Education Commons^™

Success In College Algebra: Examining Student Experiences In Corequisite College Algebra Courses, Sandra Leiterman

Theses and Dissertations

This descriptive case study explores undergraduate student experiences and perceptions in corequisite college algebra courses at an Arkansas university. Corequisite models enroll students in credit-bearing college algebra paired with required supplemental academic support. Current research has largely focused on pass rates or DFW rates. However there are limited studies exploring student experiences within this emerging model. Within this descriptive case study, several forms of data were collected. Students were surveyed on math anxiety and mindset at the start and end of the semester. Semi-structured interviews with two students and three instructors provided personal accounts of their challenges, beliefs, and attitudes …

Developing Understanding Of Fraction And Decimal Magnitude: A Teaching Experiment, Elizabeth Cutter-Lin

Theses and Dissertations

ABSTRACT

DEVELOPING UNDERSTANDING OF FRACTION AND DECIMAL MAGNITUDE: A TEACHING EXPERIMENT

by

Elizabeth Cutter-Lin

The University of Wisconsin-Milwaukee, 2023Under the Supervision of Professor DeAnn Huinker

This study investigated how three fifth-grade students’ understanding of fraction and decimal magnitude evolved over the course of a five-week teaching experiment. Students participated in teaching and learning sessions focused on developing concepts of fraction and decimal magnitude. The following questions guided this study: (1) How do fifth grade students reason about the magnitude of fractions and decimals? (2) What are the shifts in mathematical thinking that occur with students’ evolving understanding as they progress …

An Analysis Of Secondary Mathematics Teacher Learning In The Midwest Master Teacher Partnership, Jenny Lynn Sagrillo

Theses and Dissertations

This case study investigates the professional learning and changes in teaching practices and leadership of four experienced, mid-career secondary mathematics teachers as a result of participation in the Midwest Master Teacher Partnership, a professional development partnership between a research university and a large, urban school district. The design of the professional development was based primarily on teacher action research; it placed the teacher at the center of the learning experiences, and included considerations of teachers’ existing knowledge, contexts, community, and assessment.The primary research question is, “How have teachers’ practices changed through their participation in a practice-based professional development project?” To …