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Eighth Grade Mathematics Intervention: Improving Student Self-Esteem And Content Knowledge Of Targeted Mathematic Skills, Stephanie Hart
Eighth Grade Mathematics Intervention: Improving Student Self-Esteem And Content Knowledge Of Targeted Mathematic Skills, Stephanie Hart
Dissertations, Masters 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 9th grade. The purpose of this study is to identify strategies to reengage students by increasing their academic content knowledge in mathematics and boosting their self-esteem and sense of belonging in the school setting. The review of the literature …
Structural-Symbolic Translation Fluency: Reliability, Validity, And Usability, Matt C. Hoskins
Structural-Symbolic Translation Fluency: Reliability, Validity, And Usability, Matt C. Hoskins
Electronic Theses and Dissertations
Standardized formative mathematics assessments typically fail to capture the depth of current standards and curricula. Consequently, these assessments demonstrate limited utility for informing the instructional implementation choices of teachers. This problem is particularly salient as it relates to the mathematical problem solving process. The purpose of this study was to develop and evaluate the psychometric characteristics of Structural-Symbolic Translation Fluency, a curriculum-based measure (CBM) of mathematical problem solving. The development of the assessment was based on previous research describing the cognitive process of translation (Mayer, 2002) as well as mathematical concept development at the quantitative, structural, and symbolic levels (Dehaene, …
Student Perceptions Of Flipped Learning In A High School Math Classroom, Daniel Strohmyer
Student Perceptions Of Flipped Learning In A High School Math Classroom, Daniel Strohmyer
Walden Dissertations and Doctoral Studies
Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the …