Enhancing Mathematical Discourse: The Effects of E-mail Conversation on Learning Graphing

This study investigated the effects of e-mail conversations between teachers and students on learning graphing. Participants were two classes of ninth-grade students (boys and girls) who were exposed to Excel software by using metacognitive instruction. One class ( n =25) was exposed to e-mail conversation (EXCEL+E-MAIL) and the other class ( n =25) was exposed to whole class conversation (EXCEL). Results indicated that the EXCEL+E-MAIL students significantly outperformed the EXCEL students on graph interpretation and graph construction. In particular, the effects were observed on students' ability to explain mathematical reasoning. Furthermore, qualitative analysis of the e-mail messages indicated that the EXCEL+E-MAIL students used different levels of discourse in their e-mail messages than the EXCEL students. Améliorer le discours mathématique: effets des conversations électroniques sur l'apprentissage des graphes. Cette étude porte sur les conversations e-mail entretenues entre enseignants et élèves et leurs effets sur l'apprentissage des graphes. Les participants ont été deux classes de neuvième année, garÇons et filles, utilisant tous le logiciel EXCEL Une classe (25 élèves) a eu recours À l'e-mail et À EXCEL ( EXCEL + EMAIL) alors que les élèves de l'autre classe avaient la possibilité d'échanger directement entre eux, tout en utilisant EXCEL. Les résultats ont montré que les élèves EXCEL + E MAIL réussirent nettement mieux dans l'interprétation et la construction des graphes. Particulièrement dans leur habilité À expliquer les raisonnements mathématiques liés À l'activité et À éviter des erreurs de conception. De plus, l'analyse qualitative des messages électroniques a montré que les étudiants EXCEL+EMAIL ont utilisé des niveaux de discours différents de ceux employés par leurs camarades. Verbesserung des mathematischen Diskurses: Auswirkungen von Email Kommunikation auf das Erlernen von graphischen Darstellungen> Diese Studie untersuchte die Auswirkungen von Email Kommunikation zwischen Lehrer und Schüler über den Lernprozess der graphischen Darstellung. Teilnehmer waren 2 Klassen der 9. Jahrgangstufe (Jungen und Mädchen), die das Excel Programm aufgrund von metacognitiven Anweisungen bedienen sollten. Eine Klasse ( n =25) benutzte Email Kommunikation (EXCEL + EMAIL) und die andere Klasse ( n =25) stützte sich auf die Kommunikation in der Klasse (EXCEL). Die Resultate zeigen, dass die Studenten mit dem EXCEL + EMAIL Programm den EXCEL Studenten hinsichtlich der Interpretation und Erstellung von Graphiken deutlich überlegen waren. Diese Studenten vermochten weitaus besser ihre mathematischen Thesen zu erläutern. Eine qualitative Analyse der e-mail Botschaften bewiesen, dass die Studenten des EXCEL + EMAIL Programms auf unterschiedlicheren Ebenen kommunizierten als jene, die nur das EXEL Programm benutzten.     

The challenge of self-regulated learning in mathematics teachers' professional training

This study investigated mathematics teachers' professional knowledge among elementary school teachers exposed to a professional training program that either supported self-regulated learning (SRL) or offered no SRL support (no-SRL). The SRL support was based on the IMPROVE metacognitive self-questioning method that directs students' attention to understanding when, why, and how to solve problems (Kramarski and Mevarech, Am Educ Res J 40:281–310, 2003). Sixty-four Israeli elementary teachers participated in a month-long professional development program to enhance mathematical and pedagogical knowledge. The course was part of a 3-year professional development program sponsored by the Israeli Ministry of Education. This mixed-method study included quantitative assessments of teachers' professional knowledge in mathematical problem solving for an authentic task based on Program for International Student Assessment's framework (Program for International Student Assessment, 2003) and in lesson planning, as well as qualitative interviews and videotaped observations of two teachers. Results indicated that teachers in the SRL program outperformed those in the no-SRL program on various problem solving skills (e.g., reflection and conceptual mathematical explanations) and lesson planning (e.g., task demands and teaching approach). Videotaped observations of actual teaching indicated that the SRL-trained teacher demonstrated more teaching practices that aimed to promote students' understanding and better supported students' regulation of their own learning, compared to the no-SRL-trained teacher. We discuss educational and practical implications.     

School organisational efforts in search for alternatives to ability grouping

The paper presents a case study of a secondary school in Israel and its efforts at attending to students’ needs without resorting to tracking and ability grouping. It explores an organisational process the school has established, called “Opening triads”, which involves periodical regrouping of three classrooms of students of the same age and same subject matter into three new groups. The findings suggest that ability grouping is difficult to eliminate, but there are alternatives that may reduce its social and emotional harmful effect. Ability grouping can be avoided altogether through other, more equalitarian forms of regrouping students.     

Effects of Computer Algebra System (CAS) with Metacognitive Training on Mathematical Reasoning

The main purpose of the present study was to investigate the differential effects of Computer Algebra Systems (CAS) and metacognitive training on mathematical reasoning. Participants were 83 students (boys and girls) who studied algebra in four eighth‐grade classrooms randomly selected to four instructional methods: CAS embedded within metacognitive training (CAS +META), metacognitive training without CAS learning (META), CAS learning without metacognitive training (CAS) and CONT learning without CAS and metacognitive training (CONT). Results showed that the CAS +META condition significantly outperformed the META and the CAS conditions, who in turn significantly outperformed the CONT condition on aspects of mathematical reasoning. No significant differences were found between the META and CAS conditions. In addition, the study found that the metacognitive students (CAS +META and META conditions) outperformed their counterparts (CAS and CONT) on their metacognitive knowledge. This paper describes research whose main focus is the use of Computer Algebra Systems (CAS) in mathematics classrooms and the didactical possibilities based on the IMPROVE method linked with its use.Les effets du système d'algèbre par informatique (CAS) sur une formation métacognitive en raisonnement mathématique. Le but principal de la présente étude était d'explorer les effets différentiels du CAS et d'une formation métacognitive en raisonnement mathématique. Les participants étaient 83 élèves (garçons et filles) qui étudiaient l'algèbre dans les classes (eighth-grade) choisies au hasard avec 4 méthodes d'instruction. CAS enchassés à l'intérieur d'une formation métacognitive (CAS +META) métacognitive sans CAS (META), apprentissage CAS sans formation métacognitive (CONT) et apprentissage sans CAS + formation métacognitive (CONT). Les résultats ont montré que la formule CAS + META a surpassé de façon significative les formules META + CAS qui a leur tour ont surpassé la formule CONT quant aux aspects du raisonnement mathématique. Il n'y a pas de différences entre les formules META et CAS. De plus l'étude a montré que les élèves soumis aux conditions CAS +META et META ont obtenu de meilleurs résultats que leurs condisciples (CAS et CONT) quant à leurs connaissances métacognitives cet article décrit des recherches dont le but principal est l'utilisation du CAS dans les classes de mathématiques et les possibilités didactiques fondées sur la méthode IMPROVE à son usage.Wirkungen des Computer Algebra Systems (CAS) mit metacognitivem Training auf mathematisches Denken. Der Hauptzweck der gegenwärtigen Studie war, die unterscheidenden Wirkungen des Computer Algebra Systeme (CAS) und der metacognitiven Ausbildung auf mathematische Überlegung zu untersuchen. Teilnehmer waren 83 Studenten (Jungen und Mädchen), die Algebra in vier zufällig ausgewählten Klassen der achten Stufe in vier Unterrichtsmethoden studierten: CAS eingebettet in metacognitive Ausbildung (CAS + Meta), metacognitive Ausbildung ohne CAS (Meta), CAS Lernen ohne metacognitive Ausbildung (CAS) und CONT Lernen ohne CAS und metacognitive Ausbildung (CONT). Die Ergebnisse zeigten dass die CAS + Meta-Bedingung die Meta- und die CAS Bedingungen signifikant übertraf, die wiederum die CONT Bedingung bedeutend in Bezug auf Aspekte mathematischen Denkens überflügelten. Keine bedeutsamen Unterschiede wurden Zwischen den Meta und CAS Versionen wurden keine bedeutsamen Unterschiede gefunden. Außerdem ergab die Studie, dass die Studenten der metacognitiv unterrichteten Gruppe (CAS + Meta- und Metabedingungen) ihre Pendants (CAS und CONT) in Bezug auf ihr metacognitives Wissen übertrafen. Dieses Papier beschreibt Forschung, deren Hauptfokus auf der Verwendung von Computer Algebra Systemen (CAS) in Mathematikklassen ist und die didaktischen Möglichkeiten, die auf der mit ihrer Verwendung verbundenen IMPROVE Methode basieren.     

Implicit dimension identification in user-generated text with LSTM networks

In the process of online storytelling, individual users create and consume highly diverse content that contains a great deal of implicit beliefs and not plainly expressed narrative. It is hard to manually detect these implicit beliefs, intentions and moral foundations of the writers.We study and investigate two different tasks, each of which reflect the difficulty of detecting an implicit user’s knowledge, intent or belief that may be based on writer’s moral foundation: (1) political perspective detection in news articles (2) identification of informational vs. conversational questions in community question answering (CQA) archives. In both tasks we first describe new interesting annotated datasets and make the datasets publicly available. Second, we compare various classification algorithms, and show the differences in their performance on both tasks. Third, in political perspective detection task we utilize a narrative representation language of local press to identify perspective differences between presumably neutral American and British press.     

Artists and the film archive: re-creation—or archival replay

Artistic engagement with the archive is on the increase and takes many forms. Archive-based artwork does not always contain or display its archival source. However, in some cases the archives themselves—rather than the information or evidence they hold—are utilised to form part or all of the work. This is particularly true where visual and audiovisual records are used creatively. The archival record is thus interpreted and re-created, giving rise to potential tensions and discord. Focusing on the film archive—and in particular on documentary film originally created and collected for the purpose of recording and accountability—the paper addresses this act of creative interpretation and re-creation. Firstly, it considers the use of archives in the creation and/or destabilisation of national identity and collective memory. Specifically, it examines the re-use of visual evidence of the Holocaust and its aftermath. Among others, it discusses the work of artist Eyal Sivan, whose use of archival material from the trial of Nazi war criminal Adolf Eichmann has caused great controversy. Secondly, Walter Benjamin’s concept of aura and its application to archives is used to highlight the conflict that such forms of creative engagement may bring to the archival arena and to questions concerning the role and responsibility of the archivist as access provider or gate keeper.     

Grading styles and disciplinary expertise: The mediating role of the teacher’s perception of the subject matter

Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as “open/flexible” or “closed/hierarchical”) in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effort-input). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.     

Consultation Training: 26 Years and Three Questions

The purpose of this article is to further graduate-level training in school consultation. Three questions that the first author has encountered throughout the last 26 years while teaching consultation are illuminated in this article: (1) What criteria should be used in selecting a consultation placement? (2) What criteria should be used in selecting a field supervisor? (3) What criteria should be used in evaluating the work of the consultants in the consultation course? Placing these questions into currency in the school psychology training literature may ensue more thinking around these critical issues. A case example provided by the second author is used in synergy with the questions and serves to expound on them.     

Use of Paper-Based Support Tools to Aid the Acquisition of Cognitive Skills During Unsupervised Practice

This paper describes how graduate students used paper-based support tools to help them acquire a complex cognitive skill during unsupervised practice, and explains why the tools were able to support the practice. The paper also explains how to design such tools and describes a comparable computer-based performance support system. Ohlsson's (1996) theory of learning from performance errors states that people learn a skill by detecting and correcting errors while performing the skill. Learners must have sufficient initial competence and an informative task environment in order to detect and correct errors and make sound decisions. The support tools were successful because they supplied learners with initial competence and an informative task environment. Tools that support learner error-trapping are more likely to help learners eventually perform without support than systems that correct errors for the learners.