Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Theses/Dissertations

University of Iowa

Mathematics

Articles 1 - 5 of 5

Full-Text Articles in Education

Arithmetical Computation And Associated Neuropsychological Capabilities In Children, Adolescents, And Young Adults With Nonsyndromic Orofacial Clefts, Jon Willie Goodwin Iii Aug 2017

Arithmetical Computation And Associated Neuropsychological Capabilities In Children, Adolescents, And Young Adults With Nonsyndromic Orofacial Clefts, Jon Willie Goodwin Iii

Theses and Dissertations

Orofacial clefts are a group of congenital craniofacial deformities characterized by structural defects within and around the oral cavity. While some orofacial clefts are associated with an identifiable genetic or teratogenic syndrome, most are isolated or nonsyndromic. It has been well-documented that children born with nonsyndromic cleft lip and/or palate (NCL/P) are at-risk for poorer academic outcomes, especially within reading. Research into the cognitive functioning of patients with NCL/P has demonstrated that auditory-verbal memory and rapid naming are significant neuropsychological predictors of their lower reading achievement. Despite a solid compendium of research into the reading outcomes of ...


Mathematics Development In Spanish-Speaking English Language Learners, Shaun Wilkinson Aug 2017

Mathematics Development In Spanish-Speaking English Language Learners, Shaun Wilkinson

Theses and Dissertations

Schools are required by law to identify and support English Language Learner (ELL) students. However, ELL students across grade levels consistently score well below their English-proficient peers in math. Because of this, it is imperative that the literature on effective instruction for these students remain current. Research that is available in this area has demonstrated positive relations between early ELL math performance and several demographic and school factors, including: socioeconomic status (SES), primary language proficiency, English proficiency, high-quality computer instruction, heterogeneous achievement grouping, bilingual instruction, use of cooperative learning activities, all-day kindergarten programs (as opposed to half-day), and school settings ...


Teachers' Use Of Reasoning-Based Questions In Procedural And Conceptual Lessons, Jessica L. Jensen May 2017

Teachers' Use Of Reasoning-Based Questions In Procedural And Conceptual Lessons, Jessica L. Jensen

Theses and Dissertations

Recent research shows that teachers’ level of Mathematical Knowledge for Teaching (MKT) and their beliefs about teaching and learning effect teaching practices and student achievement. Higher levels of MKT typically lead to more effective teaching abilities in terms of helping students make meaning of mathematical concepts, but beliefs seem to be a mediating factor in this relationship. One specific teaching practice that can help guide students through this meaning making is questioning. Although it is known that MKT and beliefs play an important role in outcomes of teacher practices, the effects of these factors on teachers’ ability to ask meaningful ...


A Qualitative Study Of Secondary Mathematics Teachers' Questioning, Responses, And Perceived Influences, Melissa Joan Mcaninch May 2015

A Qualitative Study Of Secondary Mathematics Teachers' Questioning, Responses, And Perceived Influences, Melissa Joan Mcaninch

Theses and Dissertations

The purpose of this study was to examine secondary mathematics teachers' questioning, responses, and perceived influences upon their instructional decisions regarding questioning and response to students' ideas. This study also compared the questioning practices, responses, and influences of beginning teachers to more experienced teachers. Previous studies on teacher quality in mathematics education have focused on general characteristics of mathematics teachers' instructional practice including a broad range of instructional strategies. Little is known about mathematics teachers' questioning practices and responses to students' ideas that research has repeatedly reported are critical to student mathematics learning in secondary classrooms. Furthermore, it is not ...


Self-Regulatory Training For Helping Students With Special Needs To Learn Mathematics, Yanrong Kang Jul 2010

Self-Regulatory Training For Helping Students With Special Needs To Learn Mathematics, Yanrong Kang

Theses and Dissertations

Previous research suggests that self-regulation interventions are effective in improving students' self-regulatory skill and school performance in a wide variety of educational domains. Inspired by social cognitive theory (Schunk & Zimmerman, 1997) and goal setting theory (Locke & Latham, 1990), I designed, implemented, and examined the beneficial impact of a two-part intervention to teacher effective self-regulation (i.e., goal setting and self-reflection) of 62 high school students with special needs (40 males, 22 females) during in-class math instruction. Results indicate that the two-part intervention led to high self-efficacy judgments and to better math performance compared to students with special needs who were ...