Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 5 of 5
Full-Text Articles in Entire DC Network
Examining The Use Of Culturally Relevant Pedagogy In Undergraduate Mathematics Learning Modules With Students Of Color, Thomas A. Mgonja
Examining The Use Of Culturally Relevant Pedagogy In Undergraduate Mathematics Learning Modules With Students Of Color, Thomas A. Mgonja
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
In mathematics, Students of Color have persistently performed lower than their White counterparts, thus creating a need to explore instructional methods that could reduce performance disparities. This study investigated culturally relevant pedagogy (CRP) to understand how it might support students’ mathematics learning in undergraduate mathematics learning modules. The overarching research question focused on how CRP in undergraduate mathematics Learning Modules supported students’ mathematics learning. There were also two main questions that focused on participants’ evaluations of the CRP modules and how those evaluations were reported based on subgroups (Students of Color and White). The researcher employed a sequential explanatory mixed-methods …
An Investigation Of The Effects Of Self-Efficacy On Stem Implementation, Caroline Buechel
An Investigation Of The Effects Of Self-Efficacy On Stem Implementation, Caroline Buechel
Curriculum and Instruction Undergraduate Honors Theses
In order to equip students with the 21st Century skills necessary for today’s society, STEM education must be properly implemented in school curricula (Lamb, Akmal, & Petrie, 2015). To do so, it is important for teachers to possess both proficient knowledge of the subject matter and confidence towards the implementation of STEM. A person’s beliefs about their ability is known as their self-efficacy (Bandura 1997). Related to education, Bandura notes that this self-efficacy affects a teacher’s views on their ability to handle tasks, obligations, and challenges related to a challenge (1997). Additionally, numerous studies indicate that this self-efficacy in …
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Graduate Theses & Dissertations
Many students enter colleges having to take non-credit-bearing courses, and many do not pass these courses due to numerous factors, including anxiety and stress, especially in mathematics. Current literature shows how mindfulness-based interventions (Bamber, & Schneider, 2016; Dvořáková et al., 2017; Hidman, 2013; Miller et al. 2019; Regehr et al., 2013) and a growth mindset (Blackwell et al., 2007; Boaler et al., 2018; May, 2009) have a positive effect on student stress, anxiety, and academic success. This mixed-method study focused on the unSTUCK strategy’s impact, a mindfulness-inspired tool, on foundation math students. The unSTUCK strategy is a mindfulness-inspired program. The …
Metacognition In A Mathematics Classroom, Paige Murta
Metacognition In A Mathematics Classroom, Paige Murta
Honors Projects
The purpose of this action research study is to explore the connections between students’ ability to engage in metacognitive methods, their understanding of mathematical content, and their mathematical performance. By having a group of students engage in a lesson about metacognition and a mathematical modeling problem then comparing their test scores to that of a control group a correlation can be found to analyze the effects of metacognition methods in a mathematics classroom.
Teacher Perceptions Of The Impact Of Vertical Non-Permanent Surfaces In Mathematics Classrooms, Michelle Mikes
Teacher Perceptions Of The Impact Of Vertical Non-Permanent Surfaces In Mathematics Classrooms, Michelle Mikes
Ed.D. Dissertations
The historical, traditional mathematics classroom of students sitting in rows receiving information from the teacher and working individually was still prevalent in the 21st century. Many teachers had resorted to student-centered activities to engage passive students, but the minimal progress of math achievement of United States students denoted a need for the reform of the traditional mathematics classroom. In this multi-site, multi-case qualitative study, I explored teacher perceptions of the use of vertical non-permanent surfaces on the impact of engagement, including the use of formative assessment and feedback with mathematics students, and the lesson structure of 360 Degree Math. The …