Digital Commons Network^™

Relationships Between Teachers' Past Experiences Learning Mathematics And Their Pedagogical Practices And Beliefs, Caci M. Jensen

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This creative project centered around the cyclical pattern of mathematics anxiety currently prevalent in our schools. A high percentage of elementary teachers carry mathematics anxiety and beliefs around mathematics that effect their pedagogical practices day-to-day. This anxiety transfers to their students effecting their future choices in mathematics. This project was conducted in case studies with six teachers from a rural charter school. Journey maps, semi-structured interviews, surveys, and observations were used to collect the data.

Comparing The Predictive Power Of Executive Function Assessment Strategies On Preschool Mathematics Performance, Jacob A. Esplin

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

A child’s executive function (aspects: working memory, response inhibition, and set-shifting between sets of rules) capabilities have been found to strongly relate to their mathematics skills. However, while the relationship has been strongly supported by researchers, a consensus has not been reached regarding the specifics of the relationship between executive function and math skills, including which executive function aspect is most predictive of mathematical performance and the differences in said relationship that might be found when examining both numeracy, such as counting skills and basic operations, and geometry skills. The lack of consensus may be in part because researchers have …

A Case Study On How Meeting The Academic Needs Of Students Substantially Below Grade Level In Mathematics Affects Their Self-Efficacy Beliefs And Engagement, Lauren K. M. Burton

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer.

The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of …