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1. Proceedings of the International Conference on Educational Data Mining (EDM) (12th, Montreal, Canada, July 2-5, 2019)

Author

International Educational Data Mining Society, Lynch, Collin F., Merceron, Agathe, Desmarais, Michel, and Nkambou, Roger

Abstract

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks such as writing, design, and collaborative problem solving, and it has been used in new informal contexts where student actions are at best semi-structured. This iteration of the conference includes a range of work in these and other areas. This year's conference features three invited talks: Julita Vassileva, Professor at the Department of Computer Science, University of Saskatchewan, Canada; Steve Ritter, Co-Founder and Chief Scientist, Carnegie Learning Inc., Pittsburgh; and Michael Mozer, Professor Department of Computer Science and Institute of Cognitive Science University of Colorado. The number of accepted papers include 22 full papers and 42 short papers. An additional 47 papers were accepted to the poster track. The poster and demo track itself accepted 14 contributions out of 34 submissions. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2019 conference held a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. The papers submitted to this track followed the "JEDM" peer review process. Two such papers are featured in the conference's program. Additionally this year, papers that were regularly published in the journal in 2018 were invited for presentation at the conference. Two authors accepted this invitation. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2019 Industry Track received eleven submissions of which six were accepted. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features eight such presentations. This year's conference includes also an invited talk by the authors of the 2018 winner of the EDM Test of Time Award. This year's talk is delivered by Mykola Pechenizkiy. In addition to the main program, there are three workshops: (1) Learning Analytics: Building bridges between the Education and the Computing communities; (2) Reinforcement Learning for Educational Data Mining; and (3) Workshop on EDM & Games: Leveling Up Engaged Learning with Data-Rich Analytics. Three tutorials were presented as well: (1) Sharing and Reusing Data and Analytic Methods with LearnSphere; (2) Causal Discovery with Tetrad in LearnSphere's Tigris and Designing and Developing Open; and (3) Pedagogically-Based Predictive Models using the Moodle Analytics API.

Published
2019

2. Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2014 Du Groupe Canadien D'étude en Didactique Des Mathématiques (38th, Edmonton, Alberta, Canada, May 30-June 3, 2014)

Author

Canadian Mathematics Education Study Group (CMESG), Oesterle, Susan, and Allan, Darien

Abstract

This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, an elder talk memoire, panel discussions, working group reports, topic sessions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) The Economic Use of Time and Effort in the Teaching and Learning of Mathematics (Dave Hewitt); (2) Mathematics in Industry, Mathematics in the Classroom: Analogy and Metaphor (Nilima Nigam); (3) Inter-action and Mathematics Knowing--An Elder's Memoire (Tom Kieren); (4) Basic Facts about PISA 2012 (Lynn M. McGarvey); (5) What Have We Not Been Hearing About PISA? (David A. Reid); (6) The performance of Québec students on PISA's mathematics assessment: What's going on in Québec? (Annie Savard); (7) PISA Reporting: Not Saying What PISA Is and Does (David Wagner); (8) Mathematical Habits of Mind/Modes de pensée mathématiques (Frédéric Gourdeau, Susan Oesterle, and Mary Stordy); (9) Formative Assessment in Mathematics: Developing Understandings, Sharing Practice, and Confronting Dilemmas (Nadia Hardy and Christine Suurtamm); (10) Texter mathématique/Texting Mathematics (Richard Barwell and Jean-François Maheux); (11) Complex Dynamical Systems (France Caron, David Lidstone, and Miroslav Lovric); (12) Role-Playing and Script-Writing in Mathematics Education: Practice and Research (Caroline Lajoie and Rina Zazkis); (13) Mathematical Problem-solving Proficiency and Knowledge for Teaching (Olive Chapman); (14) Interactions de la classe: tensions entre compréhension et difficultés à apprendre les mathématiques/Interactions in the Classroom: Tensions Between Interpretations and Difficulties Learning Mathematics (Lucie Deblois) [Written in French and English]; (15) Mawkinumasultinej! Let's Learn Together! Developing CulturallyBased Inquiry Projects in Mi'kmaw Communities (Lisa Lunney Borden); (16) Problem Posing as Storyline: Collective Authoring of Mathematics by Small Groups of Middle School Students (Alayne Armstrong); (17) Des manières de faire des mathématiques comme enseignants abordées dans une perspective ethnométhodologique pour explorer la transition secondaire collégial/An Ethnomethodological Perspective on Teachers' Ways of Doing Mathematics to Explore the Transition from Secondary to Postsecondary Level (Claudia Corriveau) [Written in French and English]; (18) Making Sense of Sense Making: Learning, Anxiety, and Education (Lissa M. D'Amour); (19) Listening to Students: A Study of Elementary Students' Engagement in Mathematics Through the Lens of Imaginative Education (Pamela A. Hagen); (20) Societal Views of Mathematics and Mathematicians and Their Influence on Elementary Students (Jennifer Hall); (21) Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms (Limin Jao); (22) From Frustration to Understanding: An Inquiry into Secondary Mathematics Teachers' Experiences with Government Mandated Examinations (Richelle Marynowski); (23) Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics (Nenad Radakovic); (24) Transitions Between Representational Modes in Calculus (Dov Zazkis); (25) A War Zone: The Framing of Mathematics Education in Public News Reporting (Richard Barwell and Yasmine Abtahi); (26) Rethinking Lesson Planning in Mathematics Classrooms (Martha J. Koch); (27) Unpacking Students' Meaning During Learning of New Concepts and Application to Task (Lydia Oladosu); (28) Mathematical Arts: Change the Name… Change the Lens (…?) … Change the Experience… (?) (Jamie Pyper); (29) Day-to-Day, Moment-to-Moment Teaching: What Does it Mean to Teach Mathematics? (Amanjot Toor); (30) Students' Images of Mathematics (Jennifer Hall, Jo Towers, and Lyndon C. Martin); (31) Unfolding of Diagramming and Gesturing Between Mathematics Graduate Student and Supervisor During Research Meetings (Petra Menz); and (32) Exploring Mathematics Through Narrative/Stories: A Humanistic Approach for Teaching Mathematics (Amanjot Toor). Individual papers contain references. [For the 2013 proceedings, see ED547247.]

Published
2015

3. Culminating Experience Action Research Projects, Volume 9, Fall 2006

Author

McAllister, Deborah A., Ezell, Benjamin T., McAllister, Deborah A., and Ezell, Benjamin T.

Abstract

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2006. (Individual papers contain references, figures, and tables.)

Published
2010

4. Assessing Pupils' Progress

Author

Ollerton, Mike

Abstract

In this article, the author explores what Assessing Pupils' Progress (APP) is about. He contends that the predilection for testing is a catastrophe as far as the teaching and learning of mathematics is concerned; it is an outcome of the drive for collecting so-called "data" on pupils. What those people, who should know better, either choose to ignore or even worse believe in, is that the data collected from test scores has any meaning whatsoever with regard to assessing pupils' mathematics; testing is a fundamentally flawed process and tells nothing about achievement, understanding or the application of mathematics.

Published
2010

5. Mindful Learning: A Moderator of Gender Differences in Mathematics Performance.

Author

Anglin, Laura, Pirson, Michael, and Langer, Ellen

Subjects
LEARNING, GENDER differences in education, MATHEMATICS education, CLASSROOM environment, ACADEMIC achievement, EDUCATION
Abstract

Past research has demonstrated that males outperform females in mathematics (Hyde, J. S., Fennema, E., & Lamon, S. J., Psychol Bull 107:139–155, ). Research has also shown that encouraging mindful learning–learning information in a conditional rather than an absolute way–can increase mathematics performance in females (Ritchhart, R., & Perkins, D. N., J Social Issues 56:27–47, ). This paper examines the moderating role of mindful learning for gender differences, by manipulating mindful learning for females’ and males’ performance on a novel math task. The results from this study show that males performed better than females when mindful learning was not encouraged (absolute instruction), but males and females performed equally well when mindful learning was encouraged (conditional instruction). Thus we find that mindful learning moderates gender differences in math performance. [ABSTRACT FROM AUTHOR]

Published
2008
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6. Teaching Mathematics Effectively to Primary Students in Developing Countries : Insights from Neuroscience and Psychology of Mathematics

Author

Soendergaard, Bettina Dahl and Cachaper, Cecile

Subjects
MATHEMATICS TEXTBOOKS, NATIONAL ASSESSMENT, TEACHING MATERIALS, UNIVERSITY STUDENTS, LEARNING OUTCOMES, ADVANCED STUDENTS, ADULT STUDENTS, BILINGUALISM, EXAMS, PRIMARY GRADE, CLASSROOM, MATHEMATICS, KNOWLEDGE BASE, YOUNG PEOPLE, SOCIAL STUDIES, LEARNING THEORIES, CURRICULA, ENROLLMENT RATES, SPEECH, UNIVERSITY LEVEL, SKILL DEVELOPMENT, REASONING, LEARNING DISABILITIES, SUBJECT MATTER, METAMEMORY, INTERVENTIONS, LEARNING ENVIRONMENTS, LEARNERS, READING, BASIC SKILLS, WORKBOOKS, TEACHERS, COMPETENCIES, CREATIVITY, STUDENTS LEARNING, SUBJECT AREAS, STUDENT ATTITUDES, LEARNING PROGRAMS, ELEMENTARY SCHOOL STUDENTS, HOMEWORK, COGNITIVE SKILLS, TEACHER, PLAYING, STUDENT PROGRESS, PRIMARY STUDENTS, FORMAL SCHOOLING, LESSON PLANNING, CONCEPTUAL UNDERSTANDING, METACOGNITION, RECOGNITION, PROFESSIONAL GROWTH, SCHOOL CURRICULUM, PRIMARY TEACHING, YOUNG CHILDREN, COGNITIVE PROCESSES, APTITUDE, ANALOGICAL REASONING, INSTRUCTIONAL TECHNOLOGY, INSTRUCTIONAL MATERIALS, LONG TERM MEMORY, GROSS ENROLLMENT, LANGUAGE OF INSTRUCTION, INSTRUCTIONAL STRATEGIES, TEXTBOOKS, BELIEFS, EDUCATIONAL PRACTICE, ComputingMilieux_COMPUTERSANDEDUCATION, CURRICULAR REFORMS, ELEMENTS, PEDAGOGICAL CONTENT KNOWLEDGE, TEACHER EXPECTATIONS, TEACHER EDUCATION PROGRAMS, COGNITIVE PSYCHOLOGY, EDUCATIONAL SYSTEM, STUDENT ACHIEVEMENT, CONFORMITY, TUTORING, MENTAL REPRESENTATION, PROBLEM SOLVING, TEACHER EDUCATION, GER, NUTRITION, RESEARCHERS, TEACHING PROCESS, ACADEMIC ACHIEVEMENT, NORMAL TEACHING, MOTHER TONGUE, INSTRUCTION, PROBLEM-SOLVING SKILLS, GROSS ENROLLMENT RATES, OLD STUDENTS, CLASSROOM SIZE, STUDENT LEARNING, ELEMENTARY SCHOOLS, ENROLLMENT RATIO, MATHEMATICS TEACHERS, COOPERATIVE LEARNING, LEARNING PRACTICES, PERCEPTION, PROFESSIONAL DEVELOPMENT, PRIMARY TEACHERS, ATTENTION, QUALITY OF TEACHING, COGNITIVE DEVELOPMENT, STUDENT OUTCOMES, INSTRUCTIONAL HOURS, MATHEMATICS EDUCATION, EARLY GRADES, NER, LEADERSHIP, GENDER, INTEGRATED LEARNING SYSTEMS, LEARNING ACTIVITIES, TEACHING METHOD, TUTORS, CHILDHOOD, GRADE LEVELS, INFANTS, ARITHMETIC OPERATIONS, EDUCATIONAL OBJECTIVES, EDUCATIONAL RESEARCH, MATH TEXTBOOKS, LEARNING PROCESS, TEST SCORES, RETENTION, EDUCATIONAL PRINCIPLES, LEARNING STYLES, COGNITIVE SCIENCE, LEARNING PROCESSES, COMPUTER TECHNOLOGIES, SUBJECTS, EDUCATORS, CURRICULUM, HOURS OF INSTRUCTION, PRIMARY GRADES, GIRLS, KINDERGARTEN, CONCEPTUAL KNOWLEDGE, ROTE LEARNING, DISSERTATIONS, LEARNING RESULTS, STUDENT PERFORMANCE, CBI, PRIMARY EDUCATION, MINISTRY OF EDUCATION, CRITICAL THINKING, LANGUAGE DEVELOPMENT, SCHOOLS, PRIMARY SCHOOL TEACHERS, ACHIEVEMENT SCORES, ACHIEVEMENT IN SCHOOL, TEACHER TRAINING, MATHEMATICS SKILLS, ABILITY LEVELS, DECISION MAKING, LEARNING GROUPS, ACHIEVEMENT TESTS, CLASSROOMS, PROFICIENCY, COMPETENCE, QUALITY OF LEARNING, STUDENTS WITH LEARNING DIFFICULTIES, CONTROL GROUPS, TEACHING PROGRAMS, LET, ARITHMETIC, COGNITIVE RESEARCH, CLASSROOM TEACHERS, LITERATURE, MATHEMATICS INSTRUCTION, RESEARCH FINDINGS, PEDAGOGY, EARLY INTERVENTION, DIRECT INSTRUCTION, EDUCATIONAL SOFTWARE, FORMAL TEACHING, TEACHING METHODS, WORKING MEMORY, INCIDENTAL LEARNING, BILINGUAL PROGRAMS, MATHEMATICS CURRICULUM, PROBLEM SOLVING SKILLS, EDUCATION PROGRAMS, MATHEMATICS STUDENTS, ComputingMilieux_GENERAL, FORMAL EDUCATION, QUALITY TEACHING, ACHIEVEMENTS, TEACHER KNOWLEDGE, LEARNING DIFFICULTIES, NET ENROLLMENT, TEACHING PRACTICE, TEACHING, LEARNING, PRIMARY SCHOOLS, MATHEMATICAL PROBLEMS, ELEMENTARY SCHOOL TEACHERS, INSTRUCTIONAL TIME, INTUITION, TEACHER QUALIFICATIONS, PRIMARY SCHOOL, EFFECTIVE TEACHING, BILINGUAL EDUCATION, PRE-SCHOOL PROGRAMS, MOTIVATION, RECALL, FIRST GRADE, LEARNING MATHEMATICS, CLASS SIZE, END OF GRADE, LEARNING METHODS, GIFTED STUDENTS, INSTRUCTIONAL EFFICIENCY, NET ENROLLMENT RATIO, MATH ACHIEVEMENT
Abstract

This paper uses research from neuroscience and the psychology of mathematics to arrive at useful recommendations for teaching mathematics at primary level to poor students in developing countries. The enrollment rates of the poorer students have improved tremendously in the last decade. And the global Net Enrollment Ratio (NER) has improved since 2001 from 83.2 percent to 90-95 percent except in Sub-Saharan Africa and South Asia. Making teaching of math and other subjects efficient for the poor in developing countries is a great challenge, particularly in south Asia and Sub-Saharan Africa. Many developing countries have explored new means of teaching math and other subjects. Mongolia changed its mathematics education, aiming to build a new set of priorities and practices, given the abandonment of earlier traditions. Similar to international trends of the time, South Africa in the 1990s extensively applied the constructivist learning philosophy which relied on exploration and discovery, with little emphasis on memorization, drill, In conformity with a belief that teachers could develop their own learning programs, there was virtual absence of a national or provincial syllabus or textbooks. Students were expected to develop their own methods for arithmetic operations, but most found it impossible to progress on their own from counting to actual calculating. This study integrates pertinent research from neuroscience and the psychology of mathematics to arrive at recommendations for curricular and efficient means of mathematics instruction particularly for developing countries and poor students at primary level. Specifically, the latest research in neuroscience, cognitive science, and discussions of national benchmarks for primary school mathematics learning, form the basis of our recommendations. These recommendations have a reasonable chance of working in the situational contexts of developing countries, with their traditions and resources.

Published
2008