Education Commons^™

Block Scheduling In High School Mathematics: Effect On Algebra Ii End-Of-Course Grades And Act Assessment Mathematics Scores, Gayle Hawkins Hughes

Doctoral Dissertations and Projects

The purpose of this study was to determine if there was a statistical difference between end-of-course grades in Algebra II at three high schools in northeast Tennessee and mathematics content scores on the ACT Assessment at the same three high schools, by comparing a one-semester accelerated (4x4) block schedule, a two-semester accelerated (4x4) block schedule, and a traditional year-long schedule. The purpose was also to determine if a relationship exists between Algebra II grades and ACT Assessment mathematics content scores for all students and for each school, and to determine if a statistically significant difference occurred in the number of …

Are The Math Scores Of Students Who Are Taught Mathematics Utilizing The Methods Endorsed By The Alabama Math, Science, And Technology Initiative Affected?, Brenda Elise Jolly

Dissertations

Eighth-grade mathematics scores from 21 schools were compared pre-inception and post-inception of the Alabama Mathematics, Science, and Technology Initiative (AMSTI). Only the scores from schools which had 80% of their mathematics and science teachers trained at one Summer Institute were used, as these were considered to be true AMSTI schools. Results found the effects of AMSTI to be not statistically significant.

The second part of this research was conducted based upon 256 surveys from teachers attending their second Summer Institute of ASMTI training. Results found many school systems may hamper teachers' ability to plan and execute AMSTI lessons due to …

Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki

NERA Conference Proceedings 2008

This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.

A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans

NERA Conference Proceedings 2008

This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.

Imagine Math Day: Encouraging Secondary School Students And Teachers To Engage In Authentic Mathematical Discovery, Darryl H. Yong, Michael E. Orrison Jr.

All HMC Faculty Publications and Research

Research mathematicians and school children experience mathematics in profoundly different ways. Ask a group of mathematicians what it means to “do mathematics” and you are likely to get a myriad of responses: mathematics involves analyzing and organizing patterns and relationships, reasoning and drawing conclusions about the world, or creating languages and tools to describe and solve important problems. Students of mathematics often report “doing mathematics” as performing calculations or following rules. It’s natural that they see mathematics as monolithic rather than an evolving, growing, socially constructed body of knowledge, because most mathematical training in primary and secondary schools consists of …

Review Of Quantitative Reasoning: Tools For Today's Informed Citizen By A. Sevilla And K. Somers, Aaron G. Montgomery

Numeracy

Alicia Sevilla and Kay Somers, Quantitative Reasoning: Tools for Today’s Informed Citizen. (Emeryville CA: Key College Publishing, 2007). 626 pp. Softcover with Student CD. $79.95 (USA) ISBN 1-931914-90-1. http://www.keycollege.com/catalog/titles/quantitative_reasoning.html

From charts and graphs (Topic 1) to decision making (Topic 21), Quantitative Reasoning offers a good selection of topics that students in a general education mathematics course and other individuals in our society should understand. Organizing the 21 chapters (topics) under the headings of numerical reasoning, logical reasoning, and statistical reasoning, Sevilla and Somers focus their chapters on examples and devote the last 224 pages to 21 Excel activities. Parallel graphic-calculator …

Word Problems: Reflections On Embedding Quantitative Literacy In A Calculus Course, Gizem Karaali

Numeracy

Even though Quantitative Literacy (QL) programs are currently being developed and implemented in several colleges and universities, most schools still depend on traditional mathematics courses to reach their quantitative literacy goals. This note is a case study of how a traditional mathematics course sequence intended for students majoring in social and life sciences may be modified and adapted to at least partially fulfill the need in the absence of a stand-alone QL program. In particular, we focus on a freshman-level mathematics course sequence that serves various client departments. This sequence covers the traditional content of a first-year calculus sequence along …

Enhancing Precalculus Curricula With E-Learning: Implementation And Assessment, Janet Callahan, Seung Youn Chyung, Joanna Guild, William Clement, Joe Guarino, Doug Bullock, Cheryl Schrader

Materials Science and Engineering Faculty Publications and Presentations

During Fall semester of 2007, a semester-long, quasi-experimental study was conducted at Boise State University to investigate the effectiveness of a systematically sequenced and managed, self-paced e-learning activity on improving students’ academic performance and motivation. A total of 125 students enrolled in 3 different sections of a Precalculus class participated in the study. The e-learning activity was implemented in 2 of the 3 sections as a required homework assignment. Students enrolled in one of the 2 selected sections were all engineering majors. The 3^rd section was a control group that did not use the e-learning activity. A pre-test, measuring …

Attitudinal Study: The Interaction Of Students Taking Calculus And Prerequisite Courses While Participating In Peer Tutorials, Deborah Coleman Hannah

Middle-Secondary Education and Instructional Technology Dissertations

Bridging the achievement gap while improving overall performance in high school mathematics is a primary concern in the educational arena. A peer tutoring strategy was implemented to examine its effects on the achievement and attitude of African American students in mathematics courses. Vygotsky’s theory of social interaction and the Zone of Proximal Development served as the guide for this investigation involving 138 high school students. Dyads were formed by pairing 46 Algebra and Geometry students with 46 Advanced Placement Calculus students for after- school tutorial sessions. Forty-six members of a control group received no tutoring intervention. Participants completed a 25-item …

It's All About The Teachers: Bank Street's Math For Teachers As Professional Development, Robin Hummel

Graduate Student Independent Studies

This work describes a professional development initiative that was based on the graduate course, Mathematics for Teachers in Diverse and Inclusive Educational Settings (K-6), taught by Linda Metnetsky at Bank Street College of Education. The author wrote and implemented this professional development initiative for teachers in her former district: a large, middle class, suburban school district outside of Philadelphia. It consisted of six full day sessions, held from October through April during the 2004-05 school year. Eleven teachers from third, fourth, and fifth grades participated, and the impact of this professional development on two participants is the focus of this …

An Abstract Subject, Mashooque Ali Samo

Institute for Educational Development, Karachi

No abstract provided.

A Cognitive Model Of Algebra Achievement Among Undergraduate College Students, Tammy Daun Tolar

Communication Sciences and Disorders Dissertations

Algebra has been called a gatekeeper because proficiency in algebra allows access to educational and economic opportunities. Many students struggle with algebra because it is cognitively demanding. There is little empirical evidence concerning which cognitive factors influence algebra achievement. The purpose of this study was to test a cognitive model of algebra achievement among undergraduate college students. Algebra achievement was defined as the ability to manipulate algebraic expressions which is a substantial part of many algebra curriculums. The model included cognitive factors that past research has shown relate to overall math achievement. Other goals were to compare a cognitive model …

Teacher Video Clubs: A Method For Creating A Mathematical Discourse Community Through Collective Reflection, Nancy Jo Schafer

Communication Sciences and Disorders Dissertations

Although the reform movement in mathematics education has been very influential within colleges of education and among researchers, it has had less of an effect on mathematics education at the K-12 level (National Center for Educational Statistics, 1999). As a part of the reform movement, the National Council of Teachers of Mathematics (1991) recommends that teachers engage students in mathematical discourse. Given that situated learning theory suggests that reflection, particularly collective reflection, is necessary for professional development (Borko & Putnam, 1998; Lave & Wenger, 1991), this study examined the use of teacher video clubs as a space in which novice …

Teacher As Designer: A Framework For Teacher Analysis Of Mathematical Model-Eliciting Activities, Margret A. Hjalmarson, Heidi Diefes-Dux

Interdisciplinary Journal of Problem-Based Learning

The study investigated tool development by three middle school mathematics teachers. The tools they designed were intended to support the use of model-eliciting activities (a form of instruction related to problem-based learning) and particularly the students’ presentations of their solutions for the whole class. The study examined the design and purposes for the presentation tools and resulted in a framework for categorizing teachers’ purposes for tools.The framework addressed the unit of analysis for the tools (individual students or groups of students) and the nature of teachers’ purposes for the tools. Design research was used as a theoretical perspective for conducting …

Comparing Middle School General And Special Educators' Use Of Research-Based Instruction In Mathematics For Students With Learni, Shelby Robertson

Electronic Theses and Dissertations

The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded …

An Investigation Of The Effects Of Using Handhelds To Increasecomputational Speed By Enhancing Working Memory Forsecondary Stude, Marcey Kinney

Electronic Theses and Dissertations

Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average …

Effects Of Discussion And Writing On Student Understanding Of Mathematics Concepts, Joseph Roicki

Electronic Theses and Dissertations

For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks …

Dynamic Web Tools For Trigonometry, Steven J. Wilson

Innovations in Math Technology

In the last 20 years, computer technology having mathematical capability has been developed, improved, and become widely available, but textbook presentations are still largely free of any discussion that might require technology. Technology could be used in mathematical instruction for student drill and practice, for instructor demonstrations that promote conceptual understanding, or for the exploration of mathematical ideas, but software is often designed to be pedagogically generic, leaving its use to the creativity of the instructor. Technological solutions for local machines can be quite extensive, but cost and time constraints then limit availability for student use. The internet has the …

Effects On Student Performance Of Using Hands-On Activities To Teach Seventh Grade Students' Measurement Concepts, Darlene Hoke

Electronic Theses and Dissertations

Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observations. Results of this study showed that student performance on measurement tasks increased …

Culturally-Responsive Mathematics Pedagogy Through Complexivist Thinking, Wendy S. Nielsen, Cynthia Nicol, Jenipher Owuor

Faculty of Education - Papers (Archive)

This paper uses a complexity lens to consider the pedagogical project of culturally responsive mathematics. Need for new and different theoretical perspectives for Aboriginal education arise from chronic underachievement among Canada’s Aboriginal students. Culturally responsive mathematics pedagogy as a complex learning system allows a different view into the interrelationships and necessary conditions between culture, education and society, a view that aims to open new possibility for curriculum development, Aboriginal schooling and cultural renewal, while ensuring success for students.

Year 12 Students' And Higher Mathematics: Emerging Issues, Mohan Chinnappan, Stephen Dinham, Anthony J. Herrington, Dale Scott

Faculty of Education - Papers (Archive)

In order for young Australians to contribute to economic prosperity and remain competitive in a global market place, participation in higher and further education is essential. In this context, participation in mathematics, and in particular, higher mathematics, is an important prerequisite for young Australians to enable them to develop the range of skills that underpin a scientifically literate workforce. This is a report on a study in progress focusing on the fact that participation in mathematics study at higher levels to Year 12, and in universities in Australia, is in decline. We provide data on the specific nature of this …

Using Communication Techniques In The Low-Performing Mathematics Classroom: A Study Of Fractions,Decimals,Performance And Attitu, Pamela Guyton

Electronic Theses and Dissertations

Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.

The Assessment Of Mathematics And Science Teacher Quality, Patricia S. Moyer-Packenham, Johnna J. Bolyard, Anastasia Kitsantas, Hana Oh

Teacher Education and Leadership Faculty Publications

The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included …

A Review Of The Literature On Mathematics And Science Teacher Quality, Johnna J. Bolyard, Patricia S. Moyer-Packenham

Teacher Education and Leadership Faculty Publications

A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research …

Virtual Manipulatives Used By K-8 Teachers For Mathematics Instruction: Considering Mathematical, Cognitive, And Pedagogical Fidelity, Patricia S. Moyer-Packenham, Gwenanne Salkind, Johnna J. Bolyard

Teacher Education and Leadership Faculty Publications

This study examined teachers’ uses of virtual manipulatives across grades K-8 after participating in a professional development institute in which manipulatives and technology were the major resources used throughout all of the activities. Researchers analyzed 95 lesson summaries in which classroom teachers described their uses of virtual manipulatives during school mathematics instruction. The findings indicated that the content in a majority of the lessons focused on two National Council of Teachers of Mathematics (2000a) standards: Number & Operations and Geometry. Virtual geoboards, pattern blocks, base-10 blocks, and tangrams were the applets used most often by teachers. The ways teachers used …

Is Mathematics Created By Humans Or Is It Discovered By Humans? A Catholic Intellectual Perspective, Jason J. Molitierno

Presidential Seminar on the Catholic Intellectual Tradition

In this essay, Dr. Molitierno intends to show that not only is it appropriate to discuss the Catholic Intellectual Tradition in light of mathematics, the CIT can actually be exemplified in mathematics!

The Art Of Teaching Mathematics, Garikai Campbell, Jon T. Jacobsen, Aimee S A Johnson, Michael E. Orrison Jr.

All HMC Faculty Publications and Research

On June 10–12, 2007, Harvey Mudd College hosted A Conference on the Art of Teaching Mathematics. The conference brought together approximately thirty mathematicians from the Claremont Colleges, Denison, DePauw, Furman, Middlebury, Penn State, Swarthmore, and Vassar to explore the topic of teaching as an art. Assuming there is an element of artistic creativity in teaching mathematics, in what ways does it surface and what should we be doing to develop this creativity?

Mr. Bell, You Are Destroying Our Children!, David Rock

Perspectives In Learning

Is technology the wave of the future? Society says "YES" when it is convenient and educators respond with a multitude of answers. The use of technology in today's classroom has become a controversial curricular topic for those inside and outside the classroom. Why? I am sure that many of the same arguments used today against the use of technology in P-12 education are similar to those used during the past 100 years. Imagine the thousands of educators a hundred years ago that said, "The use of this new invention will destroy the writing ability of our children. There will be …

Pemberton Hydroelectric Power Station: A Teacher Resource, Les Pereira, Phil Gregory, Helen Kuehs, Amanda Draper, Jenny Staker, Rosalie Tomlinson, Christa Pereira

Research outputs pre 2011

This publication provides a resource for teachers of students in years seven to ten. Teachers are able to address a range of outcomes pertinent to the Western Australian curriculum within the context of the Pemberton Hydroelectric Power Station. The resource contains plans for four units of work, one in each of the following Learning Areas: Science, Mathematics, English, and Society and Environment.

The Effectiveness Of One Week Of Remediation For Geometry, Martha L. Hopkins

OTS Master's Level Projects & Papers

The purpose of this study was to explore how remediation affects SOL retake scores in geometry. The following hypothesis was developed to guide this study: Students who passed high school geometry, but failed the SOL test, will pass the SOL retest after completing the one-week Geometry SOL Remediation Recovery Program.