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Articles 1 - 15 of 15
Full-Text Articles in Education
Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
Journal of Educational Research and Practice
The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a control group and a test group. Analysis of covariance (ANCOVA) was used to analyze the results. Results showed that co-teaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive co-teaching scored higher than those in inclusive …
Improving Assessment Outcomes In Algebra And Functions Through Concrete Materials And Direct Instruction, Sandra Deacon, Courtney Pillers
Improving Assessment Outcomes In Algebra And Functions Through Concrete Materials And Direct Instruction, Sandra Deacon, Courtney Pillers
Masters of Arts in Education Action Research Papers
Critical thinking consists of the mental processes, strategies, and representations individuals use to solve problems, make decisions, and learn new concepts. We observed our 6th-year students struggling with algebra functions and problem-solving. These observations motivated us to engage in active research to improve the students' critical thinking and problem-solving skills. We administered interventions that supported the language transfer between traditional mathematical language and Montessori mathematical terms. We utilized direct instruction with concrete algebra materials to lead the students to abstract work in algebra. We also used formal assessments and observations to decide what lessons the students should get next. Our …
Gauss And The First “Rigorous” Proof Of The Fundamental Theorem Of Algebra, Sarah Hagen, Alan Kappler
Gauss And The First “Rigorous” Proof Of The Fundamental Theorem Of Algebra, Sarah Hagen, Alan Kappler
Complex Variables
No abstract provided.
Completing The Square: From The Roots Of Algebra, Danny Otero
Completing The Square: From The Roots Of Algebra, Danny Otero
Pre-calculus and Trigonometry
No abstract provided.
Solving Equations And Completing The Square: From The Roots Of Algebra, Danny Otero
Solving Equations And Completing The Square: From The Roots Of Algebra, Danny Otero
Pre-calculus and Trigonometry
No abstract provided.
How The Use Of Subjectivist Instructional Strategies In Teaching Multiple Sections Of An Eighth Grade Algebra Class In Guyana Relates To Algebra Achievement And Attitude Changes Toward Mathematics, Jennifer Hoyte
FIU Electronic Theses and Dissertations
In Guyana, South America, the Ministry of Education seeks to provide universal, inclusive education that prepares its citizens to take their productive places in society and to creatively solve complex, real-world problems. However, with frequent national assessments that are used to place students in high school, college or into jobs, teachers resort to using familiar strategies such as lecture, recitation and test drilling. Despite their efforts, over 56% of students are failing the Grade 6 assessments, 43% failing 10th grade Mathematics and over 60% failing college algebra courses. Such performance has been linked to students’ lower academic self-concept and their …
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Theses and Dissertations
Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, …
Richard Dedekind And The Creation Of An Ideal: Early Developments In Ring Theory, Janet Heine Barnett
Richard Dedekind And The Creation Of An Ideal: Early Developments In Ring Theory, Janet Heine Barnett
Abstract Algebra
No abstract provided.
Mat-Rix-Toe: Improving Writing Through A Game-Based Project In Linear Algebra, Adam Graham-Squire, Elin Farnell, Julianna Stockton
Mat-Rix-Toe: Improving Writing Through A Game-Based Project In Linear Algebra, Adam Graham-Squire, Elin Farnell, Julianna Stockton
Elin R Farnell
The Mat-Rix-Toe project utilizes a matrix-based game to deepen students’ understanding of linear algebra concepts and strengthen students’ ability to express themselves mathematically. The project was administered in three classes using slightly different approaches, each of which included some editing component to encourage the improvement of the students’ mathematical thinking and writing. Differences in the implementation of the project illustrate the benefits and drawbacks of various methods of editing in the mathematics classroom and highlight recommendations for improvements in future implementations of the project.
Mathematics Achievement With Digital Game-Based Learning In High School Algebra 1 Classes, Terri Ferguson
Mathematics Achievement With Digital Game-Based Learning In High School Algebra 1 Classes, Terri Ferguson
Doctoral Dissertations and Projects
This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina End-of-Course (EOC) Test for high school Algebra 1. The data collection was broken down by comparison groups based on academic achievement as measured by the North Carolina EOC Test for Algebra 1. The comparison groups were student participants who received digital game-based instruction and tradition instruction …
Teaching Algebra Through Functional Programming:An Analysis Of The Bootstrap Curriculum, Robert Lee
Teaching Algebra Through Functional Programming:An Analysis Of The Bootstrap Curriculum, Robert Lee
Theses and Dissertations
Bootstrap is a computer-programming curriculum that teaches students to program video games using Racket, a functional programming language based on algebraic syntax. This study investigated the relationship between learning to program video games from a Bootstrap course and the resulting effect on students' understanding of algebra. Courses in three different schools, lasting about six weeks each, were studied. Control and treatment groups were given a pre and post algebra assessment. A qualitative component consisting of observations and interviews was also used to further triangulate findings. Statistical analysis revealed that students who completed the Bootstrap course gained a significantly better understanding …
Investigating The Impact Of Interactive Applets On Students’ Understanding Of Parameter Changes To Parent Functions: An Explanatory Mixed Methods Study, Robin R. Mcclaran
Investigating The Impact Of Interactive Applets On Students’ Understanding Of Parameter Changes To Parent Functions: An Explanatory Mixed Methods Study, Robin R. Mcclaran
Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education
The technology principle in the Principles and Standards for School Mathematics (NCTM, 2000) states that technology plays an important role in how teachers teach mathematics and in how students learn mathematics. The purpose of this sequential explanatory mixed-methods study was to examine the impact of interactive applets on students’ understanding of parameter changes to parent functions. Students in the treatment classes were found to have statistically significantly higher posttest scores than students in the control classes. Although the data analysis showed a statistically significant difference between classes on procedural understanding, no statistically significant difference was found with regard to conceptual …
Integrating The Wasl Into The High School Algebra Curriculum, Kent Stafford Pearsons
Integrating The Wasl Into The High School Algebra Curriculum, Kent Stafford Pearsons
All Graduate Projects
Most Algebra courses in Washington are supplemented with Washington Assessment of Student Learning (WASL) material. However, in the last two years, little more than half of Washington sophomores passed the math portion of the WASL; for about half of tenth graders the extra worksheets did little to no good. Students need relevant WASL material that correlates with the current math they are studying. In this manner, even though questions may be phrased differently, the material is familiar and so answering questions are more possible. Also, since new worksheets have multiple choice, teachers can discuss how most wisely to answer this …
The Effects Of Algebra Blocks On Student Achievement In Algebra, Bernard S. Roberts
The Effects Of Algebra Blocks On Student Achievement In Algebra, Bernard S. Roberts
Theses : Honours
This study examined the effects of Algebra Blocks on student understanding for the concepts of binomial expansion and trinomial factorisation. The purpose of the study was to illuminate the use and effectiveness of Algebra' Blocks in the teaching-learning process. Two year nine classes with similar mathematics levels were taught binomial expansions and trinomial factorisations. The experimental class was taught using Algebra Blocks whilst the untreated class acted as the control group. After eight lessons of instruction, both classes were tested on their understanding of both concepts. To provide qualitative data, three randomly chosen students from each class were interviewed on …
An Educational Mathematics Game Called Allequator, Raymond Robert Beeson
An Educational Mathematics Game Called Allequator, Raymond Robert Beeson
All Graduate Projects
This paper contains a brief description of the procedures involved in making the game Allequator, an educational tool capable of reinforcing basic algebra concepts for students 7th through 12th grades. With the help of the Richland Public School District #400, Allequator has been published and is now available to teachers within the district.