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2. Application of Pattern Recognition Techniques for MathE Questions Difficulty Level Definition
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Azevedo, Beatriz Flamia, de Souza, Roberto Molina, Pacheco, Maria F., Fernandes, Florbela P., Pereira, Ana I., Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Pereira, Ana I., editor, Mendes, Armando, editor, Fernandes, Florbela P., editor, Pacheco, Maria F., editor, Coelho, João P., editor, and Lima, José, editor
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- 2024
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3. Teacher Training on Artificial Intelligence in Education
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Fissore, Cecilia, Floris, Francesco, Conte, Marina Marchisio, Sacchet, Matteo, Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member
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- 2024
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4. Dispositional Learning Analytics to Comprehend Blended Learning
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Tempelaar, Dirk T., Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member
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- 2024
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5. Selected Papers
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Calvin C. Elgot, Stephen L. Bloom, Calvin C. Elgot, and Stephen L. Bloom
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- Mathematics, Application software, Elementary particles (Physics), Quantum field theory
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Cal Elgot was a very serious and thoughtful researcher, who with great determi nation attempted to find basic explanations for certain mathematical phenomena as the selection of papers in this volume well illustrate. His approach was, for the most part, rather finitist and constructivist, and he was inevitably drawn to studies of the process of computation. It seems to me that his early work on decision problems relating automata and logic, starting with his thesis under Roger Lyndon and continuing with joint work with Biichi, Wright, Copi, Rutledge, Mezei, and then later with Rabin, set the stage for his attack on the theory of computation through the abstract treatment of the notion of a machine. This is also apparent in his joint work with A. Robinson reproduced here and in his joint papers with John Shepherdson. Of course in the light of subsequent work on decision problems by Biichi, Rabin, Shelah, and many, many others, the subject has been placed on a completely different plane from what it was when Elgot left the area. But I feel that his papers, results-and style-were very definitely influential at the time and may well have altered the course of the investigation of these problems. As Sammy Eilenberg explains, the next big influence on Elgot's thinking was category theory, which gave him a way of expressing his ideas in a sharply algebraic manner. The joint book with Eilenberg is one illustration of this influence.
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- 2012
6. How Covid-19 Affected the Slovak and Czech Mathematics and Physics Teachers’ Use of Resources
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Michal, Jakub, Kiss, Tünde, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Fulantelli, Giovanni, editor, Burgos, Daniel, editor, Casalino, Gabriella, editor, Cimitile, Marta, editor, Lo Bosco, Giosuè, editor, and Taibi, Davide, editor
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- 2023
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7. Digital Tools to Enhance Interdisciplinary Mathematics Teaching Practices in High School
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Serpe, Annarosa, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Fulantelli, Giovanni, editor, Burgos, Daniel, editor, Casalino, Gabriella, editor, Cimitile, Marta, editor, Lo Bosco, Giosuè, editor, and Taibi, Davide, editor
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- 2023
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8. Developing Graduate Students of Color for the Professoriate in Science, Technology, Engineering, and Mathematics (STEM). Research & Occasional Paper Series: CSHE.6.06
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California Univ., Berkeley. Center for Studies in Higher Education. and MacLachlan, Anne J.
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This paper presents part of the results of a completed study entitled "A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life." It focuses particularly on the graduate school experience and degree of preparation for the professoriate of African American doctoral students in the sciences and engineering, and presents the results of a survey of 33 African American STEM Ph.D.s from the University of California earned between 1980-1990. Relationships with thesis advisors and principal investigators are evaluated by the study participants in fifteen specific areas from highly-ranked intellectual development to low-ranked training in grant writing. Deficits in training and socialization are discussed along with the tension between being both an African American and a graduate student. Career choices and outcomes are presented. These findings, in conjunction with current analyses of graduate education in STEM, suggest ways in which graduate training for all could be improved. (Contains 1 table.) [Financial support for this project was provided by the U.C. Industry-University Cooperative Research Program; and the U.C. Berkeley Graduate Division.]
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- 2006
9. Bibliometric Analysis of Web of Science Database STEM Fields in Engineering and Mathematics. Ecuador’s Case Study
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Aldás-Onofre, Jhair, Cordero, Bernardo, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Botto-Tobar, Miguel, editor, Zambrano Vizuete, Marcelo, editor, Montes León, Sergio, editor, Torres-Carrión, Pablo, editor, and Durakovic, Benjamin, editor
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- 2023
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10. Evaluation on Collaborative and Problem-Based Learning–Some Teaching Experiences in Mathematics
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Paulo, Joana Becker, Pereira, Arianne S. N., Lucas, Catarina O., Howlett, Robert J., Series Editor, Jain, Lakhmi C., Series Editor, Mesquita, Anabela, editor, Abreu, António, editor, Carvalho, João Vidal, editor, and de Mello, Cristina Helena Pinto, editor
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- 2023
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11. Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences: Examples from ViduKids Project
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Vaz-Rebelo, Piedade, Thiel, Oliver, Bidarra, Graça, Santos, Vanda, Costa, Conceição, Evangelista, Simone, Nakken, Anne Hjønnevåg, Hanssen, Signe, Komočar, Silvija, Kostrev, Nataša, Vogrinc, Bojana, Graj, Jožica, Hotmann, Armin, Bartoletti, Corinna, Ferrini, Francesca, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Reis, Arsénio, editor, Barroso, João, editor, Martins, Paulo, editor, Jimoyiannis, Athanassios, editor, Huang, Ray Yueh-Min, editor, and Henriques, Roberto, editor
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- 2022
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12. Developing an Interest in Mathematics with Occupational Exemplars
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Porras, Päivi, Naukkarinen, Johanna, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Csapó, Beno, editor, and Uhomoibhi, James, editor
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- 2022
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13. Learning Geometric Transformations for Parametric Design: An Augmented Reality (AR)-Powered Approach
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Shaghaghian, Zohreh, Burte, Heather, Song, Dezhen, Yan, Wei, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Gerber, David, editor, Pantazis, Evangelos, editor, Bogosian, Biayna, editor, Nahmad, Alicia, editor, and Miltiadis, Constantinos, editor
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- 2022
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14. Reassessing Riemann's Paper : On the Number of Primes Less Than a Given Magnitude
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Walter Dittrich and Walter Dittrich
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- Mathematics, History, Number theory, Elementary particles (Physics), Quantum field theory
- Abstract
In this book, the author pays tribute to Bernhard Riemann (1826-1866), a mathematician with revolutionary ideas, whose work on the theory of integration, the Fourier transform, the hypergeometric differential equation, etc. contributed immensely to mathematical physics. The text concentrates in particular on Riemann's only work on prime numbers, including ideas – new at the time – such as analytical continuation into the complex plane and the product formula for entire functions. A detailed analysis of the zeros of the Riemann zeta-function is presented. The impact of Riemann's ideas on regularizing infinite values in field theory is also emphasized. This revised and enhanced new edition contains three new chapters, two on the application of Riemann's zeta-function regularization to obtain the partition function of a Bose (Fermi) oscillator and one on the zeta-function regularization in quantum electrodynamics. Appendix A2 has been re-written to make the calculations more transparent. A summary of Euler-Riemann formulae completes the book.
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- 2021
15. Pre-service Teachers’ Knowledge and the Use of Different Technologies to Teach Mathematics
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Rocha, Helena, Howlett, Robert J., Series Editor, Jain, Lakhmi C., Series Editor, Mesquita, Anabela, editor, Abreu, António, editor, and Carvalho, João Vidal, editor
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- 2022
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16. Utilization of the Paper Mode Quizizz Game in Mathematics Learning at Elementary School
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Cahyati, Upik Dwi, Maisaroh, Siti, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, and Kusuma Wardana, Ari, editor
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- 2023
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17. Developing Pre-Service Teachers' Understanding of Numeracy
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Mathematics Education Research Group of Australasia (MERGA) and Bennison, Anne
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In Australia, all teachers are expected to explicitly attend to numeracy in the subjects they teach. Pre-service teachers, therefore, need to begin to develop effective numeracy teaching strategies but there is a limited research base to inform the design of courses that address this need. This paper reports on findings from a study investigating the impact of one such course. The paper draws on data from two pre-service teachers: two course tasks completed at the beginning of the course and interviews conducted at the end of the course. Data were analysed using the 21st Century Numeracy Model. Findings suggest there were changes to the pre-service teachers' understanding of numeracy and their capacity to embed numeracy in the subjects they will teach.
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- 2022
18. Student Perspectives of Engagement in Mathematics
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Mathematics Education Research Group of Australasia (MERGA), Zorn, Kristin, Larkin, Kevin, and Grootenboer, Peter
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Engagement in mathematics education is an important factor in a successful student experience. This paper reports findings from a study of Year 5 student perceptions of engagement during a two-week, inquiry-based learning (IBL), problem-posing investigation. The study triangulated data from semistructured interviews, video observations and student work samples to understand the student's perspectives of IBL; however, this paper reports the interview data. The findings indicate that most of the students were behaviourally, emotionally, and cognitively engaged during the IBL investigation, and that the investigation provided an opportunity for students to experience levels of competence, relatedness, and autonomy need satisfaction.
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- 2022
19. Automatic Formative Assessment Strategies for the Adaptive Teaching of Mathematics
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Barana, Alice, Fissore, Cecilia, Marchisio, Marina, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Lane, H. Chad, editor, Zvacek, Susan, editor, and Uhomoibhi, James, editor
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- 2021
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20. Game-Based Learning Models for Building Chinese College Students’ Disciplinary English Literacy in Mathematics
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Jin, Nana, Chen, Zili, Tian, Chenxu, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Jia, Weijia, editor, Tang, Yong, editor, Lee, Raymond S. T., editor, Herzog, Michael, editor, Zhang, Hui, editor, Hao, Tianyong, editor, and Wang, Tian, editor
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- 2021
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21. Mathematics and Music: Loves and Fights
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Paul, Thierry, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Kronland-Martinet, Richard, editor, Ystad, Sølvi, editor, and Aramaki, Mitsuko, editor
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- 2021
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22. The Mobile Fact and Concept Textbook System (MoFaCTS) Computational Model and Scheduling System
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Pavlik, Philip I. and Eglington, Luke G.
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An intelligent textbook may be defined as an interaction layer between the text and the student, helping the student master the content in the text. The Mobile Fact and Concept Training System (MoFaCTS) is an adaptive instructional system for simple content that has been developed into an interaction layer to mediate textbook instruction and so is being transformed into the Mobile Fact and Concept Textbook System (MoFaCTS). In this paper, we document the several terms of the logistic regression model we use to track performance adaptively. We then examine the contribution of each component of our model when it is fit to 4 semesters of Anatomy and Physiology course practice data. Following this documentation of the model, we explain how it is applied in the MoFaCTS system to schedule performance by targeting practice for each item at an optimal efficiency threshold. [This paper was published in the CEUR workshop proceedings (Vol. 2895).]
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- 2021
23. Instructional (II); Computerized Testing; and CATC Discussion and Demonstration. Papers Presented at the Association for Educational Data Systems Annual Convention (Phoenix, Arizona, May 3-7, 1976).
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Association for Educational Data Systems, Washington, DC.
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Eighteen papers on instructional technology, computerized testing, and computer assisted test construction (CATC) presented at the 1976 Association for Educational Data Systems (AEDS) convention are included here. Two papers discuss computer assisted instruction in calculus and teacher education courses. The use of computers in theoretical mathematics, school media centers, and individualized instruction programs is presented in four papers. Goal programing in education is explained and the uses of the hand-held calculator for education are reviewed. Faculty rating policies for mathematics students are analyzed. Eight articles examine aspects of computerized testing and CATC. They include an overview of computers and testing, the use of computerized quiz grading, interactive computerized testing, descriptions of SOCRATES, ALLCOMBS, CREAM, and the Classroom Teacher Support System. (CH)
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- 1976
24. The Annual Conference on Large-Scale Assessment: Formal Papers and Selected Bibliography (Sixth, Boulder, Colorado, June 14-17, 1976).
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Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
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For the past six years the National Assessment of Educational Progress has sponsored a national Conference on Large-Scale Assessment, designed to promote and improve communications among educational assessment personnel in State Departments of Education and other agencies. This volume contains most of the papers that were accepted for presentation at the half-day formal paper session. The 11 papers included here are: (1) "The State Agency as a Resource in Local Needs Assessment" by Paula T. Brictson; (2) "Establishing Criterion Levels for Judging the Acceptability of Assessment Results" by Iris Weiss and Larry Conaway; (3) "N-Abels--A Manageable Technique for Monitoring the Acquisition of Essential Learning Skills" by Harriet A. Egertson and Hugh A. Harlan; (4) "A Process for Developing, Implementing and Following Through on an Assessment Program in Fifth- and Eighth-Grade Mathematics" by Max Morrison; (5) "Educational Quality Assessment Follow-Up Survey of the 1974 Assessment" by Joyce S. Kim; (6) "Hypothesis-Testing in Large-Scale Assessment" by Frank W. Rivas; (7) "A Plan for Utilization of Assessment Data by Local Education Agencies" by John A. Jones and Charles D. Oviatt; (8) "ACT Test Data and Program Assessment for Large School Districts" by Robert Cramer; (9) An Example of the Use of Multiple Matrix Sampling Procedures in a Local District Assessment Program" by Carl D. Novak; (10) "Measurement Problems and Issues Related to Applied Performance Testing" by James R. Sanders; and (11) "Symposium on: Large-Scale Assessment Reporting and Usage: Delaware and Georgia as Exemplars" by Robert Bigelow and Hervey Scudder. Primary type of information provided by report: Procedures (Theoretical) (Training).
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- 1976
25. Mathematicians at the Scottish Café
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Zielinski, Chris, Rannenberg, Kai, Editor-in-Chief, Goedicke, Michael, Editorial Board Member, Tatnall, Arthur, Editorial Board Member, Neuhold, Erich J., Editorial Board Member, Tröltzsch, Fredi, Editorial Board Member, Pries-Heje, Jan, Editorial Board Member, Kreps, David, Editorial Board Member, Reis, Ricardo, Editorial Board Member, Furnell, Steven, Editorial Board Member, Winckler, Marco, Editorial Board Member, Malaka, Rainer, Editorial Board Member, Pras, Aiko, Editorial Board Member, Sakarovitch, Jacques, Editorial Board Member, Furbach, Ulrich, Editorial Board Member, Leslie, Christopher, editor, and Schmitt, Martin, editor
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- 2019
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26. An Investigation of the Relationship between the Parents' Math Literacy Self-Efficacy and Their Math Anxieties
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Akkaya, Sümeyra and Polat, Kübra
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Mathematics anxiety can be defined as negative feelings towards mathematics and mathematical operations in general. Math anxiety is seen in many students, and even in parents. In fact, parents' own anxiety regarding mathematics may lead to their children experiencing angst over the subject as well. This can be a problem considering parents are considered one of the basic components of education and have important responsibilities to guide the education process of their children. Mathematical literacy is one of the research topics that have come into prominence in recent years due to PISA. Consequently, the purpose of this study is to determine the relationship between the parents' mathematical literacy self-efficacy and mathematics anxieties. Additionally, through examining the participation of parents in mathematic teaching during the COVID-19 pandemic, it is hoped to better understand their views and methodologies. All participants in this study are parents themselves. The study is designed with an explanatory sequential design among mixed method research designs. The grade in which the students are educated does not make any difference in the self-efficacy and anxiety perceptions of the parents regarding their mathematics literacy. Also, the parents' mathematical literacy self-efficacy and anxiety levels were high. [Paper presented at International Congress of Educational Research (13th, Hatay, Turkey, Sep 3-6, 2020).]
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- 2022
27. Identities of Mathematics Teacher Educators in a 'Hybrid' Mathematics and Mathematics Education Department
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Mathematics Education Research Group of Australasia (MERGA), Marshman, Margaret, Bennison, Anne, and Goos, Merrilyn
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Prospective secondary mathematics teachers in Australia are typically taught by mathematics educators and mathematicians who work in different faculties and seldom collaborate--a situation that can lead to conflicting views about how to teach mathematics. This paper reports on findings from semi-structured interviews with three mathematics teacher educators in a hybrid mathematics/mathematics education department. Valsiner's zone theory is used to analyse how their beliefs, institutional context and professional learning opportunities shape their identities as MTEs. Findings reveal that the MTEs had developed similar beliefs within supportive institutional context but drew on different sources of professional learning.
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- 2022
28. Children's Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues
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Mathematics Education Research Group of Australasia (MERGA), Quane, Katherine, Chinnappan, Mohan, and Trenholm, Sven
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Ascertaining young children's attitudes towards mathematics has its challenges. Methodologically, limitations exist regarding the type of research techniques that can be employed. The use of children's drawings as a data source has both methodological affordances and issues. The study was conducted with 106 children in Years 2 and 3 from three South Australian primary schools. This paper identifies some of the methodological affordances and issues of using children's drawings to ascertain and describe their attitudes towards mathematics. [This paper is the third in a symposium of three papers. For the first paper, "Drawings Reveal Young Students' Multiplicative Visualisation," see ED616196. For the second paper, "Investigating Students' Drawings as a Representational Mode of Mathematical Fluency," see ED616197.]
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- 2021
29. pyBKT: An Accessible Python Library of Bayesian Knowledge Tracing Models
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Badrinath, Anirudhan, Wang, Frederic, and Pardos, Zachary
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Bayesian Knowledge Tracing, a model used for cognitive mastery estimation, has been a hallmark of adaptive learning research and an integral component of deployed intelligent tutoring systems (ITS). In this paper, we provide a brief history of knowledge tracing model research and introduce pyBKT, an accessible and computationally efficient library of model extensions from the literature. The library provides data generation, fitting, prediction, and cross-validation routines, as well as a simple to use data helper interface to ingest typical tutor log dataset formats. We evaluate the runtime with various dataset sizes and compare to past implementations. Additionally, we conduct sanity checks of the model using experiments with simulated data to evaluate the accuracy of its EM parameter learning and use real-world data to validate its predictions, comparing pyBKT's supported model variants with results from the papers in which they were originally introduced. The library is open source and open license for the purpose of making knowledge tracing more accessible to communities of research and practice and to facilitate progress in the field through easier replication of past approaches. [For the full proceedings, see ED615472.]
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- 2021
30. Proceedings of the International Conference on Educational Data Mining (EDM) (16th, Bengaluru, India, July 11-14, 2023)
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International Educational Data Mining Society, Feng, Mingyu, Käser, Tanja, and Talukdar, Partha
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The Indian Institute of Science is proud to host the fully in-person sixteenth iteration of the International Conference on Educational Data Mining (EDM) during July 11-14, 2023. EDM is the annual flagship conference of the International Educational Data Mining Society. The theme of this year's conference is "Educational data mining for amplifying human potential." Not all students or seekers of knowledge receive the education necessary to help them realize their full potential, be it due to a lack of resources or lack of access to high quality teaching. The dearth in high-quality educational content, teaching aids, and methodologies, and non-availability of objective feedback on how they could become better teachers, deprive our teachers from achieving their full potential. The administrators and policy makers lack tools for making optimal decisions such as optimal class sizes, class composition, and course sequencing. All these handicap the nations, particularly the economically emergent ones, who recognize the centrality of education for their growth. EDM-2023 has striven to focus on concepts, principles, and techniques mined from educational data for amplifying the potential of all the stakeholders in the education system. The spotlights of EDM-2023 include: (1) Five keynote talks by outstanding researchers of eminence; (2) A plenary Test of Time award talk and a Banquet talk; (3) Five tutorials (foundational as well as advanced); (4) Four thought provoking panels on contemporary themes; (5) Peer reviewed technical paper and poster presentations; (6) Doctoral students consortium; and (7) An enchanting cultural programme. [Individual papers are indexed in ERIC.]
- Published
- 2023
31. ChatGPT and Bard in Education: A Comparative Review
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Gustavo Simas da Silva and Vânia Ribas Ulbricht
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ChatGPT and Bard, two chatbots powered by Large Language Models (LLMs), are propelling the educational sector towards a new era of instructional innovation. Within this educational paradigm, the present investigation conducts a comparative analysis of these groundbreaking chatbots, scrutinizing their distinct operational characteristics and applications as depicted in current scholarly discourse. ChatGPT emerges as an exemplary tool in task-oriented textual interactions, while Bard brandishes unique features such as Text-To-Speech (TTS) functionality, which enhances accessibility and inclusive education, as well as integration with Google Workspace applications. This research critically examines their utilization in various spheres such as pedagogy, academic research, Massive Open Online Courses (MOOCs), mathematics, and software programming. Findings accentuate ChatGPT's superior efficacy in content drafting, code generation, language translation, and providing clinically precise responses, notwithstanding Bard's significant potential encapsulated in its exclusive features. Furthermore, the study traverses' crucial ethical aspects, including privacy concerns and inherent bias, underscoring the profound implications of these Artificial Intelligence (AI) technologies on literature and advocating against the indiscriminate reliance on such models. [For the full proceedings, see ED636095.]
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- 2023
32. Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2012 Du Groupe Canadien D'étude en Didactique Des Mathématiques (36th, Québec City, Québec, Canada, May 25-29, 2012)
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Canadian Mathematics Education Study Group (CMESG), Oesterle, Susan, Allan, Darien, and Liljedahl, Peter
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This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. 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, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]
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- 2013
33. The Use of Computational Tools in Mathematics Teaching for Visually Disabled Students: An Analysis of the Brazilian Context
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Barbosa, Ana Cristina, Freire, Evelise Roman Corbalan Góis, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Tsitouridou, Meni, editor, A. Diniz, José, editor, and Mikropoulos, Tassos A., editor
- Published
- 2019
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34. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 2
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
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This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)
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- 2005
35. Temporal Norms of the Typical Mathematics Lesson: Norwegian and Swedish Students’ Perspectives
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Nosrati, Mona, Andrews, Paul, Palmér, Hanna, editor, and Skott, Jeppe, editor
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- 2018
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36. Gjennomgang and Genomgång: Same or Different?
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Andrews, Paul, Nosrati, Mona, Palmér, Hanna, editor, and Skott, Jeppe, editor
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- 2018
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37. University Teaching Assistants’ Metaphors About Teachers’ Role
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Oksanen, Susanna, Lahdenperä, Juulia, Rämö, Johanna, Palmér, Hanna, editor, and Skott, Jeppe, editor
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- 2018
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38. Yet Another Predictive Model? Fair Predictions of Students' Learning Outcomes in an Online Math Learning Platform
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Li, Chenglu, Xing, Wanli, and Leite, Walter
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To support online learners at a large scale, extensive studies have adopted machine learning (ML) techniques to analyze students' artifacts and predict their learning outcomes automatically. However, limited attention has been paid to the fairness of prediction with ML in educational settings. This study intends to fill the gap by introducing a generic algorithm that can orchestrate with existing ML algorithms while yielding fairer results. Specifically, we have implemented logistic regression with the Seldonian algorithm and compared the fairness-aware model with fairness-unaware ML models. The results show that the Seldonian algorithm can achieve comparable predictive performance while producing notably higher fairness. [This paper was published in: "LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21), April 12-16, 2021, Irvine, CA, USA," ACM, 2021.]
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- 2021
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39. Collected Papers of Srinivasa Ramanujan
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G. H. Hardy, P. V. Seshu Aiyar, B. M. Wilson, G. H. Hardy, P. V. Seshu Aiyar, and B. M. Wilson
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- Mathematics
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'The influence of Ramanujan on number theory is without parallel in mathematics. His papers, problems, and letters have spawned a remarkable number of later results by many different mathematicians. Here, his 37 published papers, most of his first two and last letters to Hardy, the famous 58 problems submitted to the Journal of the Indian Mathematical Society, and the commentary of the original editors (Hardy, Seshu Aiyar and Wilson) are reprinted again, after having been unavailable for some time. In this printing of Ramanujan's collected papers, Bruce Berndt provides an annotated guide to Ramanujan's work and to the mathematics it inspired over the last three-quarters of a century. The historical development of ideas is traced in the commentary and by citations to the copious references. The editor has done the mathematical world a tremendous service that few others would be qualified to do'--Provided by publisher.
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- 2021
40. Effect of Using Digital Pen Teaching System Behaviors on Learning Achievements in a Mathematics Course
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Su, Yu-Sheng, Ding, Ting-Jou, Wu, Po-Han, Su, Chiu-Nan, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Huang, Tien-Chi, editor, Lau, Rynson, editor, Huang, Yueh-Min, editor, Spaniol, Marc, editor, and Yuen, Chun-Hung, editor
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- 2017
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41. Mathematical Mothers: Investigating Shifts in Perspective around What Counts as Mathematics
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Prough, Sam
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Bridging the gap between mathematical learning at home and school has been an issue for education research for decades (Galindo & Sheldon, 2012). Expectations for mathematics do not often align for teachers and parents (Posey-Maddox & Hayley-Lock, 2016) and a limited view of what counts as mathematics persists. What needs more attention is the meaningful mathematical learning that happens at home but is rarely seen as mathematics. Parents frequently struggle in supporting their children's mathematical learning, but that struggle becomes productive when parents are recognized as mathematically capable. This paper shows how two mothers shift their perspectives of what counts as mathematics and recognize the rich content in their current interactions with young children. Making such connections between mathematics and parent action can strengthen the relationship between at-home and school learning. [For the complete proceedings, see ED630060.]
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- 2021
42. Conventions and Context: Graphing Related Objects onto the Same Set of Axes
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Jones, Steven R., Corey, Douglas Lyman, and Teuscher, Dawn
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Several researchers have promoted reimagining functions and graphs more quantitatively. One part of this research has examined graphing "conventions" that can at times conflict with quantitative reasoning about graphs. In this theoretical paper, we build on this work by considering a widespread convention in mathematics teaching: putting related, derived graphical objects (e.g., the graphs of a function and its inverse or the graphs of a function and its derivative) on the same set of axes. We show problems that arise from this convention in different mathematical content areas when considering contextualized functions and graphs. We discuss teaching implications about introducing such related graphical objects through context on separate axes, and eventually building the convention of placing them on the same axis in a way that this convention and its purposes become more transparent to students. [For the complete proceedings, see ED630060.]
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- 2021
43. Quantitative Reasoning and Covariational Reasoning as the Basis for Mathematical Structure for Real-World Situations
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Kularajan, Sindura Subanemy and Czocher, Jennifer A.
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In this paper we address the question, how do quantitative reasoning and covariational reasoning present as students build structural conceptions of real-world situations. We use data from an exploratory teaching experiment with an undergraduate STEM major to illustrate the explanatory roles quantitative reasoning and covariational reasoning play in, (a) coordinating more than two interdependent quantities, (b) conceiving of real-world situations in more than one way, (c) constructing networks of quantitative relationships, and (d) creating a mathematical expression. We make the case that looking at mathematical model construction through the lens of quantitative reasoning and covariational reasoning may provide insights into students' mathematical decisions as they structure complex real-world scenarios. [For the complete proceedings, see ED630060.]
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- 2021
44. Modeling Consistency Using Engagement Patterns in Online Courses
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Zhou, Jianing and Bhat, Suma
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Consistency of learning behaviors is known to play an important role in learners' engagement in a course and impact their learning outcomes. Despite significant advances in the area of learning analytics (LA) in measuring various self-regulated learning behaviors, using LA to measure consistency of online course engagement patterns remains largely unexplored. This study focuses on modeling consistency of learners in online courses to address this research gap. Toward this, we propose a novel unsupervised algorithm that combines sequence pattern mining and ideas from information retrieval with a clustering algorithm to first extract engagement patterns of learners, represent learners in a vector space of these patterns and finally group them into groups with similar consistency levels. Using clickstream data recorded in a popular learning management system over two offerings of a STEM course, we validate our proposed approach to detect learners that are inconsistent in their behaviors. We find that our method not only groups learners by consistency levels, but also provides reliable instructor support at an early stage in a course. [This paper was published in: "LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21), April 12-16, 2021, Irvine, CA, USA." ACM, 2021, pp. 226-236.]
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- 2021
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45. Generating Response-Specific Elaborated Feedback Using Long-Form Neural Question Answering
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Olney, Andrew M.
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In contrast to simple feedback, which provides students with the correct answer, elaborated feedback provides an explanation of the correct answer with respect to the student's error. Elaborated feedback is thus a challenge for AI in education systems because it requires dynamic explanations, which traditionally require logical reasoning and knowledge engineering to generate. This study presents an alternative approach that formulates elaborated feedback in terms of long-form question answering (LFQA). An off-the-shelf LFQA system was evaluated by human raters in a 2x2x2x2 ablation design that manipulated the context documents given to the LFQA model and the post-processing of model output. Results indicate that context manipulations improve performance but that postprocessing can have detrimental results. [This paper was published in: "Proceedings of the Eighth ACM Conference on Learning @ Scale," 2021, pp. 27-36.]
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- 2021
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46. What Is a Function?
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Mirin, Alison, Weber, Keith, and Wasserman, Nicholas
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In the mathematical community, two notions of "function" are used: the set-theoretic definition as a univalent set of ordered pairs, and the Bourbaki triple. These definitions entail different interpretations and answers to mathematical questions that even a secondary student might be prompted to answer. However, mathematicians and mathematics educators are often not explicit about which definition they are using. This paper discusses these parallel usages and the related implications for the field of mathematics education. [For the complete proceedings, see ED629884.]
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- 2020
47. COVID-19 Impact on Group Invariance Property of Equating
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Kim, Dong-In, Julian, Marc, and Hermann, Pam
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In test equating, one critical equating property is the group invariance property which indicates that the equating function used to convert performance on each alternate form to the reporting scale should be the same for various subgroups. To mitigate the impact of disrupted learning on the item parameters during the COVID-19 pandemic, a pre-equated approach was frequently implemented for student scoring in the spring 2021 administration of large-scale assessments. This study examines how much the group invariance property was satisfied for various subgroups when pre-equating was applied to large-scale assessments in spring 2021. While most studies for invariance property have been for post-equating, this study investigated the invariance property with pre-equating. Due to the potential impact on live calibration and equating, many large-scale assessment programs have opted to reuse previously administered forms and applied pre-equating rather than developing new forms and post-equating in 2021. This study included grades 6 and 8 ELA and Math from a spring 2021 large-scale assessment program and examined the invariance property for four subgroups: gender, SES, ethnicity, and LEP. Three different scoring methods were studied: unrounded equated scores, rounded equated scores, and MLE as IRT pattern scoring. As evaluation criteria, RMSD and REMSD indices were included (Dorans & Holland, 2000). The effect size was also used for evaluating the equating function differences between each subgroup's categories and the population. Invariance property is often studied when post-equating is performed with alternate forms under common (i.e., anchor) item design. In this case, the quality and number of anchor items between alternate forms influence the equating results and invariance property. In general, if anchors are close to a minimal test version, equating results can be better with many anchor items. Pre-equating design fully satisfies the requirement of the maximum number of anchor items because all items can be used as anchor items. Therefore invariance property can be better achieved than post-equating with some common items under the same condition. RMSD and REMSD values for ELA, where students' performances were not much impacted by the pandemic, showed the same results. However, there were some deviations in the invariance property for Math where students' performances appeared to be impacted.
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- 2022
48. Evaluating Student Performance amidst the COVID-19 Pandemic Using Propensity Score Matching
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Hudson, Kimberly M., Tomkowicz, Joanna T., and Li, Wen-Ching
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The purpose of the current research study was to investigate the extent to which student performance was influenced by the disruption to learning that occurred due to the COVID-19 pandemic. To explain observed differences in performance, we compared outcomes from a state-wide summative testing program between students who were administered the test in 2019 and 2021. Because the background and demographic characteristics of the two testing populations differed on several variables, including race/ethnicity, locale, and subgroup membership, propensity score matching was used to develop comparable groups for analyses. Independent samples t-tests were then conducted to assess whether there were significant differences in mean scaled scores and domain subscores between the two matched groups. In addition, the same procedures were used to develop and analyze differences for specific student subgroups (students with disabilities, economically disadvantaged students, and English language learners). Overall, results indicated that the 2021 test-takers earned lower scores than students who tested in 2019 for all subjects and grade levels, except English Language Arts (ELA) grade 8. Moreover, larger score differences were observed for mathematics than ELA. Lastly, results from subgroup analyses indicated that in mathematics all subgroups earned significantly lower scores in 2021 than 2019, whereas in ELA grades 5 through 7, English Language Learners and economically disadvantaged subgroups earned lower scores in 2021 than 2019. The results of this study suggest that after controlling for differences between the 2021 and 2019 populations, student performance was likely influenced by the disruption to learning due to pandemic-related factors.
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- 2022
49. A Pathway into Computational Thinking in Primary Schools
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Djurdjevic-Pahl, Aleksandra, Pahl, Claus, Fronza, Ilenia, El Ioini, Nabil, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Wu, Ting-Ting, editor, Gennari, Rosella, editor, Huang, Yueh-Min, editor, Xie, Haoran, editor, and Cao, Yiwei, editor
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- 2017
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50. Emotional Multimedia Design for Developing Mathematical Problem-Solving Skills
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Ng, Ka Ho, Chiu, Thomas K. F., Ma, Will W.K., editor, Chan, Chi-Keung, editor, Tong, Kar-wai, editor, Fung, Heidi, editor, and Fong, Cheuk Wai Rose, editor
- Published
- 2017
- Full Text
- View/download PDF
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