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1,101 results on '"Kenney A"'

1. Mathematics Teacher Questioning: Cognitive and Affective Domains to Nurture Students' Mathematical Identity Formation

Author

Ana-Maria Haiduc, Elizabeth Suazo-Flores, Signe E. Kastberg, Rachael Kenney, Sarah E. Leach, and Andrea F. Barber-Dansby

Abstract

Mathematics teacher questioning plays a significant role in students' learning. Research has persisted in analyzing teacher questioning from a cognitive perspective. Considering teaching as a relational practice, we explored teacher questioning from cognitive and affective perspectives. Data comprises 14 video-audio recordings, field notes, teacher's reflections, and pictures of a mathematics high school teacher while he taught linear functions. We analyzed the teacher's questioning using Bloom's cognitive and affective domains. We then characterized the type of questions concerning students' mathematical identity formation. We found that the teacher questioning techniques consisted of shifts between cognitive levels domains and added affective connotations with influence on students' mathematical identity. Using questions to promote students' cognition and mathematical identity formation is a form of caring teaching practice. [For the complete proceedings, see ED658295.]

Published
2023

2. SPARK: Harnessing Human-Centered Workflows with Biomedical Foundation Models for Drug Discovery.

Author

Bum Chul Kwon, Simona Rabinovici-Cohen, Beldine Moturi, Ruth Mwaura, Kezia Wahome, Oliver Njeru, Miguel Shinyenyi, Catherine Wanjiru, Sekou L. Remy, William Ogallo, Itai Guez, Parthasarathy Suryanarayanan, Joseph A. Morrone, Shreyans Sethi, Seung-gu Kang, Tien Huynh, Kenney Ng, Diwakar Mahajan, Hongyang Li, Matan Ninio, Shervin Ayati, Efrat Hexter, and Wendy D. Cornell

Published
2024

11. Unpacking Teachers' Perspectives on the Purpose of Assessment: Beyond Summative and Formative

Author

Kenney, Rachael, Bloome, Lane, and Maeda, Yukiko

Abstract

The current age of standardization and accountability in education presents a need for educators to be proficient consumers and producers of data. To understand what mathematics teachers see as the purpose of data and assessment, as well as their perceived needs in these areas, we administered a survey to all mathematics teachers in two school districts in the Midwest. We analyzed perceptions of the purpose of assessment using a framework that breaks from the common formative/summative divide and considers the purpose(s) for assessment as being nuanced and potentially multi-faceted. The responding teachers demonstrated a robust working knowledge of assessment focusing on purposes that serve students, teachers, schools, and states. Responses also indicated that there are gaps in connecting the purposes of assessment and their knowledge on how to implement assessments in ways that meet these purposes. [For the complete proceedings, see ED583608.]

Published
2016

27. Accelerating Artificial Intelligence with Silicon Photonics.

Author

Nicholas C. Harris, Ryan Braid, Darius Bunandar, Jim Carr, Brad Dobbie, Carlos Dorta-Quinones, Jon Elmhurst, Martin Forsythe, Michael Gould, Shashank Gupta, Sukeshwar Kannan, Tyler Kenney, Gary Kong, Tomo Lazovich, Scott Mckenzie, Carl Ramey, Chithira Ravi, Michael Scott, John Sweeney, Ozgur Yildirim, and Katrina Zhang

Published
2020

33. Using Writing to Encourage PSMTS' Reflections on Ambiguity in Mathematical Language

Author

Kenney, Rachael H. and Montan, Nick

Abstract

Literature suggests that the mathematical language of teachers impacts a student's understanding of math concepts. When teachers unintentionally use ambiguous language, students' understanding of a subject can be negatively affected. We share background on specific instances in which teachers can create confusion with the language they use, and we investigate both pre-service teachers' and college algebra students' concepts of three common terms in mathematics: Solve, Evaluate, and Simplify by asking both groups to unpack their understanding of these terms through a writing prompt. We compare the language used by both groups in their definitions. Preservice teachers' reflections on their experience with the writing prompt are also examined to identify ways that such a task can help them identify gaps in their own understanding and in their thinking about student learning. [For the complete proceedings, see ED583989.]

Published
2015

50. Deciding What to Trust: Conflict Resolution When Checking with a Graphing Calculator

Author

McCulloch, Allison W., Kenney, Rachael H., and Keene, Karen Allen

Abstract

This paper reports on a mixed methods study of 111 AP calculus students' self-reports of their graphing calculator use, comfort, and rationale when choosing between mathematical solutions produced with and without a graphing calculator. [For the complete proceedings, see ED585874.]

Published
2011

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