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FullText Articles in Education
An Investigation Into Intermediate Grades Teachers' Noticing Of The Mathematical Quality Of Instruction, Krista Lynn Strand
An Investigation Into Intermediate Grades Teachers' Noticing Of The Mathematical Quality Of Instruction, Krista Lynn Strand
Dissertations and Theses
The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQIrelated features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQIrelated noticing as they go through a tenweek researchbased MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQIrelated features of instruction shift as they go through an MQIfocused professional development program? and (2) How do teachers approach the task ...
Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre
Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre
Eva Thanheiser
This Special Issue on the mathematical content knowledge of prospective elementary teachers (PTs) provides summaries of the extant peer‐reviewed research literature from 1978 to 2012 on PTs’ content knowledge across several mathematical topics, specifically whole number and operations, fractions, decimals, geometry and measurement, and algebra. Each topic‐specific summary of the literature is presented in a self‐contained paper, written by a subgroup of a larger Working Group that has collaborated across several years, resulting in this Special Issue sharing the final work. The authors hope this summative look at prospective teacher content knowledge will be of interest to ...
Mathematical Content Knowledge For Teaching Elementary Mathematics: A Focus On WholeNumber Concepts And Operations, Eva Thanheiser, Ian Whitacre, George J. Roy
Mathematical Content Knowledge For Teaching Elementary Mathematics: A Focus On WholeNumber Concepts And Operations, Eva Thanheiser, Ian Whitacre, George J. Roy
Mathematics and Statistics Faculty Publications and Presentations
This report represents part of a recent effort to summarize the state of knowledge of prospective elementary teachers' (PTs') mathematics content knowledge and the development thereof. Extensive reviews of the research literature were conducted by a recent PMENA Working Group across various content areas. This report focuses on whole number and operations. Research in this area is scarce. What we do know from the literature is that PTs' knowledge of whole number and operations is insufficient and in need of improvement. PTs reason about whole numbers and operations in ways that are tied to the standard algorithms. At the same ...
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, JaneJane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton
Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, And Where Do We Go?, Eva Thanheiser, Christine Browning, Alden Edson, JaneJane Lo, Ian Whitacre, Dana Olanoff, Crystal Morton
Mathematics and Statistics Faculty Publications and Presentations
The authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers' content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of ...
Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre
Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre
Mathematics and Statistics Faculty Publications and Presentations
This Special Issue on the mathematical content knowledge of prospective elementary teachers (PTs) provides summaries of the extant peer‐reviewed research literature from 1978 to 2012 on PTs’ content knowledge across several mathematical topics, specifically whole number and operations, fractions, decimals, geometry and measurement, and algebra. Each topic‐specific summary of the literature is presented in a self‐contained paper, written by a subgroup of a larger Working Group that has collaborated across several years, resulting in this Special Issue sharing the final work. The authors hope this summative look at prospective teacher content knowledge will be of interest to ...
Elementary Teacher Candidates' Images Of Mathematics, Diverse Students, And Teaching: An Exploratory Study With Implications For Culturally Responsive Mathematics Education, Bernd Richard Ferner
Elementary Teacher Candidates' Images Of Mathematics, Diverse Students, And Teaching: An Exploratory Study With Implications For Culturally Responsive Mathematics Education, Bernd Richard Ferner
Dissertations and Theses
Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, EuropeanAmerican culture (Gay, 2010). This socalled achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (LadsonBillings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a oneyear teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the ...
The Influence Of Choice In Manipulatives On Second Grade Students' Attitudes, Achievement, And Explanations Of TwoDigit Addition Concepts, Aryn Siegel
Electronic Theses and Dissertations
The purpose of this study was to improve my teaching practice, as well as my second grade students' success with twodigit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre and posttest results showed an overall shift toward more positive mathematics attitudes, as well as increased academic achievement with twodigit addition concepts. Students also demonstrated changes in ...
The Role Of Cognitive And Metacognitive Reading Comprehension Strategies In The Reading And Interpretation Of Mathematical Word Problem Texts Reading Clinicians' Perceptions Of Domain Relevance And Elementary Students' Cognitive Strategy Use, Taylar Brooke Clements
Electronic Theses and Dissertations
The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers’ perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students’ cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixthgrade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused ...
The Influence Of Virtual Manipulatives On Second Grader's Acquisition Of Place Value Concepts, Kay Jolicoeur
The Influence Of Virtual Manipulatives On Second Grader's Acquisition Of Place Value Concepts, Kay Jolicoeur
Electronic Theses and Dissertations
The purpose of this study was to examine my own practice of teaching place value and the influence virtual manipulatives had, in addition to physical manipulatives, on place value understanding of my second grade students. I wanted to see how adding a baseten computer applet might better meet the needs of all learners while also meeting the needs of today’s technological classroom. Through this study, I found that both physical and virtual manipulatives helped students acquire place value concepts. I found that virtual manipulatives had features that engaged students in a way that increased their mathematical language, increased students ...
The Effects Of A RatioBased Teaching Sequence On Performance In Fraction Equivalency For Students With Mathematics Disabilities, Jessica H. Hunt
The Effects Of A RatioBased Teaching Sequence On Performance In Fraction Equivalency For Students With Mathematics Disabilities, Jessica H. Hunt
Electronic Theses and Dissertations
This study examined the effects of a ratiobased supplemental teaching sequence on third grade students‘ equivalent fraction performance as measured by a curriculumbased measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratiobased teaching sequence. Both groups continued to receive textbook based instruction in fraction equivalency concepts in their regular mathematics classroom. Qualitative interviews were employed to further ...
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine Browning, Meg Moss, Tad Watanabe, Gina GarzaKling
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine Browning, Meg Moss, Tad Watanabe, Gina GarzaKling
Mathematics and Statistics Faculty Publications and Presentations
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.
Investigating Further Preservice Teachers’ Conceptions Of Multidigit Whole Numbers: Refining A Framework, Eva Thanheiser
Investigating Further Preservice Teachers’ Conceptions Of Multidigit Whole Numbers: Refining A Framework, Eva Thanheiser
Mathematics and Statistics Faculty Publications and Presentations
This study was designed to investigate preservice elementary school teachers’ (PSTs’) responses to written standard placevalueoperation tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and provided a fourcategory framework for PSTs’ conceptions, two correct and two incorrect. Previous findings are replicated for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts (i.e., all as 10 in addition ...
Mathematics, Technology, And Gender: Closing Gender Differences With A High School Web Site, Steven Lee Holifield
Mathematics, Technology, And Gender: Closing Gender Differences With A High School Web Site, Steven Lee Holifield
Theses Digitization Project
This project focuses on using technology to help motivate young females to make use of a high school web site to lesson anxieties and increase interest in mathematics and the use of technology. Additionally, it acts as a model to create an educational web site that brings about better communication within a community.
Integrating Internet Technology To Support Fraction Instruction In The Elementary Classroon, Melonie Ann Jacksin
Integrating Internet Technology To Support Fraction Instruction In The Elementary Classroon, Melonie Ann Jacksin
Theses Digitization Project
No abstract provided.
Math Moments: A Parents' Multimedia Guide For Tutoring K3 Students, Zola Jones Signs
Math Moments: A Parents' Multimedia Guide For Tutoring K3 Students, Zola Jones Signs
Theses Digitization Project
No abstract provided.
Mathematics Curriculum Implementation For The Sixth Grade, Steven Anthony Knap
Mathematics Curriculum Implementation For The Sixth Grade, Steven Anthony Knap
Theses Digitization Project
No abstract provided.
Manipulative Materials In Mathematics Instruction: Addressing Teacher Reluctance, Virginia Mae Johnson
Manipulative Materials In Mathematics Instruction: Addressing Teacher Reluctance, Virginia Mae Johnson
Theses Digitization Project
No abstract provided.
Assisting The Learning Disabled Through The Use Of Math Manipulatives, Joan Horton Mcbryde
Assisting The Learning Disabled Through The Use Of Math Manipulatives, Joan Horton Mcbryde
Theses Digitization Project
No abstract provided.
Administrative Strategies In Developing A RealLife Skills Mathematics Unit, Dorian A. Jones
Administrative Strategies In Developing A RealLife Skills Mathematics Unit, Dorian A. Jones
Theses Digitization Project
Average students  6th, 7th, 8th grades (middle schools)  Manipulatives and authentic materials  Administrative responsibilities.
A Study Of The Efficacy Of Logo Programming On The Achievement Of Fifth Grade Students, Linda Stathis
A Study Of The Efficacy Of Logo Programming On The Achievement Of Fifth Grade Students, Linda Stathis
Theses Digitization Project
No abstract provided.
A Teacher's Manual Of Manipulatives For The Fourth Grade, Richard F. Martin
A Teacher's Manual Of Manipulatives For The Fourth Grade, Richard F. Martin
Theses Digitization Project
No abstract provided.
Construction And Implementation Of An Individualized Math Program For Sixth Graders, Lynda Sylvia Hatch
Construction And Implementation Of An Individualized Math Program For Sixth Graders, Lynda Sylvia Hatch
Dissertations and Theses
The sixth grade teachers at Mooberry School in Hillsboro, Oregon were not pleased with the way they were teaching math. The students, grouped by ability, had a poor selfconcept about math and felt “locked into” one class.
During the summer of 1973, these teachers considered ways to change their math instruction. Reading was done to determine the most promising practice in math education in the United States. A successful approach to learning appeared to be individualized instruction, as is discussed in this paper. Many different individualized programs were studied, grouped into eleven general categories, and described in detail. The Mooberry ...
Subtraction   Whole Numbers When The Minuend Contains Fewer Units Than The Subtrahend, Naida Ruth Pino
Subtraction   Whole Numbers When The Minuend Contains Fewer Units Than The Subtrahend, Naida Ruth Pino
All Master's Theses
The purpose of the study was to answer the question: Which method or methods of teaching subtraction are being used in the elementary school today? An attempt also was made to answer the question: Why?