Education Commons^™

Calculators In High School Classrooms, Adam P. Rohrabaugh, Clay M. Cooper

Williams Honors College, Honors Research Projects

In today’s mathematics classrooms, calculators are becoming incredibly well known and used almost daily. However, there has been a common question about the use of these calculators: Is too much exposure to calculators causing students to become dependent on them and consequently start to forget basic addition, subtraction, multiplication, and division, leading into confusion on other mathematics topics because the most basic foundation of mathematics is not there? The purpose of this paper is to discuss both sides of this question by looking at different studies as well as provide our own experiences with this subject while working in different …

Montana K-8 Teacher Preparation In Stem, Jeanette Murnane

Undergraduate Theses, Professional Papers, and Capstone Artifacts

The goal of this thesis is to find out how K-8 teacher education programs in Montana can

be improved to better prepare teachers to teach science, technology, engineering, and math (STEM) concepts. While research has been done on what types of courses best prepare teachers for the classroom, my study focuses on how well Montana colleges and universities prepare K-8 certified teachers to teach STEM concepts. A survey was sent out to K-8 certified teachers across Montana to determine how well new teachers can utilize the technology available in their classrooms and what concepts within Common Core Math and Next …

The Language Of Professional Development Leaders, Andrew Riffel, Kathleen Mary Melhuish, Eva Thanheiser

Mathematics and Statistics Faculty Publications and Presentations

Leaders in professional development (PD) initiatives (such as facilitators, principals, coaches) hold a great deal of power in their language, carrying the ability to manage meaning and frame experiences. Rather than working from interview data, this report addresses a gap in leadership research by examining the words used by leaders in their on-the-job interactions. We present an initial framework for capturing leadership language qualities at the macro level (framing the PD’s purpose) and micro level (rhetorical crafting in terms of metaphor usage, pronoun choice, and other language selections). Our data come from a larger project evaluating the efficacy of a …

A Phenomenological Study On The Impacts Of Embedding Disciplinary Literacy During Science Instruction On Elementary Teachers’ Metacognition Of Instructional Techniques, Kelley Weiss

Doctoral Dissertations and Projects

The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers …

Strengthening Elementary Students' Understanding Of Factors, Jordan R. Frotz

Undergraduate Theses, Professional Papers, and Capstone Artifacts

Research on pre-service elementary school teachers’ understanding of the multiplicative structure of the natural numbers demonstrates an under-utilization of unique prime factorization in the identification of a number’s factors. For example, Zazkis and Campbell (1996b) found that a majority of teacher candidates employed trial division to analyze factor-candidates of a number, even when both were presented in prime-factored-form. Recent studies (i.e. Roscoe & Feldman, 2015) have shown that teachers’ understanding of factor can be strengthened by engaging in a sequence of instructional tasks that explore the relationship between a number’s prime factorization and its factors. This study seeks to extend …

Science Teachers’ Professional Growth And The Communication In Science Inquiry Project, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Katrien Van Der Hoeven Kraft

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The Communication in Science Inquiry Project (CISIP) a National Science Foundation-funded, standards-based model of a scientific classroom discourse community (SCDC) was designed to meet the need for highly-qualified teachers and science education reform. The model included: (a) inquiry; (b) oral discourse; (c) written discourse; (d) academic language development, and (e) learning principles. Research and evaluation feedback were mechanisms by which CISIP become self-regulating, promoting instructional change and incorporating more aspects of inquiry-based learning with academic language development strategies. The program underwent a philosophical shift from teachers-as-consumers to teachers-as-producers based on classroom observations using a professional development-aligned classroom observation instrument that …

The Road To Reform: A Grounded Theory Study Of Parents’ And Teachers’ Influence On Elementary School Science And Mathematics, Julie Thomas, Sandi Cooper

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Though elementary teacher educators introduce new, reform-based strategies in science and mathematics methods courses, researchers wondered how novices negotiate reform strategies once they enter the elementary school culture. Given that the extent of parents’ and veteran teachers’ influence on novice teachers is largely unknown, this grounded theory study explored parents’ and teachers’ expectations of children’s optimal science and mathematics learning in the current era of reform. Data consisted of semistructured, open-ended interviews with novice teachers (n = 20), veteran teachers (n = 9), and parents (n = 28). Researchers followed three stages of coding procedures to develop …

Transformative Models In K-12 Education: The Impact Of A Blended Universal Design For Learning Intervention, Kai Monet Mathews

Dissertations

Accountability measures, by way of standardized curriculum and assessments, have played a large part in the attempt to ensure that students from all backgrounds receive equal access to quality education. However, the inherent disadvantage of a standardized system is the implied assumption that all students come in with the same knowledge, learn at the same pace, and learn the same way. In the wake of an increasingly diverse K-12 population, educational researchers, learning theorists, and practitioners agree that the concept of the average student is, in fact, a myth. Students come to school with different needs, norms, interests, cultural behavior, …

The Problem-Solving Process In A Mathematics Classroom, Enrique Ortiz

Transformations

Problem solving provides a working framework to apply mathematics, and well chosen mathematics problems provide students with the opportunity to solidify and extend what they know, and can stimulate students’ mathematics learning (NCTM, 2001). Using this framework, students may utilize ways to learn mathematics concepts and skills that are rich with meaning and connections, and pre- and in-service teachers may implement teaching and assessment procedures to establish teaching and assessment environments.

Integrating Diversity Training Into Doctoral Programs In Mathematics Education, Ruthmae Sears, Tonisha B. Lane

Transformations

There exists a need to promote diversity, equity, and inclusion in mathematics education (Wilson and Franke, 2008). Being cognizant that there are few underrepresented groups that obtain doctoral degrees in mathematical sciences or mathematics education (AMS, 2014; Reys and Dossey, 2008), focused training is needed to prepare doctoral students on diversity issues that may arise in higher education and the means by to address such issues. An advance seminar course or colloquium that would be helpful to mathematics education doctoral students who seek a career position in higher education should be entitled, “Gaining a better perspective of diversity in higher …

Implementing The Common Core State Standards For Mathematics, Susan E. Hinkley

Walden Dissertations and Doctoral Studies

Current research and declining test scores indicate that changes in educational practice are required for successful implementation of the Common Core State Standards for Mathematics (CCSSM). Using a constructivist change theory framework, this grounded theory study explored the experiences 6 purposefully selected, experienced teachers at an Upstate New York school district had related to the implementation of the CCSSM. The research question investigated the experiences that educators had related to implementing the CCSSM and the accompanying New York State mathematics modules. Observation notes, interview transcripts, and teachers' journals were collected and analysed simultaneously through coding, constant comparison, theoretical sampling, and …

The Effects Of A Summer Math Program On Academic Achievement, Kermit Snyder

Walden Dissertations and Doctoral Studies

The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement than the students who did not participate …

Predicting Mathematics Teachers' Acceptance Of Reflective Blogging To Improve Instruction, Diana Sue Fesmire

Walden Dissertations and Doctoral Studies

An internal district audit identified that a rural, socioeconomically disadvantaged Southwestern school district has a lack of congruent and consistent implementation of the Common Core State Standards in mathematics. Innovative and cost-saving avenues for professional development (PD), such as reflective blogging, foster teacher learning to reconcile the enacted curriculum with the intended curriculum. This correlational study investigated the predictive power of technology acceptance and motivation constructs on reflective mathematics teachers' social media use intention and participation in informal, virtual Communities of Practice (vCoP). The framework that guided this study is the unified acceptance and use of technology and self-determination theory. …

Junior High School Teachers' Perceptions Of Math Instruction For African American Students, Sandra Denise Richardson

Walden Dissertations and Doctoral Studies

A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The results of the data revealed teachers perceived recruiting and retaining African American teachers and …

Elementary General Education Teachers' Knowledge Of And Experience Teaching Students With Disabilities In Science And Social Studies, Diane Rice

Walden Dissertations and Doctoral Studies

In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the district goals. Piaget's constructivist learning theory served as the …

Addendum To Encomia And Reflections, Clyde Jones (1935-2015): Encomium, Robert J. Baker, Carleton J. Phillips, Hugh H. Genoways

University of Nebraska State Museum: Mammalogy Papers

This is the authors' collective attempt to provide an encomium (an honest song of praise) for Clyde Jones. After some urging from the editors of this volume, the authors conspired to share some memories of Clyde.

Editors’ note: Due to various factors, this encomium was submitted too late to be included in the published memorial volume. However, in consideration of the relationship of the authors to Clyde Jones, we agreed to make this encomium available via electronic format as a supplement to the printed volume.

The Relationship Between Extracurricular Stem Activities And Performance On The Florida Science Assessment, Karin Fisher

Electronic Theses and Dissertations

Students with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth (Business-Higher Education Forum [BHEF]/Act Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2015). If Florida is to continue to grow and prosper, all students, including students with disabilities must be …

The Role Of Virtual Avatars In Supporting Middle School Students From Culturally And Linguistically Diverse Backgrounds On Science In After School Programs, Benjamin Gallegos

Electronic Theses and Dissertations

Students who receive additional educational supports in afterschool programs were the focus of the investigation. This study was conducted to measure what effects a TeachLivE avatar, a mixed-reality virtual environment, used in combination with a video game, had on the activation of prior knowledge in science for students in rural middle school. The delivery of the biology science lessons on cell structures and processes were delivered using the video game, Cell Command. The TeachLivE adult avatar was customized as a biologist who spoke to students in the treatment group about science concepts prior to playing the science video game. Unexpected …

Project Ican: A Stem Learning And Persistence Model For Postsecondary Students With Disabilities, Aaron Koch

Electronic Theses and Dissertations

Education and work in Science, Technology, Engineering, & Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an "untapped resource" with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, & Strauss, …

An Analysis Of Undergraduate Elementary School Pre-Service Teachers' Ability To Contextualize Fraction Expressions And Decontextualize Fraction Word Problems, Laura Tapp

Electronic Theses and Dissertations

The focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the participants were given the Contextualization and Decontextualization of Fractions Instrument (CDFI) which assessed elementary school pre-service teachers' ability to solve fraction word problems and identify decontextualized fraction word problems into expressions …

The Effects Of Argumentation On Student Motivation In Mathematics, Julie Kirkpatrick

Honors Program Theses

As a future educator, I am going to need to motivate my students to learn mathematics and be engaged deeply with the material. Because mathematics is a required subject for students, mathematics teachers must employ various strategies to motivate their students. Something that has motivated me in past mathematics courses has been the chance to form arguments and defend them in class. Argumentation in mathematics classrooms has been included in the Common Core Standards for Mathematical Practice as Practice Standard 3: “Construct viable arguments and critique the reasoning of others” (National Governors Association Center for Best Practices & Council of …

Noyce Science Teacher Master Of Arts With Emphasis In Science Teaching Program: Meeting Challenges Of 21st Century Classrooms. Unl Noyce Track I, Phase I, Final Report., Elizabeth B. Lewis, Lindsay Augustyn, Amanda Garrett, Lyrica L. Lucas, Aaron A. Musson, Ana Rivero, Andy Frederick

Department of Teaching, Learning, and Teacher Education: Faculty Publications

To meet the state’s and the nation’s need for more highly qualified science teachers, the 14-month Master of Arts with emphasis in science teaching (MAst) program was established in the College of Education’s Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln, along with a Robert Noyce, Track I, Phase I grant from the National Science Foundation, awarded in 2010. This report presents a summary of the accomplishments of this Noyce grant, in which 60 post-baccalaureate science majors and professionals were provided with Noyce stipends to become science teachers. The MAst program is now in its sixth …

Impact Of The Siena College Tech Valley Scholars Program On Student Outcomes, Larry Medsker, Lee Allard, Lucas J. Tucker, Jodi L. O’Donnell, Rachel Sterne-Marr, Jon Bannon, Rose Finn, Allan T. Weatherwax

Physics Faculty Publications

The experimental group for this study included 38 students who entered the Tech Valley Scholars (TVS) program over the course of three academic years, from 2009-10 through 2011-12. Two groups of controls were used: a randomly selected sample of STEM students who matriculated in the same time frame; and a matched sample. The TVS students and controls were compared on two primary outcome variables: graduation (or retention to senior year), and final cumulative GPA. The major findings of this study are that (1) the TVS students had better outcomes than both the randomly selected comparison group and the matched control …

Enhancing The Stem Ecosystem Through Teacher-Researcher Partnerships, William E. Tapprich, Neal Grandgenett, Heather Leas, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, Christine E. Cutucache

Biology Faculty Publications

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of this program, eleven UNO faculty mentors, drawn from several STEM disciplines, were matched with eleven OPS teachers to conduct genuine research projects in support of their teaching.

From Museum Cases To The Classroom: Emerging Opportunities For Specimen-Based Education, Joseph Cook, Eileen Lacey, Steffi Ickert-Bond, Eric Hoberg, Kurt Galbreath, Kayce Bell, Stephen Greiman, Bryan Mclean, Scott Edwards

Journal Articles

No abstract provided.

Building Support For Faculty Women Of Color In Stem, Loretta A. Moore, Deidre L. Wheaton, Evelyn J. Leggette, Angela Mae Kupenda

Journal Articles

Given the national climate, higher education must continue to serve a vital role for our future, just as it has in our past. For historically Black colleges and universities (HBCUs) and other minority-serving institutions, their mission-driven role is even more urgent. Communities of color depend on these institutions to be gateways for access to jobs with higher incomes for graduates in growing fields such as science, technology, engineering, and mathematics (STEM). Hence, it is critical for these faculty women of color in STEM to have environments and networks that will help them to succeed.

Learning To Notice And Use Student Thinking In Undergraduate Mathematics Courses, Anna Pascoe

Dissertations, Master's Theses and Master's Reports

The goal of this study was to evaluate the outcomes of an intervention focused on developing mathematics graduate teaching assistants’ skills of noticing and effectively responding to instances of student mathematical thinking that have significant potential to further students’ learning. Four mathematics graduate teaching assistants participated in a semester-long intervention in which video of undergraduate mathematics lessons was individually analyzed and then discussed collectively with the researcher on a weekly basis. The MOST Analytic Framework (Leatham, Peterson, Stockero, & Van Zoest, 2015; Stockero, Peterson, Leatham, & Van Zoest, 2014) was introduced as a tool to aid in the analysis and …

Cover

Journal of the Iowa Academy of Science: JIAS

No abstract provided.

Alternative Learning: A Focus On Increased Engagement And Motivation In A Mathematics Classroom, Rachel Loftus

Theses and Graduate Projects

The purpose of this study is to focus on increasing engagement and motivation in an alternative learning mathematics classroom. The study uses qualitative methods to observe students in an alternative learning program's mathematics classroom as they work towards obtaining a mathematics credit needed for graduation. Direct participant observation, passive observation, teacher field notes, student assessment scores, structured formal interviews, and surveys are utilized in data collection. Following the analyzation and coding of data, the findings suggest that students need relevant curriculum and personalized learning to entice greater engagement and motivation in an alternative learning mathematics classroom. Another finding suggests that …

Math Coaching In Metropolitan Detroit, Monica G. Mcleod

Wayne State University Dissertations

On-going professional development for in-service teachers is critical to efforts to reform schools and increase student achievement. Coaching has been advocated as an approach to meet the conditions of quality professional development, and it has demonstrated a positive impact on student mathematics achievement scores when implemented over multiple years. Ambiguity of title, definition, and role surround coaching, presenting challenges to its execution in schools.

This study proposed a definition of Enacted Math Coaching to help address this ambiguity. As schools throughout Metropolitan Detroit adopt coaching as a component of school reform initiatives, the purpose of this study was to document …