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Full-Text Articles in Education
Integrating Mathematics, Science, And Literacy Into A Culturally Responsive Stem After-School Program, Shelli L. Casler-Failing, Alma D. Stevenson, Beverly A. King Miller
Integrating Mathematics, Science, And Literacy Into A Culturally Responsive Stem After-School Program, Shelli L. Casler-Failing, Alma D. Stevenson, Beverly A. King Miller
Current Issues in Middle Level Education
This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grade students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton’s laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on a topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and …
Supporting Middle School Students In Tier 2 Math Labs: Instructional Strategies, Emily C. Bouck, Jiyoon Park, Mary Bouck, Jim Alspaugh, Stacey Spitzley, Angela Buckland
Supporting Middle School Students In Tier 2 Math Labs: Instructional Strategies, Emily C. Bouck, Jiyoon Park, Mary Bouck, Jim Alspaugh, Stacey Spitzley, Angela Buckland
Current Issues in Middle Level Education
Response to Intervention (RtI) has become a common support system for students; yet, no universal RtI model exists, especially for mathematics and specifically at the middle school level. This article focuses on a specific model for delivering Tier 2 mathematics supports and services at the middle school level: math labs. Evidence–based and research–supported interventions are discussed that support the delivery of Tier 2 services within a middle school math lab RtI structure. A fictionalized vignette, drawing from multiple actual cases, is presented to highlight the use of a Tier 2 math lab within a middle school setting.
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
Georgia Educational Researcher
This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they …
“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 …
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 Youth Advocacy and Resilience Conference
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 hands-on 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.
Mastery Learning For 9th Grade Mathematics: Can The Self-Fulfilling Prophecy Close The Achievement Gap?, Rhonda Jeffries, Hope Reed
Mastery Learning For 9th Grade Mathematics: Can The Self-Fulfilling Prophecy Close The Achievement Gap?, Rhonda Jeffries, Hope Reed
National Youth Advocacy and Resilience Conference
This presentation critiques educational tracking as a default system of grouping that perpetuates inequities particularly for students most likely to experience challenges with academic achievement (Rubin & Noguera, 2004). The research explores the mastery learning method in 9th grade Algebra I CP to improve achievement for students who enter high school without Pre-Algebra skills.
Teacher Influence On Elementary School Students’ Participation In Science, Technology, Engineering, And Mathematics, Courtney Hartman
Teacher Influence On Elementary School Students’ Participation In Science, Technology, Engineering, And Mathematics, Courtney Hartman
Honors College Theses
The purpose of this study is to explore the influence of elementary school teachers on encouraging students’ interest and participation in Science, Technology, Engineering, and Mathematics. The researcher sought to understand what methods teachers use in their classrooms to encourage students to participate in STEM subjects and programs. This mixed methods study consisted of a questionnaire to collect quantitative data, as well as an interview of selected teachers who participated in the questionnaire to collect qualitative data. The data was analyzed to determine the overall perceptions of teachers regarding the importance of encouraging students to participate in STEM. The qualitative …
A Case Study Of How Ninth Grade Mathematics Students Construct Knowledge During A Productive Failure Model, Amy F. Westbrook Dr.
A Case Study Of How Ninth Grade Mathematics Students Construct Knowledge During A Productive Failure Model, Amy F. Westbrook Dr.
Georgia Educational Research Association Conference
The purpose of this qualitative study was to explain how ninth grade mathematics students at a rural high school in Georgia constructed knowledge through student talk when problem solving using Kapur’s (2012) productive failure design. An embedded case study design was used to understand how a group of students constructed knowledge through their use of talk, persistence during the task, and use of prior knowledge while working on a productive failure modeled task. Triangulation resulted from the collected data from multiple sources, which included videotaping, interviewing, and analyzing student artifacts. Utilization of the constructivist perspectives of Vygotsky (1934/1962), Piaget (1971), …
Is There A Difference In Motivation And Mathematics Self-Efficacy Among Online Mathematics Instructional Video Viewers, Charles Edgar Hampton
Is There A Difference In Motivation And Mathematics Self-Efficacy Among Online Mathematics Instructional Video Viewers, Charles Edgar Hampton
Instructional Technology Education Specialist Research Papers
Researching US K-12 STEM proficiency reveals severe and widespread consequences, for post-secondary and vocational environments. Sources in both environments cite lack of skills and competency as the major cause of increasing remedial mathematics enrollment and growing unemployment. One reasonable and simple method of better preparing students is the viewing online mathematics instructional videos. Online mathematics instructional videos are widely available, efficacious, and free to access via KhanAcademy.org and YouTube’s Education portal. Mobile, personal, and desktop technology device ownership and free WIFI or reduced price Internet service is increasing dramatically each year, so means of access are not a problem. This …
Classworks As A Means To Gaining Equity In The General Education Math Classroom: Perceptions Of Students Receiving Special Education Services, Diane Marshall
Classworks As A Means To Gaining Equity In The General Education Math Classroom: Perceptions Of Students Receiving Special Education Services, Diane Marshall
Electronic Theses and Dissertations
With the importance of math steadily increasing, researchers in the field of special education have made efforts to increase the performance of students with disabilities (Fuchs et al., 2008; Gersten, Jordan, & Flojo, 2005). Despite the deficits these students face, the trend has been for many years that most students with disabilities in math receive their instruction in the general education classroom. The purpose of this study was to examine the perceptions that students receiving special education services have regarding the effectiveness of Classworks, a computer-assisted instructional program, in helping them gain equity in the general education math classroom. Critical …
Equal Or Not? An Exploration Of Eighth-Grade Students' Experience Of Algebra, Janice L. Reyes
Equal Or Not? An Exploration Of Eighth-Grade Students' Experience Of Algebra, Janice L. Reyes
Electronic Theses and Dissertations
Over the past two decades, a considerable amount of algebra instruction nationwide has shifted from high school to middle school. In Georgia, all eighth-grade students have been required to take a course that is equivalent to about 80 percent of a traditional Algebra 1 course. The purpose of this qualitative study was to explore how a selected group of eighth-grade students in a suburban Georgia middle school experience algebra within the eighth grade mathematics curriculum. A qualitative research design was used to investigate students’ perceptions of algebra, the strategies employed by teachers to teach algebra, students’ difficulties with algebra, and …