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2016 Electronic Conference on Teaching Statistics (eCOTS)

Event Date: 
Mon, 05/16/2016 - 12:00pm to Fri, 05/20/2016 - 12:00pm

To learn more, visit: https://www.causeweb.org/cause/ecots/ecots16/.

DR K-12 Presenters:

  • Randall Groth, Salisbury University (Project: PATHWAYS - Preparing Aspiring Teachers to Hypothesize Ways to Assist Young Students)

 

Event Type: 
Discipline / Topic: 

Examining Elementary School Science Achievement Gaps Using an Organizational and Leadership Perspective

There is the tendency to explain away successful urban schools as indicative of the heroic efforts by a tireless individual, effectively blaming schools that underperform for a lack of grit and dedication. This study reports the development of a research instrument (School Science Infrastructure, or SSI) and then applying that tool to an investigation of equitable science performance by elementary schools.

Lead Organization(s): 
Year: 
2015

How to better understand the diverse mathematical thinking of learners

In this article Jessica Hunt explores the use of clinical interviews to gain a deep understanding of students' knowledge. Examples of clinical interviews are provided and advice for planning, giving and interpreting the results of interviews is also included.

Hunt, J.H. (2015). How to better understand the diverse mathematical thinking of learners. Australian Primary Mathematics Classroom, 20(2), 15-21.

Lead Organization(s): 
Year: 
2015

Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities

Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student’s problem-solving strategies. Despite qualitative differences in thinking and representation use in students with LD that may exist, existing frameworks of student’s strategies for solving fraction problems are not inclusive of students with LD.

Lead Organization(s): 
Year: 
2014

Iteration: Unit Fraction Knowledge and the French Fry Tasks

Tzur, R. & Hunt, J. (2015). Iteration: Unit fraction knowledge and the French fry tasks. Teaching Children Mathematics, 22(3), 149-157.

Lead Organization(s): 
Year: 
2015

Levels of participatory conceptions of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory

Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity.

Lead Organization(s): 
Year: 
2016

Swimming Upstream in a Torrent of Assessment

Growing attention to preK mathematics and increased focus on standards in the US may be leading policy makers, administrators, and practitioners down the wrong path when it comes to assessing young children. The temptation to rely on standardised assessment practices may result in misguided understandings about what children actually know about mathematics.

Year: 
2015

An Investigation of Middle School Science Teachers and Students Use of Technology Inside and Outside of Classrooms: Considering whether digital natives are more technology savvy than their teachers

The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting.

Year: 
2014

Combining High-Speed Cameras and Stop-Motion Animation Software to Support Students’ Modeling of Human Body Movement

Biomechanics, and specifically the biomechanics associated with human movement, is a potentially rich backdrop against which educators can design innovative science teaching and learning activities. Moreover, the use of technologies associated with biomechanics research, such as high-speed cameras that can produce high-quality slow-motion video, can be deployed in such a way to support students’ participation in practices of scientific modeling.

Lead Organization(s): 
Year: 
2015

Lessons learned from an initial effort to bring a Quantified Self "meetup" experience to a new demographic

Quantified Self “meetup” groups appear to be appeal largely to middle-aged white males. What happens when the target demographic is changed to high school-aged Latina girls? This paper summarizes two lessons learned from an initial effort to enact a version of a Quantified Self meetup with youth from this population. Specifically, the appearances of the devices and limited access to resources outside of the meetup sessions were major concerns.

Lead Organization(s): 
Year: 
2014

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