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This paper presents a reflection on the design of an Intelligent Computer-Assisted Language Learning (ICALL) 'ecosystem', integrated into an online learning environment for Spanish as a Foreign Language (SFL). The innovative dimension of the ecosystem lies in its triple focus: apart from enabling users to create and use intelligent language learning materials, it also tracks their activities in the environment and provides them insights (e.g. through knowledge clips) into Natural Language Processing (NLP), the source of ICALL's 'intelligence'. The reflective analysis is carried out by means of a case study with 32 SFL students, who work with the ecosystem in a blended writing course focused on vocabulary learning, lexical ambiguity, and Word Sense Disambiguation (WSD). Students' attitudes towards engaging in the ICALL ecosystem are gauged through a questionnaire, which revealed a statistically significant positive change in attitude after having completed the course. However, the results also show that enhanced insights into NLP and increased confidence in the computer as a learning assistant do not necessarily go hand in hand with an increased curiosity and a better user experience. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Automated scoring of student responses to open-ended questions, including short-answer questions, has great potential to scale to a large number of responses. Recent approaches for automated scoring rely on supervised learning, i.e., training classifiers or fine-tuning language models on a small number of responses with human-provided score labels. However, since scoring is a subjective process, these human scores are noisy and can be highly variable, depending on the scorer. In this paper, we investigate a collection of models that account for the individual preferences and tendencies of each human scorer in the automated scoring task. We apply these models to a short-answer math response dataset where each response is scored (often differently) by multiple different human scorers. We conduct quantitative experiments to show that our scorer models lead to improved automated scoring accuracy. We also conduct quantitative experiments and case studies to analyze the individual preferences and tendencies of scorers. We found that scorers can be grouped into several obvious clusters, with each cluster having distinct features, and analyzed them in detail. [For the complete proceedings, see ED630829.]

This paper describes results from a case study about how a primary pre-service teacher (PST) used curriculum materials (CMs) when planning for a mathematics lesson during her final practicum. The data is drawn from a doctoral study (in progress) and results show how the PST initiated an active process of searching for and sifting through CMs on a familiar website to make selections for a lesson. Selections were based on several aspects, including the mathematics focus of her lesson, curriculum connections, her chosen teaching approach and mathematical representation for teaching multiplication. Implications for mathematics Initial Teacher Educators (ITEs) are discussed.

Worldwide interest in Lesson Study (LS) and the opportunities offered for student learning through the use of a Structured Problem-Solving Approach (SPSA), as typically adopted in Japanese LS research lessons in mathematics, have left largely unanswered questions about the extent to which these can be replicated elsewhere. This paper presents a case study of one primary school teacher's learning experiences, and his views about LS and SPSA, as a result of participating in a project introducing SPSA through LS in three Fijian primary schools. The results reveal that engaging in the LS process was instrumental in supporting this teacher's implementation of SPSA in his mathematics classroom. The findings are important for teacher professional learning (PL) in Pacific cultural contexts.

Providing opportunities for students to demonstrate their mathematical thinking can be challenging. This paper reports on a case study conducted with a teacher and her class of Grade 3/4 students which investigated this phenomenon. Following collection of baseline data that showed her students were not demonstrating evidence of mathematical thinking, the teacher implemented teaching approaches designed to address this. The findings indicated the teaching approaches were effective and led to changes in the teacher's practice and professional growth. The study has implications for teachers who are looking to make changes to their practice based on evidence-informed teaching approaches.

It is well accepted and understood amongst the mathematics education community that numeracy is the responsibility of all teachers, across all levels of schooling. However, the way numeracy is understood and actioned across the Early Childhood, Primary and Secondary contexts is different. This paper reports on a case study of secondary school teachers seeking to be more intentional in embedding numeracy across the curriculum. The findings indicate that dialogue and support to see, and make, numeracy connections result in greater cohesion in terms of understanding numeracy and making numeracy more visible for students.

Teachers often perceive barriers to integrating technology with Mathematics. In the study, teachers participated in professional development about considerations for and examples of integrating Digital Technologies into Mathematics learning in primary schools meeting the "Australian Curriculum: Mathematics and Digital Technologies" requirements. This exploratory multiple case study included preand post-surveys, mentoring conversations and interviews to explore their beliefs and perceived barriers to integrating mathematics and digital technologies. This paper provides insights into their perceived barriers to integrating digital technologies.

We propose to use reading time as a metric to report progress in language learning applications. As a case study we use a web-based application that enables learners of a foreign language to read texts from the web and practice vocabulary with interactive exercises generated based on their past readings. The application captures generic interactions with the web page (e.g. switching to a different tab) but also interactions directly related to language learning (e.g. clicking on a word to get a translation). We propose two metrics for approximating reading times based on user interactions with the web application. We analyze the correlation between these metrics and other interaction metrics and show that active time is the best metric for estimating the user's actual involvement with the texts and that it can be approximated from interaction metrics. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

School Mathematics Leaders seek to improve the mathematical learning outcomes of the students in their schools. Recognising that improved learning is dependent on high quality teaching, leaders are often keen to support teachers' knowledge of mathematics content and pedagogy. This paper reports ways in which School Mathematics Leaders support and lead the professional development of teachers in team meetings. Results from survey data and case study research are reported in this paper to describe and highlight the supportive actions undertaken by School Mathematics Leaders as they provide professional learning opportunities for teachers.

3D holograms are an effective tool for visualization, and their utilization in chemistry teaching can be beneficial in improving learning outcomes. However, studies on students' opinions about holograms in chemistry teaching and learning are scarce. The research aimed to examine the views of chemistry students on the application of 3D holograms in organic chemistry learning at the university level. In this cross-sectional study, 55 first-year chemistry students at the University of Novi Sad (Serbia) participated. The sample consisted of students aged 18-20, of which 85.5% were female and 14.5% were male. An online questionnaire designed for this research was used to collect quantitative data. Data obtained after an eight-week application of 3D holograms in organic chemistry classes revealed that students have a positive opinion about the application of 3D holograms in organic chemistry classes. Therefore, the research results imply that teachers should apply 3D holograms in chemistry classes. [The Ministry of Science, Technological Development and Innovation of the Republic of Serbia provided financial support. For the full proceedings, see ED629086.]

Mathematical self-concept refers to the perceived ability that one has in being able to do mathematics. While it has been shown to be a significant predictor for how students learn and apply mathematics, little research has been conducted into the relationship between the mathematical self-concept of teachers and their pedagogical practices in the mathematics classroom. This paper reports on a section of the findings from a small mixed methods study that sought to ascertain the nature of primary teachers' mathematical self-concept and how it is related to their teaching practices. Findings suggest that a teachers' mathematical self-concept does not necessarily reflect the mathematics practices evident in their classroom.

Listening is involved in daily school activities, but its importance is often overlooked and underestimated. Good teaching practices evolve from telling to listening in order to understand the needs of the student. In this paper, lesson study, a form of teacher professional development, is used as a contextual platform for developing the practice of listening pedagogy. The findings suggest that lesson study provided a conducive and favourable context for the learning of listening pedagogy. At the same time, it also allowed for rich teacher learning to take place which had an impact on teacher beliefs that contributed to the thinking of listening pedagogy.

This paper describes how one third and final year pre-service (PST) used curriculum materials when planning for primary mathematics teaching on practicum. The findings were drawn from a semi-structured focus group interview, where four PSTs recalled how they planned for primary teaching during a previous practicum. This case study shows how one PST used curriculum planning documents from the practicum setting, and a teacher's guide when planning mathematics lessons. Planning processes are also identified, and implications for associate teachers (ATs), PSTs, and mathematics Initial Teacher Educators are discussed.

In this paper, we discuss the case studies of two professional development (PD) participants: Nhung Tran and Stella Miller. This data comes from an NSF-funded grant studying inquiry and equity within mathematics instruction at a two-year college. We analyze participant conceptualizations of equity using Gutiérrez' (2009) equity framework. By considering the dominant axis (Access and Achievement) and the critical axis (Identity and Power), we identify places of dissonance, or Nepantla, that emerge for each participant. We discuss how these tensions give us valuable information as we consider future iterations of PD on the MPIE project. [For the complete proceedings, see ED630210.]

This study aims to explore an educational learning environment that supports students to learn conceptual modelling with the unified modelling language (UML). In this study, we call the describing models "UML programming." In this paper, we show an educational UML programming environment for science, technology, engineering, art, and mathematics (STEAM) related subjects (especially for Technology or Engineering) in schools, which are able to apply from elementary school to university. At first, we explain why, what, and how doing the UML programming. In this study, we use a state machine diagram for UML programming. To draw this model, the students just put some states in rectangular shape and transitions in arrow shape. Two types of educational model notations in state machine diagram are introduced. Then, some advanced functions of the SRPS are described. They are an educational model editor, and management of users, learning tasks and models submitted by students. Next, two case studies with the SRPS are shown. One case study is adopted to the summer camp for 5th- and 6th-grade students. The participants were 20 students and were engaged in 4 hours workshop. We used a car-type robot with two DC motors, a one-touch sensor, and one infrared sensor connected to a micro:bit. The other case study is a formal technology class at one Japanese public junior high school. One teacher and five classes worked on UML programming for traffic lights. Each class had 20 9th-grade students. One student at this school was given a traffic light robot with three Light-emitting diode (LED) lights, a one-touch sensor, and one infrared sensor connected to a micro:bit. Finally, on the basis of these two case studies using our environment, we discuss the potential for innovative STEAM education with UML programming.

Despite the benefits of multimodal technology in the language classroom and common practice to introduce digital tools in language teaching, research has shown that many language teachers do not feel confident to engage with and create online multimodal learning resources and environments. This exploratory study examines data from five experienced English for Academic Purposes (EAP) teachers and discusses the dynamic challenges faced when training them to engage with multimodal teaching, learning, and assessment methods, such as digital learning, confidence and community building, and supporting them in creating multimodal learning resources. It also discusses the Dynamic Teacher Training model developed as a result of this experience to support teachers in developing the skills they needed to fully engage with the different digital teaching tools and teacher feedback on this. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Two case studies of Australian primary school students tracked changes in their data interpretation and representation over three years. Students were engaged in predictive reasoning tasks based on their interpretation of a data table showing temperature change over time. Students' explanations and graphical representations were collected at the beginning of Years 3 and 4 and the end of Years 4 and 5. The first case study was a student mathematically weaker than her peers while case study two was within the average range for her year. Despite differences in starting points, both case studies followed a similar developmental sequence of predicting, interpreting and representing, with the first case generally lagging one stage behind the second case. Similarities and contrasts between the two students are discussed.

This presentation is a roadmap with a one-mode transition and subsequent application of selected higher education classroom materials to field research for learning, which has been a challenge for college faculty members for ages. The essential components of such a process are delineated, using the field experience gained by the authors with catastrophic events, covering the 2010 Haitian Earthquake, 2014-2015 Ebola Outbreak in West Africa, and the 2021-2022 Corona Virus (SARS-CoV-2) Pandemic in Illinois. Priority is given to bridging learning gaps. The prime takeaway for college faculties is reinventing rewarding student R&D field projects. An added benefit is the capacity to create new, unique, or novel case studies to promote expanded and challenging student learning experiences. Such R&D case studies have market potential.

This study reports on an early career Year 2 teacher's reflections of enacting specifically structured resource materials and her practice change when participating in a mathematics professional learning project. A qualitative case study was designed to examine the reflections of a teacher's pre-service and in-service teaching experiences. Data collection instruments included a timeline graphing tool and a semi-structured interview to capture and communicate her reflections. Findings reveal that providing structured resource materials within a professional learning project supported changes in pedagogical practice.

The Self-Improvement School Project was funded by The Equitable Education Fund (EEF), Thailand. The purpose program was to improve the quality of 636 schools. Choafa Ubonratana School is one of the project schools for this case study. The research used mixed method research. Key informants were 30 school stakeholders and 3 school coaches. Data collection included quantitative data and qualitative data collection from field studies. The content analysis is used as well as the statistics used. It found that Choafa Ubonrat School is a charitable private school located in Chiang Mai Province, Northern Thailand. They provide educational services to people of 28 villages from kindergarten level to secondary level with 28 teachers and 332 students. All are from various hill tribes along the borderline. Their parents are poor. They have trouble speaking and writing in Thai. Communication with teachers requires an interpreter. The development has caused all 13 hill tribe students to be able to read and write in Thai. Students has developed skills in the 21st century especially on a better and improved living and professional skills to raise additional income for their families. They have a better quality of life. All of these occurred from the determination and quadrilateral focus on the work and sacrifice of the teachers, academic leadership, and change of school administrators. As a result, the school has been developed all of administrator, teachers, students as well as parents especially core learning outcomes of students with knowledge, skills, attitude and values at the National Educational Average. [For the full proceedings, see ED630948.]

Students with special needs face difficulties in teaching and learning activities in a regular elementary school. There are various aspects that affect their learning process in a regular school. The study objectives are: (1) to know the implementation of education for students with special needs in a regular elementary school. (2) to know if the school encounters obstacles in implementing education for special needs students. This study uses a case study method. Furthermore, the researcher collects the data through observation, interview, and documentation. The subjects of the study are the headmaster, teachers, and parents. The study results are: (1) to provide the service for students with special needs, the school proposes special assistant teachers to assist them. In addition, the teachers modify the learning activities that suit students' abilities and needs. (2) obstacles in the management of education for students with special needs are education financing, facilities and infrastructure, and less competent human resources. [For the full proceedings, see ED630948.]

With the COVID-19 pandemic, the need for examining the effect of distance education process, where millions of students have been caught unprepared, on Turkish education has arisen. It is rather important to reveal the strengths and weaknesses of the education in this process and to give the right direction to the process by overcoming the existing problems. In accordance with this purpose, the opinions of the students in secondary school eighth grade during the pandemic have been taken regarding the Turkish education and preparation process for high school entrance exam in this period. Case study, one of the qualitative research methods, have been used in this research. The data has been collected by using an interview form. The findings of the research have been examined by being categorized in line with the questions in the interview form and presented respectively. Distance education has some shortcomings due to certain reasons in terms of Turkish lesson. Many reasons such as the lack of technological knowledge of the students and teachers, the difficulty to access technological tools, communication difficulties in distance education, have reduced the students' interest in the Turkish lessons and negatively affected the preparation process for the high school entrance exam. It has been observed that the most important effect of the current situation is the loss of motivation of the students. [For the full proceedings, see ED630893.]

Learning model in Kazakhstani Universities is being focused on transforming education from teacher-centered to student-centered approach. This transformation requires academic staff retraining and a significant modernization of educational process. In this article we discuss issues of methodological readiness of academic staff for student-centered learning, which has been recently implemented into the practice at the Chemistry Faculty of the Karaganda Buketov University. We have studied ways in which educators can be trained in innovative teaching methods. One of the ways is the advanced training course organized at the Karaganda Buketov University within the framework of the ENTER Erasmus+ project. We discuss the progress made by academic staff in mastering interactive lecturing, case-study, project-based learning as well as consider the problems and difficulties that teachers of the Chemistry Faculty face when organizing learning& teaching process according to the student-centered approach principles. Academic staff of four Departments of Karaganda Buketov University, namely Inorganic and Technical Chemistry, Physical and Analytical Chemistry, Organic Chemistry and Polymers, Chemical Technology and Petrochemistry Departments were involved in this study. Surveys were carried out to gain detailed information about issues considered. The findings were subsequently analyzed to provide insight on the readiness of university teachers for student-centered learning under modern conditions. [For the full proceedings, see ED630893.]

The purpose of this research is to investigate ICT teachers' opinions about current and future status of their profession and the ICT course they are teaching in Turkey. It was carried out based on the case study approach within the qualitative research context. Using a convenience sampling method, the participants were made up of 10 ICT teachers selected on a voluntary basis from the "Informatics Teachers Platform" group on Facebook. Data were collected through semi-structured interviews and analyzed using descriptive content analysis. According to the findings, participating ICT teachers think that they are seen as technical staff and thus they are not given sufficient and necessary value. This causes professional anxiety among the participants. They find the current ICT course insufficient in terms of content and quantity and consider an update on these issues. Some also worry that the course will lose its importance in the future. Moreover, they think that the role of ICT teachers in the context of technology integration in education is not given enough importance. [For the full proceedings, see ED630893.]

Despite significant research exploring students' quantitative reasoning, few studies have explored the semiotic processes that mediate its development. In this report, we present a case study to show how one student constructed a semiotic chain for a quantity as he worked with a mathematical task. Importantly, we connect frameworks for quantitative reasoning and semiotics to make sense of this process. Our findings show how our case student constructed a sign for a chunk of change in a triangle to support his later construction of the quantity of amount of change of area. We also describe how the case student leveraged these signs to bolster his development of the quantity of total area. We emphasize the role of artifacts, such as physical manipulatives, a digital applet, and a diagram, in this process. Finally, we discuss the implications of this analysis for future studies that explore students' constructions of quantity. [For the complete proceedings, see ED630210.]

Mathematics teacher educators have suggested that preservice mathematics teachers' (PMTs') practices provide evidence of their Mathematical Knowledge for Teaching (MKT). In an effort to explore connections between MKT and PMTs' practices, we developed a framework that operationalizes Ball et al.'s (2008) six MKT domains in terms of approximations of practice. We then used our framework to investigate which domains were evidenced in eleven PMTs' lesson plans and how PMTs described MKT in their lesson plan reflections. We found Knowledge of Content and Teaching most evidenced and Horizon Content Knowledge least evidenced. Also, PMTs made few instances of Knowledge of Content and Students as they struggled to address students' mathematical thinking in their plans. We propose alternative forms of approximations of practice to optimize PMTs' opportunities to demonstrate and conceptualize MKT. [For the complete proceedings, see ED630210.]

The slow adoption of e-learning in Higher education institutions (HEIs) in the United Arab Emirates (UAE) has been attributed to many Information Technology (IT) success factors or factors related to the management of IT. While many researchers were able to identify legitimate factors that have an impact on the adoption of e-learning, the impact of the cultural factors has not been thoroughly studied. The HEIs in the UAE have implemented e-learning solutions developed in Western countries. When these e-learning solutions are used without any cultural pedagogical consideration, they are creating inequitable learning conditions for UAE students. This case study aimed to investigate the role of the western-oriented culture e-learning pedagogy on the adoption of e-learning among UAE female students. Data was collected qualitatively from interviews with colleagues who are using western-oriented cultural pedagogies in their e-learning classes. A pattern matching technique was used to analyse the collected data. The cultural constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) were used as a lens to guide this study. The findings revealed the impact of the western-oriented pedagogy of Blackboard Learn (BBLearn) on the slow adoption of e-learning in the researchers' department. This study confirmed the importance of the local UAE culture on the adoption of e-learning and calls for further studies in that domain.

Knowledge tracing (KT) models are a popular approach for predicting students' future performance at practice problems using their prior attempts. Though many innovations have been made in KT, most models including the state-of-the-art Deep KT (DKT) mainly leverage each student's response either as correct or incorrect, ignoring its content. In this work, we propose Code-based Deep Knowledge Tracing (Code-DKT), a model that uses an attention mechanism to automatically extract and select domain-specific code features to extend DKT. We compared the effectiveness of Code-DKT against Bayesian and Deep Knowledge Tracing (BKT and DKT) on a dataset from a class of 50 students attempting to solve 5 introductory programming assignments. Our results show that Code-DKT consistently outperforms DKT by 3.07-4.00% AUC across the 5 assignments, a comparable improvement to other state-of-the-art domain-general KT models over DKT. Finally, we analyze problem-specific performance through a set of case studies for one assignment to demonstrate when and how code features improve Code-DKT's predictions. [For the full proceedings, see ED623995.]

Due to COVID-19, all classes in schools have been converted to distance learning using online platforms. However, various problems were raised when converting face-to-face classes to online distance learning. In particular, the difficulties were more pronounced for practical design courses because they include practical experience. In this context, this study focused on actual online distance learning classroom cases in design education. Based on the qualitative case study methodology, four instructors were interviewed about their experience with distance learning courses that actively utilized online platforms for college design courses as research cases. In design education, which aims at interdisciplinary and convergence thinking, online distance learning is meaningful in that it can expand experience and opportunities for the overall formative design through the development of technology. On the other hand, there are clear limitations in terms of practical production activities for existing online distance learning methods. Therefore, it is necessary to explore whether to develop classes based on the recently used effective activities or whether to find new strategies in the case that these limitations are fundamental to online distance learning. [For the complete proceedings, see ED639262.]