, and Baker, Ryan S.
- Abstract
Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reason, there has been considerable interest in predicting which students will succeed in online courses and which will receive poor grades or drop out prior to completion. Effective intervention depends on understanding which students are at risk in terms of actionable factors, and behavior within an online course is one key potential factor for intervention. In recent years, many have suggested that Massive Online Open Courses (MOOCs) are a particularly useful place to conduct research into behavior and interventions, given both their size and the relatively low consequences and costs of experimentation. However, it is not yet clear whether the same factors are associated with student success in open courses, such as MOOCs, as in for-credit courses--an important consideration before transferring research results between these two contexts. While there has been considerable research in each context, differences between course design and population limit our ability to know how broadly findings generalize; differences between studies may have nothing to do with whether students are taking a course for credit or as a MOOC. Do learners behave the same way in MOOCs and for-credit courses? Are the implications for learning different, even for the same behaviors? In this paper, we study these issues through developing models that predict student course success from online interactions, in an online learning platform that caters to both distinct student groups (i.e., students who enroll on a for-credit or a noncredit basis). Our findings indicate that our models perform well enough to predict students' course grades for new students across both of our populations. Furthermore, models trained on one of the two populations were able to generalize to new students in the other student population. We find that features related to comments were good predictors of student grades for both groups. Models generated from this research can now be used by instructors and course designers to identify at-risk students both for-credit and MOOC learners, with an eye toward providing both groups with better support.
- Published
- 2018
246. Unifying SoTL Methodology: Internal and External Validity
- Author
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Bernstein, Jeffrey L.
- Abstract
A broad consensus exists that the use of appropriate methods are important in the Scholarship of Teaching and Learning. However, methodological controversies arise around what constitutes acceptable evidence, if one needs a control group, how generalizable results must be, and other similar issues. Much SoTL work, I argue, asks questions about how much a particular treatment (innovation) caused an effect (student learning), and how the results found in one particular context can be extended outside that context (generalizability). These concepts, known as internal validity and external validity, respectively, provide a common point of departure for much scholarship on teaching and learning. This paper addresses these concepts and demonstrates how they can unite much of what divides us within the methodological realm of SoTL.
- Published
- 2018
247. Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field
- Author
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Kivunja, Charles
- Abstract
Across many years of teaching Research Methods and assessing many applications for admission into higher degree studies which require an understanding of theories, principles, strategies and skills needed to complete a higher degree such as a Masters or a PhD, one of the things I have found problematic for many students is the inability to articulate differences between theory, theoretical framework and a conceptual framework for a proposed research project. This paper uses experiential methodology to draw upon my experience in practice, and systematic literature review methodology to draw upon supporting scholarly literature by leaders in the field, to contribute to existing knowledge on the meaning of each of these concepts, and more importantly to distinguish between them in a study of Research Methods, and in particular as they relate to designing a research proposal and a thesis for a higher degree. The primary aim is to help the reader develop a firm grasp of the meaning of these concepts and how they should be used in academic research discourses. The review answers five questions. 1. What does each of these terms mean? 2. When and how should each be used? 3. What purposes does a theoretical framework serve? 4. How do you develop a theoretical framework for your research proposal or thesis? 5. What does a good theoretical framework look like?
- Published
- 2018
248. A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children
- Author
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Fischer, Jean-Paul and Luxembourger, Christophe
- Abstract
Reversing characters (digits and letters) when writing, and complete mirror writing, raise one of the oldest and most mysterious questions in developmental and educational psychology: Why do five-year-old children write symbols (e.g., [reversed E] for E) they have neither learnt nor seen? Attempts to draw up a complete explanatory theory of character reversal in writings by typically developing children were long hindered by the existence of a seemingly satisfactory explanation (left-hand writing), the failure to bring together research in neuropsychology and educational psychology, and the failure to consider the shape and structure of the characters. The present paper remedies this situation by describing a new, comprehensive theory based on recent neuropsychological findings and extensive empirical observations. The theory assumes that a character's orientation, detected in the early visual processing area, is deleted (or made inaccessible) by the mirror generalization process during transfer to memory. Consequently, there is a period, usually around age five, during which children have representations of the characters' shapes but not their orientations. Hence, when asked to write a character, children have to improvise its orientation, and the orientation they choose (implicitly, non-consciously) is often derived from the writing direction in their culture.
- Published
- 2018
249. What Do Young People Learn When Sponsoring a Child in the Global South? Empirical Findings from Germany
- Author
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Wagener, Marina
- Abstract
This paper describes and analyses the results of research into the learning experiences of young people in Germany who sponsor a child living in the Global South as part of their school activities. First, the research context and methodological approach is presented. A qualitative-reconstructive design was applied using the documentary method of analysis to identify implicit knowledge structures. Second, the central findings, particularly three reconstructed types of learning experiences--concretization, generalization, dissociation--are presented and illustrated by extracts from the empirical data. Third, the discussion of the results reveals the limits of global learning from child sponsoring.
- Published
- 2018
250. Utility-Value Score: A Case Study in System Generalization for Writing Analytics
- Author
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Beigman Klebanov, Beata, Priniski, Stacy, Burstein, Jill, Gyawali, Binod, Harackiewicz, Judith, and Thoman, Dustin
- Abstract
Collection and analysis of students' writing samples on a large scale is a part of the research agenda of the emerging writing analytics community that promises to deliver an unprecedented insight into characteristics of student writing. Yet with a large scale often comes variability of contexts in which the samples were produced--different institutions, different purposes of writing, different author demographics, to name just a few possible dimensions of variation. What are the implications of such variation for the ability of automated methods to create indices/features based on the writing samples that would be valid and meaningful? This paper presents a case study in system generalization. Building on a system developed to assess the expression of "utility value" (a social-psychology-based construct) in essays written by first-year biology students at one postsecondary institution, we vary data parameters and observe system performance. From the point of view of social psychology, all these variants represent the same underlying construct (i.e., utility value), and it is thus very tempting to think that an automatically produced "utility-value" score could provide a meaningful analytic, consistently, on a large collection of essays. However, findings from this research show that there are challenges: Some variations are easier to deal with than others, and some components of the automated system generalize better than others. The findings are then discussed both in the context of the case study and more generally.
- Published
- 2018
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