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 Dissertations (1)
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Articles 1  30 of 51
FullText Articles in Education
Mathematics Out Of Nothing: Talking About Powerful Mathematical Ideas With Children, Matthew Oldridge
Mathematics Out Of Nothing: Talking About Powerful Mathematical Ideas With Children, Matthew Oldridge
Journal of Humanistic Mathematics
Parents and educators have powerful opportunities to introduce children to big mathematical ideas, when those ideas become necessary. Children are capable and curious. They don’t need to be sheltered from big mathematical ideas. Bring out mathematical ideas when kids are ready, or when they are needed. This article describes one such instance, when I helped my sixyearold son move beyond zero in the negative direction when subtracting.
Fragile Strength: Math SelfEfficacy Of High Achieving Girls, Tristan Tang
Fragile Strength: Math SelfEfficacy Of High Achieving Girls, Tristan Tang
Master of Science in Education  Master's Theses
Math gender gap research shows girls’ math selfefficacy to be correlated with their interest in pursuing higher levels of math education and STEM career opportunities. Most math gender gap studies have used only quantitative approaches, thereby missing the opportunity to gain deeper perspectives directly from girls who are steadfastly facing the math gender gap. This study centered around two small focus groups of girls attending a unique secondary school where every afternoon is fully dedicated to deep engagement with higherlevel mathematics. Additionally, parents of girls at the school were surveyed to provide further insight into possible sources of their daughter ...
Critical Mathematical Inquiry
Occasional Paper Series
Welcome to Issue 41 of Bank Street’s Occasional Paper Series. The issue features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). In what follows, we present our framing of mathematics education as a participatory venue for CMI and situate it in the context of another, perhaps more familiar approach to teaching mathematics for social justice (TMfSJ).
The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey
The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey
Occasional Paper Series
In this study, we offer an analysis of the phrase the "soft bigotry of low expectations" and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and "tools of whiteness" (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to ...
Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper
Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper
Occasional Paper Series
When faced with the challenge of supporting students to do the “messy” mathematical work necessary for exploring social justice problems through critical mathematical inquiry, teachers might rely on more procedural or direct instruction. Because how students learn matters as much as what they learn, this can inadvertently limit students’ engagement with mathematics. Instructional strategies designed to foster equitable collaboration can support critical mathematical inquiry by promoting norms for equitable student engagement and mathematics identity development. As teachers and students negotiate what counts as mathematics engagement and who has access to mathematics, students’ authority over mathematics and social justice issues increases.
Cultivating A Space For Critical Mathematical Inquiry Through KnowledgeEliciting Mathematical Activity, Debasmita Basu, Steven Greenstein
Cultivating A Space For Critical Mathematical Inquiry Through KnowledgeEliciting Mathematical Activity, Debasmita Basu, Steven Greenstein
Occasional Paper Series
Learning mathematics becomes more effective when teachers leverage their students' mathematical and everyday knowledge as resources for instruction. Thus, tasks that reveal these forms of knowledge would be especially useful to teachers. Unfortunately, such tasks are hard to find and even harder to create. Consequently, we developed a collection of mathematical tasks that we hoped would elicit “children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including children’s mathematical thinking, and children’s cultural, home, and communitybased knowledge)” (Turner et al., 2012, p. 68 ...
Disciplinary Learning From An Authentic Engineering Context, Catherine Langman, Judith Zawojewski, Patricia Mcnicholas, Ali Cinar, Eric Brey, Mustafa Bilgic, Hamidreza Mehdizadeh
Disciplinary Learning From An Authentic Engineering Context, Catherine Langman, Judith Zawojewski, Patricia Mcnicholas, Ali Cinar, Eric Brey, Mustafa Bilgic, Hamidreza Mehdizadeh
Journal of PreCollege Engineering Education Research (JPEER)
This smallscale design study describes disciplinary learning in mathematical modeling and science from an authentic engineeringthemed module. Current research in tissue engineering served as source material for the module, including science content for readings and a mathematical modeling activity in which students work in small teams to design a model in response to a problem from a client. The design of the module was guided by wellestablished principles of modeleliciting activities (a special class of problemsolving activities deeply studied in mathematics education) and recently published implementation design principles, which emphasize the portability of modeleliciting activities to many classroom settings.
Two ...
Learning Outcome Literacy: The Case Of Five Elementary Mathematics Teachers, Dilsad Güven Akdeniz, Ziya Argün
Learning Outcome Literacy: The Case Of Five Elementary Mathematics Teachers, Dilsad Güven Akdeniz, Ziya Argün
Australian Journal of Teacher Education
: Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5^{th } 8^{th} grade) schools in Turkey. Observations and semistructured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis ...
Improving Mathematical Skill: The Perceptions Of Rural Minnesota Mathematics Educators, Michael Haskins
Improving Mathematical Skill: The Perceptions Of Rural Minnesota Mathematics Educators, Michael Haskins
All Theses, Dissertations, and Other Capstone Projects
This qualitative phenomenological study is focused on the perceptions of mathematics educators on how to improve mathematical skill in high school students. The main purpose was to describe, recognize, and interpret the lived experience that have allowed educators to achieve the best results for their students. The population for the current study was mathematics educators that were located in a rural Southwest Minnesota city with medium population. These educators were either college educators or middle and high school teachers. The measures that were used to select the participants for the study were that they must hold at least a bachelor ...
Developing Teacher Competencies For ProblemBased Learning Pedagogy And For Supporting Learning In LanguageMinority Students, Peter Rillero, Mari Koerner, Margarita JimenezSilva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For ProblemBased Learning Pedagogy And For Supporting Learning In LanguageMinority Students, Peter Rillero, Mari Koerner, Margarita JimenezSilva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of ProblemBased Learning
Teachers need to be able to design and implement problembased learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through ProblemBased Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a ...
Journal Rankings And Representation In Mathematics Education, Samuel Otten, Ryan Andrew Nivens
Journal Rankings And Representation In Mathematics Education, Samuel Otten, Ryan Andrew Nivens
Ryan Andrew Nivens
Excerpt: Publish or perish has long been the mantra academics live by. For decades, this referred to a list of publications on a researcher’s Curriculum Vitae.
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Ryan Andrew Nivens
Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But ...
English Language Learners In The Mathematics Classroom, Julia Mccormick
English Language Learners In The Mathematics Classroom, Julia Mccormick
Senior Honors Projects
Mathematics is often considered a universal language. Most of us have heard this statement from a math teacher at some point throughout our academic careers. However, for students moving to the United States from another country with minimal fluency in English, this is clearly not the case. They may walk into math class, a subject area in which they may have excelled in their native country, and see the words “polynomial”, “coefficient”, and “differentiate” on the board. Regardless of their experiences in their native language, there are disconnects and cultural differences between languages and skills emphasized that prevents mathematics from ...
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
Catalyst: A Social Justice Forum
The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus ...
Teaching And Learning Mathematics In The Ar/Vr Environment, Alexander Vaninsky
Teaching And Learning Mathematics In The Ar/Vr Environment, Alexander Vaninsky
Publications and Research
This presentation discusses teaching and learning mathematics in augmented (AR) or virtual (VR) reality created by a combination of goggles and earphones. It claims that interactive learning in such an environment is more attractive and efficient. It increases motivation and interest in the subject matter. The approach is underlain by the findings of educational neuroscience considering the learning process as the formation of domains in the brain forming mathematics knowledge centers. The teaching process provides sensory excitation and establishes connections among these and other domains. Hardware and software are available in the market. The suggested approach allows for practical implementation ...
What’S Brewing? A Statistics Education Discovery Project, Marla A. Sole, Sharon L. Weinberg
What’S Brewing? A Statistics Education Discovery Project, Marla A. Sole, Sharon L. Weinberg
Publications and Research
We believe that students learn best, are actively engaged, and are genuinely interested when working on realworld problems. This can be done by giving students the opportunity to work collaboratively on projects that investigate authentic, familiar problems. This article shares one such project that was used in an introductory statistics course. We describe the steps taken to investigate why customers are charged more for iced coffee than hot coffee, which included collecting data and using descriptive and inferential statistical analysis. Interspersed throughout the article, we describe strategies that can help teachers implement the project and scaffold material to assist students ...
Math Is More Than Numbers: Beginning Bilingual Teachers’ Mathematics Teaching Practices And Their Opportunities To Learn, Cathery Yeh
Education Faculty Articles and Research
In this article, the author provides results from a 3year, longitudinal study that examined two novice bilingual teachers’ mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students’ learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students’ development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom ...
Increasing Engagement Of Students With Learning Disabilities In Mathematical ProblemSolving And Discussion, Rachel Lambert, Trisha Sugita
Increasing Engagement Of Students With Learning Disabilities In Mathematical ProblemSolving And Discussion, Rachel Lambert, Trisha Sugita
Education Faculty Articles and Research
Engagement in problemsolving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standardsbased mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standardsbased mathematics through multimodal curriculum, consistent routines for problemsolving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problemsolving and discussion. This review concludes with ...
Working Together: A Caring Relation Between A Teacher And A Mathematics Educator, Elizabeth Suazo Flores
Working Together: A Caring Relation Between A Teacher And A Mathematics Educator, Elizabeth Suazo Flores
Purdue Journal of ServiceLearning and International Engagement
Using Noddings’s (1984) caring theory, Elizabeth Suazo Flores—a thirdyear PhD student in mathematics education—describes how a caring relationship developed between her and an eighth grade mathematics teacher, Lisa. Noddings’s (1984) caring theory provided insights into their communitybased experience, which was characterized by trust and openmindedness.
Online Mathematics Homework Increases Student Achievement, Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
Online Mathematics Homework Increases Student Achievement, Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
STEM Faculty Scholarship
In a randomized field trial with 2,850 seventhgrade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a) provides timely feedback and hints to students as they do homework and (b) gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that ...
Effects Of Guided ProjectBased Learning Activities On Students’ Attitudes Toward Statistics In An Introductory Statistics Course, Timothy Jonathan Bayer
Effects Of Guided ProjectBased Learning Activities On Students’ Attitudes Toward Statistics In An Introductory Statistics Course, Timothy Jonathan Bayer
STEMPS Theses & Dissertations
This research sought to determine if the use of a guided projectbased learning instructional approach improved students’ attitudes and academic performance in a collegelevel introductory statistics course at a community college. It also sought to determine if the guided projectbased approach improved attitudes and academic performance more than a traditional lecturebased instructional approach. The research used a quasiexperimental Pretest, Posttest approach. The independent variable was either the use of a guided projectbased learning instructional approach or the use of a traditional lecturebased instructional approach. The dependent variables were student attitudes and final course grades. Students’ attitudes were measured using the ...
Teacher SelfPerceptions And Student Academic Engagement In Elementary School Mathematics., Kathleen M. Cash
Teacher SelfPerceptions And Student Academic Engagement In Elementary School Mathematics., Kathleen M. Cash
Electronic Theses and Dissertations
This study examined the relationship between elementary students’ academic engagement in mathematics and their teachers’ selfperceptions in mathematics. Early success in mathematics is seen as crucial for later success academically and professionally. Framed in Social Cognitive Theory this study sought to build on past research studies, which have found that student affective characteristics such as academic engagement, comprised of both behavioral and emotional engagement, vary across genders and ability levels. This study sought to use a number of control and independent variables to examine academic engagement in students and the relationship of that engagement to teachers’ mathematics selfconcept and teaching ...
Social Justice And Writing In A Math Classroom, Jesica Chaya
Social Justice And Writing In A Math Classroom, Jesica Chaya
Honors Senior Capstone Projects
By intertwining new math concepts with important and relevant social issues, teachers can empower students to recognize the applicable nature of math to problems that their generation will be dealing with for years to come. In doing this, they can also change students’ perceptions of what succeeding in a math class looks like and address a rising necessity for writing across the curriculum by connecting these social justice based plans with writing assignments that encourage and reinforce vocabulary and a deep understanding of the material.
The Role Of Sequence In The Experience Of Mathematical Beauty, Leslie Dietiker
The Role Of Sequence In The Experience Of Mathematical Beauty, Leslie Dietiker
Journal of Humanistic Mathematics
In this article, I analyze the aesthetic dimensions of a sequence of mathematical events found in an unusual first grade lesson in order to demonstrate how sequencing may affect an individual’s experience of mathematical beauty. By approaching aesthetic as a sense or felt quality of an experience in context (Sinclair, 2001, 2011), this analysis explains how sequence can affect the way mathematical objects or actions are experienced by an individual. Thus, rather than questioning whether or in what ways a set of mathematical objects are beautiful or not, this paper addresses under what conditions is the mathematics in play ...
Journal Rankings And Representation In Mathematics Education, Samuel Otten, Ryan Andrew Nivens
Journal Rankings And Representation In Mathematics Education, Samuel Otten, Ryan Andrew Nivens
ETSU Faculty Works
Excerpt: Publish or perish has long been the mantra academics live by. For decades, this referred to a list of publications on a researcher’s Curriculum Vitae.
Dewey, Freire, And Foucault And An EverEvolving Philosophy Of (Mathematics) Education, David W. Stinson
Dewey, Freire, And Foucault And An EverEvolving Philosophy Of (Mathematics) Education, David W. Stinson
Middle and Secondary Education Faculty Publications
In this essay, the author provides a working definition of philosophy from a cultural point of view, and argues the need for mathematics educators to develop their philosophy of mathematics teaching and learning or, to speak more broadly, their philosophy of education. He then historically situates three scholars—John Dewey, Paulo Freire, and Michel Foucault—who have been instrumental in the formulation of his philosophy of education. Next, he shares how the philosophies of these three scholars provide different languages to critique three aspects of education. He concludes with brief discussions on the process of his everevolving philosophy of mathematics ...
Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry, Anastasia Brelias
Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry, Anastasia Brelias
Democracy and Education
This study examines high school students’ views of mathematics as a tool for social inquiry in light of their classroom experiences using mathematics to explore social issues. A critical theoretical perspective on mathematics literacy is used to ascertain the ways in which their views challenge or affirm the dominant image of mathematics in society. The study concludes that mathematics applications addressing social justice issues are promising vehicles for developing students’ appreciation of mathematics as a social problemsolving tool, an awareness of its limitations, and a healthy skepticism toward its uses.
Integrating Math And Literature In The Elementary Classroom, Megan Maureen Boebinger
Integrating Math And Literature In The Elementary Classroom, Megan Maureen Boebinger
Undergraduate Honors Thesis Collection
Growing up, I was the student who hated to go to math class. I was not bad at math, I just could not seem to find a way to make it interesting or exciting. I had trouble understanding the purpose of math and how it was applicable to my own life. Word problems were my worst enemy; I appreciated the attempt to make math seem relatable, but never saw the use. Many of these problems involved building or buying something; topics I had no experience with in elementary school. I did not see why I needed to know the exact ...
Improving Number Sense Using Number Talks, Kelsie Ruter
Improving Number Sense Using Number Talks, Kelsie Ruter
Master of Education Program Theses
This action research study examines the effects of using number talks instruction in the second grade classroom on number sense/critical thinking in mathematics. The sample included 47 students from two second grade classes in two suburban public elementary schools serving mostly upper middle class neighborhoods. For four weeks in the middle of the second trimester, an experimental group was exposed to the teaching of math through number talks, in addition to their regular math instruction. A control group was instructed using their regular methods and curriculum. Both groups were given a pretest and posttest of “rich math tasks.” Comparison ...
Parting Thoughts  So Much More To Discover, Eric L. Mann
Parting Thoughts  So Much More To Discover, Eric L. Mann
Faculty Publications
No abstract provided.