Strengthening Elementary Students' Understanding Of Factors, 2016 University of Montana - Missoula

#### Strengthening Elementary Students' Understanding Of Factors, Jordan R. Frotz

*Undergraduate Theses and Professional Papers*

Research on pre-service elementary school teachers’ understanding of the multiplicative structure of the natural numbers demonstrates an under-utilization of unique prime factorization in the identification of a number’s factors. For example, Zazkis and Campbell (1996b) found that a majority of teacher candidates employed trial division to analyze factor-candidates of a number, even when both were presented in prime-factored-form. Recent studies (i.e. Roscoe & Feldman, 2015) have shown that teachers’ understanding of factor can be strengthened by engaging in a sequence of instructional tasks that explore the relationship between a number’s prime factorization and its factors. This study seeks ...

The Use Of Argumentation In Socio-Scientific Issues: Enhancing Evolutionary Biology Instruction, 2015 The College at Brockport

#### The Use Of Argumentation In Socio-Scientific Issues: Enhancing Evolutionary Biology Instruction, Heath R. Marchand

*Education and Human Development Master's Theses*

With the adoption of the Next Generation Science Standards (NGSS), further emphasis in science education is being placed on preparing students to become more informed voters regarding social, ethical, economic and political topics that affect contemporary society. Parallel to this shift is a stronger emphasis on integrating evolutionary theory as a unifying concept in the biological sciences. Given that evolution is one of the aforementioned topics commonly discussed and debated about in social and political arenas, ensuring that instruction provides students from all backgrounds a comprehensive understanding of its principals is becoming increasingly important in contemporary science education. Chapter II ...

Assessing Awareness, Interest, And Knowledge Of Fractal Geometry Among Secondary Mathematics Teachers In The United States And China, 2015 The University of Southern Mississippi

#### Assessing Awareness, Interest, And Knowledge Of Fractal Geometry Among Secondary Mathematics Teachers In The United States And China, Suanrong Chen

*Dissertations*

Fractal geometry has gained great attention from mathematicians and scientists in the past three decades (Fraboni, & Moller, 2008). As a new geometry language and subject, fractal geometry has significant value in teaching and learning secondary mathematics. The present study focused on investigating the current state of mathematics teachers’ awareness, interest, and knowledge of fractal geometry in the U.S. and China, as well as the factors that influence them.

The instrument of the study included a survey and a test designed by the researcher and validated by five experts. The results of the study indicated that secondary math teachers in ...

What Concerns Are Secondary Mathematics Teachers Experiencing With The Implementation Of The Common Core State Standards For Mathematics And Is There A Relationship Between The Concerns And Professional Development Received?, 2015 University of Southern Mississippi

#### What Concerns Are Secondary Mathematics Teachers Experiencing With The Implementation Of The Common Core State Standards For Mathematics And Is There A Relationship Between The Concerns And Professional Development Received?, Suzanne T. Jennings

*Dissertations*

Using the Concerns Based Adoption Model (CBAM) as the theoretical framework, this mixed-methods study utilized three research methods, quantitative, profile interpretation, and qualitative to answer the research questions to investigate the concerns teachers were experiencing during the first year of implementing the Common Core State Standards for Mathematics (CCSSM) and to determine if professional development affected those concerns. The Stage of Concern questionnaire which included two open-ended questions was employed to survey 88 secondary Mississippi mathematics teachers. MANOVA was used to investigate any differences in the means of the relative levels of intensity present within the subgroups which are inconclusive ...

Investigating How Students Communicate Tree-Thinking, 2015 University of Southern Mississippi

#### Investigating How Students Communicate Tree-Thinking, Carrie Boyce

*Dissertations*

Learning is often an active endeavor that requires students work at building conceptual understandings of complex topics. Personal experiences, ideas, and communication all play large roles in developing knowledge of and understanding complex topics. Sometimes these experiences can promote formation of scientifically inaccurate or incomplete ideas. Representations are tools used to help individuals understand complex topics. In biology, one way that educators help people understand evolutionary histories of organisms is by using representations called phylogenetic trees. In order to understand phylogenetics trees, individuals need to understand the conventions associated with phylogenies.

My dissertation, supported by the Tree-Thinking Representational Competence and ...

The Relationship Between An Affective Instructional Design, Children’S Attitudes Toward Mathematics, And Math Learning For Kindergarten-Age Children, 2015 East Tennessee State University

#### The Relationship Between An Affective Instructional Design, Children’S Attitudes Toward Mathematics, And Math Learning For Kindergarten-Age Children, Wendee B. White Mrs

*Electronic Theses and Dissertations*

This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score ...

Naturalists’ Perspectives On The Use Of Mobile Technology During A Nature Hike, 2015 University of Southern Mississippi

#### Naturalists’ Perspectives On The Use Of Mobile Technology During A Nature Hike, Aubin M. R. St.Clair

*Master's Theses*

Naturalists act as our link between scientific knowledge and the public’s understanding of natural history and conservation efforts. In order for them to succeed, they need access to reference materials as well as up-to-date information (Mankin, Warner, & Anderson, 1999). Incorporating mobile technology (i.e. tablets) into naturalists’ endeavors in natural history and environmental education can be used as supportive and educational tools. My project investigated how newly trained naturalists used tablet technology while leading groups of children on nature hikes. I investigated naturalists’ views on the use of mobile technology as a tool during the hikes. My research was ...

Reflections On Math Students’ Circles: Two Personal Stories From Colorado, 2015 University of Colorado, Denver

#### Reflections On Math Students’ Circles: Two Personal Stories From Colorado, Diana White, Lori Ziegelmeier

*Journal of Humanistic Mathematics*

Math Students’ Circles provide an opportunity for mathematicians to work in their communities to engage young students in mathematics as a human, aesthetic, and social endeavor. Sometimes referred to simply as Math Circles, these venues give mathematicians experience in introducing children to topics not typically seen in school curricula in an exciting, hands-on format. This article explores two Math Students’ Circles (MSCs) in the state of Colorado from the point of view of two pre-tenure faculty members. One participated in MSCs for four years while working on her Ph.D. in mathematics, the other started an MSC as an offshoot ...

On Similarities And Differences Between Proving And Problem Solving, 2015 University of Oklahoma

#### On Similarities And Differences Between Proving And Problem Solving, Milos Savic

*Journal of Humanistic Mathematics*

A link between proving and problem solving has been established in the literature [5, 21]. In this paper, I discuss similarities and differences between proving and problem solving using the *Multidimensional Problem-Solving Framework* created by Carlson and Bloom [2] with *Livescribe*pen data from a previous study [13]. I focus on two participants’ proving processes: Dr. G, a topologist, and L, a mathematics graduate student. Many similarities between the framework and the proving processes of Dr. G and L were revealed, but there were also some differences. In addition, there were some distinct differences between the proving actions of the ...

Attitudes And Experiences In Liberal Arts Mathematics, 2015 Claremont Graduate University

#### Attitudes And Experiences In Liberal Arts Mathematics, Jennifer Clinkenbeard

*Journal of Humanistic Mathematics*

For many university students, the last formal experience in a mathematics classroom is a single semester “general education” mathematics class. Traditionally, students in this type of class often hold negative attitudes towards mathematics. Here I study a sample of students from this population (49 students at a large, urban, comprehensive public university enrolled in a “math for liberal arts majors” course) to research whether a positive experience in a freshman-level general education mathematics course correlates with a positive change in the students’ attitude towards mathematics in general. I also explore which specific aspects of such a course contribute most to ...

E-Brock Bugs©: An Epistemic Mathematics Computer Game, 2015 Université de Montréal

#### E-Brock Bugs©: An Epistemic Mathematics Computer Game, Laura Broley, Chantal Buteau, Eric Muller

*Journal of Humanistic Mathematics*

Devlin in [7] argues that video games are an ideal medium for the teaching and learning of mathematics, though he points out that very few ’good’ mathematics video games exist. Building on a probabilistic board game developed in the 1980s, we created a mathematics computer game, *E-Brock Bugs*. The design of the game carefully follows Devlin’s principles of a good mathematics video game, including a well-developed storyline, the selection of an in-game avatar, and an environment where mathematics arises in a natural and meaningful way. As a result, we argue that *E-Brock Bugs* is an epistemic computer game [1 ...

#### Book Review: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014). Leadership For Social Justice In Higher Education: The Legacy Of The Ford Foundation International Fellowships Program. Palgrave Macmillan. 250 Pages. Isbn: 9781137366498, Budi Waluyo

*FIRE: Forum for International Research in Education*

BOOK REVIEW: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014). *Leadership for Social Justice in Higher Education: The Legacy of the Ford Foundation International Fellowships Program*. Palgrave Macmillan. 250 pages. ISBN: 9781137366498

Plans For Embedding Icts Into Teaching And Learning Through A Large-Scale Secondary Education Reform In The Country Of Georgia, 2015 University of Kentucky

#### Plans For Embedding Icts Into Teaching And Learning Through A Large-Scale Secondary Education Reform In The Country Of Georgia, Jayson W. Richardson, Gregory Sales, Sonja Sentočnik

*FIRE: Forum for International Research in Education*

Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team’s approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia. The main goal of this project was to improve student outcomes via changing core pedagogical practices such as formative assessment, higher order thinking, and student-centered learning. In this article, we describe the background of the project, detail the country and sector context, the project team composition, the technological approach used ...

Redefining Technology In Development Work: A Need For Learning Outcomes In Ict Projects, 2015 University of Kentucky

#### Redefining Technology In Development Work: A Need For Learning Outcomes In Ict Projects, Jayson W. Richardson, Gregory Sales

*FIRE: Forum for International Research in Education*

**Redefining Technology in Development Work: **

**A Need for Learning Outcomes in ICT Projects**

Jayson W. Richardson

Gregory C. Sales

Technology has redefined, and will likely continue to redefine, educational processes and procedures around the world. In many development efforts, however, the focus is on the hardware, software, or professional development. Rare is the international development project focused on teaching and learning. In this special issue of the *Forum for International Research in Education (FIRE)*, we propose a reframing of ICT by shifting the paradigm to focus on* ***I**nstructional quality, **C**urriculum development, and** T**eaching pedagogy. Thinking of ICTs ...

Review Of Case Studies For Quantitative Reasoning: A Casebook Of Media Articles By Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, And Shannon W. Dingman, 2015 Appalachian State University

#### Review Of Case Studies For Quantitative Reasoning: A Casebook Of Media Articles By Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, And Shannon W. Dingman, Samuel L. Tunstall

*Numeracy*

Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, and Shannon W. Dingman. *Case Studies for Quantitative Reasoning: A Casebook of Media Articles *(Pearson Learning Solutions, 2012). 215 pp. ISBN 9781256512875.

Concisely organized and timely to a tee, *Case Studies for Quantitative Reasoning* contains a wealth of articles and exercises to promote higher-order thinking in any course where quantitative literacy is a goal. The text is a self-contained package complete with just enough mathematics to ensure that all students can join in. It contains a total of twenty-four case studies, each of which highlights how numbers appear in day-to-day media. The ...

Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, 2015 Appalachian State University

#### Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, Samuel L. Tunstall, Michael J. Bossé

*Numeracy*

This research stems from efforts to infuse quantitative literacy (QL) in an online version of college algebra. College algebra fulfills a QL requirement at many universities, and it is a terminal course for most who take it. In light of the course’s traditional content and teaching methods, students often leave with little gained in QL. An online platform provides a unique means of engaging students in quantitative discussions and research, yet little research exists on online courses in the context of QL. The course studied included weekly news discussions as well as “messy” projects requiring data analysis. Students in ...

Implementing Quantitative Literacy At Southwestern Community College, North Carolina, 2015 Southwestern Community College

#### Implementing Quantitative Literacy At Southwestern Community College, North Carolina, Vicki Todd, John Wagaman

*Numeracy*

There is a time when articulation agreements between universities and community colleges come to an end. When this happened in North Carolina, there was great hope that not only would the mathematics classes that were offered in the North Carolina Community College System be revamped with respect to overlapping content, but also that mathematics classes would be developed that have a clear connection between what is seen in the world and what is taught in the classroom especially for non-STEM (science, technology, engineering, and mathematics-related studies) students. This paper describes how Southwestern Community College (SCC) implemented a quantitative literacy class ...

The Math You Need, When You Need It (Tmyn): Leveling The Playing Field, 2015 University of Wisconsin Oshkosh

#### The Math You Need, When You Need It (Tmyn): Leveling The Playing Field, Jennifer M. Wenner, Eric M. D. Baer

*Numeracy*

The Math You Need, When You Need It (TMYN) is a set of online tutorials designed to help students develop and review mathematical skills that are applied in undergraduate geoscience courses. We present results of a three-year study of more than 4000 students in 106 geoscience courses at a variety of post-secondary schools who were assigned TMYN tutorials as supplemental mathematics instruction. Changes in student scores from pre- to post-test suggest that the support provided by programs such as TMYN can begin to reduce the gap between mathematically well-prepared and underprepared students; in essence, TMYN levels the quantitative playing field ...

Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, 2015 Georgia Southern University

#### Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes, Kent Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa Watson, Franziska Peterson

*Numeracy*

The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression, with associated QR assessments in the content areas of biodiversity, water, and carbon, was developed based on three QR progress variables: quantification act, quantitative interpretation, and quantitative modeling. Diagnostic instruments were developed specifically for the progress variable quantitative interpretation (QI), each consisting of 96 Likert-scale items. Each content version of the instrument focused on three scale levels (macro scale, micro scale, and landscape scale) and four elements of QI identified in prior research (trend, translation ...

The Levels Of Conceptual Understanding In Statistics (Locus) Project: Results Of The Pilot Study, 2015 University of Florida

#### The Levels Of Conceptual Understanding In Statistics (Locus) Project: Results Of The Pilot Study, Douglas Whitaker, Steven Foti, Tim Jacobbe

*Numeracy*

The Levels of Conceptual Understanding in Statistics (LOCUS) project (NSF DRL-111868) has created assessments that measure conceptual (rather than procedural) understanding of statistics as outlined in GAISE Framework (Franklin et al., 2007, Guidelines for Assessment and Instruction in Statistics Education, American Statistical Association). Here we provide a brief overview of the LOCUS project and present results from multiple-choice items on the pilot administration of the assessments with data collected from over 3400 students in grades 6-12 across six states. These results help illustrate students’ understanding of statistical topics prior to the implementation of the Common Core State Standards. Using the ...