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Articles 1  30 of 77
FullText Articles in Education
An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement, Tammy Dery
An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement, Tammy Dery
Dissertations
The purpose of thisevaluation is to analyze anIntensive Math program’s quality and design, as well as, address the impact of the program to determine whether the intensive mathematics class, and the use of computerbased support,impacts student achievement. The program design incorporates a twoprong model of teacherdirected and computerbased intervention. The relationship of the intensive mathematics curriculum implemented with struggling learners and closing the mathematics achievement gap are evaluated through the analyses of student data, the quality of implementation and program usability and teacher and teacher leader perspectives. The findings indicate that small groups and individualized attention for students ...
Flipped Classroom In Introductory Mathematics: Data Analysis Of Student Success, Cathy M. Frey Professor Of Mathematics
Flipped Classroom In Introductory Mathematics: Data Analysis Of Student Success, Cathy M. Frey Professor Of Mathematics
SoTL Commons Conference
This talk will compare student success between a traditional lecture format versus a flipped classroom model in MA240: Introduction to Number Theory and Cryptology. In the flipped model students watched lecture videos created with a tablet PC or iPad Pro before class and completed ‘homework’ exercises during the regular class period. (An example video can be found at https://www.youtube.com/watch?v=Y5RcMWiUyyE ).
Analysis of the results from flipped classroom as compared to those with the traditional lecture format suggests significant improvement using the flipped format on both the final exam as well as the final course grade.
Middle School Mathematics PreService Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Middle School Mathematics PreService Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Australian Journal of Teacher Education
Prospective middle school preservice teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry preservice teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and selfefficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and selfefficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of preservice teacher preparation. In particular, the findings call into question the justification for preservice ...
Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod
Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod
All Faculty and Staff Papers and Presentations
In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students:
(a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view ...
Mathematics Course For Elementary Teachers In An Alternate Certification Pathway, Rachael Cramer Williams
Mathematics Course For Elementary Teachers In An Alternate Certification Pathway, Rachael Cramer Williams
LSU Master's Theses
In the current alternate certification program for elementary teachers at McNeese State University, students receive course work from only one of the elementary mathematics methods courses required in the traditional certification program. To assure that candidates in the alternate path learn all the math they need, I have created a course that combines the most important concepts from the two courses in one. In this thesis I will describe how the new course was designed, present an outline of the course, detail the content at the unit level and provide a template for the final exam.
Experiencing Success: A Hermeneutic Phenomenology Of Successful Remedial Mathematics Students, Kyle Ireland
Experiencing Success: A Hermeneutic Phenomenology Of Successful Remedial Mathematics Students, Kyle Ireland
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to describe how students experience success in mathematics remediation at a fouryear private institution in the central United States. Success in a remedial mathematics course was defined as one’s completion of a required remedial mathematics course having earned an overall grade of 90% or higher. The theories guiding this study were achievement goal theory and expectancyvalue theory grounded in Bandura’s social cognitive theory. This theoretical framework provided a motivational framework for student success in a postsecondary, remedial mathematics course based on individual goals for completing the task, student selfefficacy beliefs ...
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Teaching & Learning Faculty Publications
Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided ...
The Effectiveness Of The CoRequisite Model In Preparing College Students For Math Courses, Shauna Mullins
The Effectiveness Of The CoRequisite Model In Preparing College Students For Math Courses, Shauna Mullins
Murray State Theses and Dissertations
Some form of academic support for underprepared students at the postsecondary level has been around since the 17^{th} century. This academic support has had several names such as tutoring, remediation and developmental education. With the growing need for academic support at the postsecondary level, universities are developing various ways to provide support to their students.
The focus of this study was the Corequisite Model, particularly within Murray State University’s mathematics courses. Following IRB approval, archival data from undergraduate students were collected over three semesters in College Algebra and one semester in Mathematical Concepts courses. The pass rates of ...
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 ...
Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril BulleySimpson
Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril BulleySimpson
Walden Dissertations and Doctoral Studies
In an urban Title 1 school district, the average number of Grade 35 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 35 students countywide and 19.4% below Grade 35 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that ...
Inquiry Based Learning From The Learner’S Point Of View: A Teacher Candidate’S Success Story, Caroline Johnson Caswell, Derek J. Labrie
Inquiry Based Learning From The Learner’S Point Of View: A Teacher Candidate’S Success Story, Caroline Johnson Caswell, Derek J. Labrie
Journal of Humanistic Mathematics
The goal of this paper is to review current research on Inquiry Based Learning (IBL) and shed some light, from a student's perspective, on the challenges and rewards of this pedagogy. The first part of the article provides an extensive review of the literature on IBL. The second part focuses on one student's experiences in an IBL classroom.
In particular, a graduate secondary mathematics student reflects upon his experiences in a college mathematics class where the instructor implemented an Inquiry Based Learning model. His experience is validated by current research on IBL educational methodology which structures the classroom ...
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, realworld 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 selfconcept and their ...
Preservice Teachers’ Perceptions Of Mathematics Through DrawingsResearch, Adam Akerson
Preservice Teachers’ Perceptions Of Mathematics Through DrawingsResearch, Adam Akerson
Kentucky Journal of Excellence in College Teaching and Learning
Research indicates that mathematics anxiety is particularly high in preservice teachers (Bekdemir, 2010; Gresham, 2007; Hembree, 1990). These future teachers will soon be entering classrooms of their own, responsible for teaching mathematics to young children, who need strong teachers. A 2013 report from The National Assessment of Educational Progress (NAEP), found that 42% fourthgraders performed at or above the proficient level in math (NCES, 2013. The purpose of this study was to examine elementary preservice teacher candidates (PSTCs) perceptions of mathematics, through drawings. Drawings were analyzed before and after a semesterlong field experience in a constructivist mathematics environment. The participants ...
StudentCreated Test Sheets, Samuel Laderach
StudentCreated Test Sheets, Samuel Laderach
Honors Projects
Assessment plays a necessary role in the high school mathematics classroom, and testing is a major part of assessment. Students often struggle with mathematics tests and examinations due to math and test anxiety, a lack of student learning, and insufficient and inefficient student preparation. Practice tests, teachercreated review sheets, and studentcreated test sheets are ways in which teachers can help increase student performance, while ridding these detrimental factors. Studentcreated test sheets appear to be the most efficient strategy, and this research study examines the effects of their use in a high school mathematics classroom.
Primary Mathematics Education Methodologies, Gabi Coty
Primary Mathematics Education Methodologies, Gabi Coty
Student Symposium
Primary grade mathematics education sets the stage for whether students excel or struggle in mathematics in their later school years. Thus, models for teaching mathematics as well as strategies for helping students overcome math anxiety are important concepts for teachers' pedagogical development. Many people are unaware of the variety of methodologies available for teaching math and their benefits. It is important to educate teachers and parents about the various techniques and structures available, so they can make educated decisions about how best to educate students mathematically. Often teachers are taught one or two methods for teaching mathematics, and not made ...
The Relationship Between Elementary Teachers' Background In Mathematics, Teaching SelfEfficacy, And Teaching Outcome Expectancy When Implementing The Common Core State Standards, Jennifer Stuart
Doctoral Dissertations and Projects
The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, districtprovided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured by personal teaching self efficacy and outcome expectancy. The sample in the present study consisted of 69 elementary (K5) math teachers in a mediumsized semirural district located within a southern state. The data was collected using the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), an online survey that was sent to the ...
Commercially Available Digital Game Technology In The Classroom: Improving Automaticity In MentalMaths In PrimaryAged Students., John O'Rourke, Susan Main, Susan M. Hill
Commercially Available Digital Game Technology In The Classroom: Improving Automaticity In MentalMaths In PrimaryAged Students., John O'Rourke, Susan Main, Susan M. Hill
Australian Journal of Teacher Education
In this paper we report on a study of the implementation of handheld game consoles (HGCs) in 10 Year four/five classrooms to develop student automaticity of mathematical calculations. The automaticity of mathematical calculations was compared for those students using the HGC and those being taught using traditional teaching methods. Over a school term, students (n=236) who used the HGCs and Dr Kawashima’s Brain Training showed significant improvement in both the speed and accuracy of their mathematical calculations. Data collected in interviews during the intervention period from students, staff and parents were analysed to provide further information on ...
“I’M Not Good At Math”: Mathematical Illiteracy And Innummeracy In The United States, G. Wesley Rogers
“I’M Not Good At Math”: Mathematical Illiteracy And Innummeracy In The United States, G. Wesley Rogers
Electronic Theses and Dissertations
Why do we view mathematics the way we do in the United States and how have these views created an environment where we consider mathematical illiteracy and innumeracy socially and culturally acceptable when a lack of this knowledge and ability can function to enslave, exploit, restrict, and oppress. Throughout this investigation, I have explored some of the possible reasons for why we view education, mathematics, and the learning of mathematics the way we do and the impact of these views on our motivation and desire to learn mathematics. Using my over 20 years of teaching experience and the review of ...
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative SelfStudy, Paula P. Guerra, Sohyun An
Possibilities And Challenges Of Teaching Integrated Math And Social Studies For Social Justice: Two Teacher Educators' Collaborative SelfStudy, Paula P. Guerra, Sohyun An
Georgia Educational Researcher
In this paper, we—one mathematics teacher educator and one social studies teacher educator—describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. We encountered varied challenges in our efforts to prepare teacher candidates for socialjusticeoriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World”, teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to ...
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Faculty Curated Undergraduate Works
Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and ...
ProjectBased Learning And DesignFocused Projects To Motivate Secondary Mathematics Students, Kelly W. Remijan
ProjectBased Learning And DesignFocused Projects To Motivate Secondary Mathematics Students, Kelly W. Remijan
Interdisciplinary Journal of ProblemBased Learning
This article illustrates how mathematics teachers can develop designfocused projects, related to projectbased learning, to motivate secondary mathematics students. With firsthand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing designfocused projects, describe various projects that have been developed and implemented within my classroom, and share project artifacts illustrated by pictures, student work, and student comments. Referring to the MUSIC Model of Academic Motivation and reflecting upon personal observations, student outcomes, and student comments, I provide personal insight on how designfocused projects can be ...
Stem Education Discrepancy In The United States And Singapore, Elizabeth K. Worsham, Aaron Clevenger, Kelly A. WhealanGeorge
Stem Education Discrepancy In The United States And Singapore, Elizabeth K. Worsham, Aaron Clevenger, Kelly A. WhealanGeorge
Beyond: Undergraduate Research Journal
One of the hottest topics over the past several years has been science, technology, engineering and mathematics (STEM) education. The United States is lagging behind in the STEM education rankings as compared to its counterparts in Europe and Asia, including Singapore, ranked second overall in math and science based on the Program of International Student Assessment. Even as such a small country, Singapore has one of the best education systems in the world, one of the busiest ports, and is a leader in the science and technology market. One factor of this is the family life and the culture that ...
An Examination Of Accessible HandsOn Science Learning Experiences, SelfConfidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
An Examination Of Accessible HandsOn Science Learning Experiences, SelfConfidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
Journal of Science Education for Students with Disabilities
This study examined the potential relationship of accessible handson science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible handson science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the ...
Using A Repeated Measures Anova Design To Analyze The Effect Writing In Mathematics Has On The Mathematics Achievement Of Third Grade English Language Learners And English Speakers, Zoe A. Morales
FIU Electronic Theses and Dissertations
The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments.
The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over ...
Mathematics Learning Support Models And Student Success At A Tennessee Community College, Bobby Allen Dixon Jr.
Mathematics Learning Support Models And Student Success At A Tennessee Community College, Bobby Allen Dixon Jr.
Electronic Theses and Dissertations
Every year thousands of students make preparations to pursue a college degree. Many are high school seniors, but a large percentage of the population are nontraditional age students who are years removed from a formal classroom setting. Included in the list of preparations is an examination whose results will be used to determine each individual’s readiness to be academically successful at the collegiate level. These examinations assess student’s abilities in the areas of reading, English composition, and mathematics. The results of these examinations show that at the community college level more than half of these students will need ...
Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams
Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams
Dissertations
This study examined the effectiveness of the Emporium Model in reducing math anxiety and in preparing developmental math students at a community college to be successful in College Algebra. The study involved 59 students enrolled in Intermediate Algebra at a community college and compared those in the Emporium class format to those in the Traditional class format. Participants completed a prepost math anxiety rating scale questionnaire and a prepost algebra readiness test to address the research questions of the study. Two mixed model ANOVAs were done and the findings showed that there was a significant difference in math anxiety level ...
Eighth Grade Mathematics Intervention: Improving Student SelfEsteem And Content Knowledge Of Targeted Mathematic Skills, Stephanie Hart
Eighth Grade Mathematics Intervention: Improving Student SelfEsteem And Content Knowledge Of Targeted Mathematic Skills, Stephanie Hart
Graduate Master's Theses, Capstones, and Culminating Projects
By eighth grade some students believe they are “not good” and never will be successful at mathematics. Discouraged by poor grades, negative feedback from teachers or demoralized by repeated academic failure, these students disengage from their mathematics classwork. In some cases, mathematics intervention classes are a last chance to get them back on track to qualify for Algebra I in 9^{th} grade. The purpose of this study is to identify strategies to reengage students by increasing their academic content knowledge in mathematics and boosting their selfesteem and sense of belonging in the school setting. The review of the literature ...
Comparing The Effects Of Elementary Music And Visual Arts Lessons On Standardized Mathematics Test Scores, Molly King
Comparing The Effects Of Elementary Music And Visual Arts Lessons On Standardized Mathematics Test Scores, Molly King
Doctoral Dissertations and Projects
The purpose of this quantitative, causalcomparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took inschool, elementary, music instruction during the same semester state standardized mathematics tests were administered and those who took inschool, elementary visual arts instruction during the same semester standardized mathematics tests were administered. The students attended seven elementary schools in the same North Alabama school district. The research questions were: (a) Does participation in elementary school music lessons ...
LearnerCentered Mathematics Instruction: Effects On Student Achievement And Perceptions, John J. Weber Iii
LearnerCentered Mathematics Instruction: Effects On Student Achievement And Perceptions, John J. Weber Iii
SoTL Commons Conference
In this session, the presenter will describe the R.L. Moore method of learnercentered mathematics instruction along with its three goals in which students: independently develop a solution, communicate the solution, and defend the solution. The presenter will discuss how this method was modified to have students collaboratively develop solutions in group investigations. Specific examples of class materials will be illustrated with a discussion on how the materials may be adapted to other STEM disciplines. Benefits and challenges in using the modified Moore method (MMM) as well as the lessons learned from using this method will be discussed. The results ...
Rigor Demystified, Now What?: Applying & Aligning Webb’S Depth Of Knowledge To Literacy & Math Instruction., Barbara Serianni, Kelly Brooksher
Rigor Demystified, Now What?: Applying & Aligning Webb’S Depth Of Knowledge To Literacy & Math Instruction., Barbara Serianni, Kelly Brooksher
National YouthAtRisk Conference Savannah
After exploring the four levels of cognitive rigor in Webb’s Depth of Knowledge (DOK) and the alignment to the Common Core. Participants will further engage in handson activities designed to model the application of DOK in the content areas of literacy and mathematics to improve instructional alignment, increase student engagement, and ensure appropriate rigor in classroom activities and assessment.