Elana Joram

Measurement Estimation: Learning to Map the Route From Number to Quantity and Back

Measurement estimation has been identified as a critical area for mathematical development, yet little is known about how estimators make their judgments and how competency in measurement estimation can be supported through instruction. We present a framework in which skilled estimators move fluently back and forth between written or verbal linear measurements and representations of their corresponding magnitudes on a mental number line. With reference to the proposed framework, a review of instructional efforts to teach measurement estimation suggests they are incomplete and are limited to producing associations between isolated measurements and their referents. Recommendations are discussed for instruction that would extend students’ understanding beyond these discrete points to conceptualize measurement scales and systems.

The Teacher Work Sample: A Tool for Scaffolding and Assessing Preservice Teachers’ Early Field Experiences

Abstract This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction.

The Numeracy Demands of Health Education Information: An Examination of Numerical Concepts in Written Diabetes Materials

The comprehension of numerical concepts that appear in written health educational materials is an important aspect of health literacy. Health materials that include many advanced numerical concepts may place high demands on readers, especially those with low health literacy levels. The purpose of this study was to examine and document the types of numerical concepts that appear in passages selected from written diabetes educational materials that varied in their type of content. Readability of the passages was also analyzed. One hundred and fifty passages of 100 words each were selected from 50 diabetes-related educational documents, produced by major health organizations. Passages were coded for type of numerical concept, SMOG Reading Grade Level, Flesch Reading Ease, and features that elaborated the numerical concepts, such as pictures or explanations. Findings indicate that passages containing general information about diabetes and its prevention contained significantly more advanced numerical concepts, the highest reading grade level, the lowest reading ease scores, and the lowest frequency of elaborative features, relative to many other types of content. Recommendations are made for enhancing the presentation of numerical concepts in written diabetes educational materials.

Impact of an Intuitive Eating Education Program on High School Students' Eating Attitudes.

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitude...

Two Faces of Representativeness: The Effects of Response Format on Beliefs about Random Sampling

Two beliefs that act in concert have been proposed as the basis for the representativeness heuristic in general, and judgments about random sampling in particular: samples resemble their parent populations (resemblance), and random sampling is a self-correcting process (balancing). Based on the results of a preliminary experiment, we proposed the ‘rule-cuing’ hypothesis, which is that different aspects of sampling problems can invoke these two beliefs separately. We found that when response formats required subjects to estimate themean of a sample, subjects’ responses reflected resemblance beliefs, whereas when subjects estimated the total score in a sample, balancing beliefs were elicited. In additional experiments we eliminated two rival hypotheses: theproblem difficulty hypothesis, and thearithmetic inconsistency hypothesis. Results suggest that beliefs, as well as preferences, may be constructed on-line in response to task characteristics.