Open Access. Powered by Scholars. Published by Universities.®
Online and Distance Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 8 of 8
Full-Text Articles in Online and Distance Education
Providing Virtual Mathematics Feedback: Connecting Research To Practice, David Glassmeyer, Mary Colclasure, Laura Alevy
Providing Virtual Mathematics Feedback: Connecting Research To Practice, David Glassmeyer, Mary Colclasure, Laura Alevy
Georgia Educational Researcher
Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge – especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes.
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Mindfulness & Mindset: The Winning Combination? The Exploration Of The Unstuck Method® On Developmental Math Students: A Mixed Methods Study, Edite Birnbaum, Edith L. Birnbaum
Graduate Theses & Dissertations
Many students enter colleges having to take non-credit-bearing courses, and many do not pass these courses due to numerous factors, including anxiety and stress, especially in mathematics. Current literature shows how mindfulness-based interventions (Bamber, & Schneider, 2016; Dvořáková et al., 2017; Hidman, 2013; Miller et al. 2019; Regehr et al., 2013) and a growth mindset (Blackwell et al., 2007; Boaler et al., 2018; May, 2009) have a positive effect on student stress, anxiety, and academic success. This mixed-method study focused on the unSTUCK strategy’s impact, a mindfulness-inspired tool, on foundation math students. The unSTUCK strategy is a mindfulness-inspired program. The …
Lessons Learned From Creating Videos For Online Video-Based Instructional Modules In Mathematics Teacher Education, Patrick R. Lowenthal, Laurie O. Cavey
Lessons Learned From Creating Videos For Online Video-Based Instructional Modules In Mathematics Teacher Education, Patrick R. Lowenthal, Laurie O. Cavey
Educational Technology Faculty Publications and Presentations
Video can be a powerful tool, with a long history of use in teacher education. Despite the increased popularity of using video in teacher education over the years, questions remain about effective ways to create and use video in online video-based instructional modules. Given this, in this paper we describe some lessons learned creating videos for online video-based instructional modules for secondary mathematics teacher candidates, as a part of a National Science Foundation (NSF) IUSE program (Award No. 1726543) funded project. We specifically focus on how we recorded interviews with middle and high school students, and iteratively developed the online …
The Impact Of Computer-Based Programs On Middle School Math Achievement, Kenyatta Gilmore
The Impact Of Computer-Based Programs On Middle School Math Achievement, Kenyatta Gilmore
Doctoral Dissertations and Projects
The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated …
An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
Journal of Science Education for Students with Disabilities
This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …
Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams
Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams
Dissertations
This study examined the effectiveness of the Emporium Model in reducing math anxiety and in preparing developmental math students at a community college to be successful in College Algebra. The study involved 59 students enrolled in Intermediate Algebra at a community college and compared those in the Emporium class format to those in the Traditional class format. Participants completed a pre-post math anxiety rating scale questionnaire and a pre-post algebra readiness test to address the research questions of the study. Two mixed model ANOVAs were done and the findings showed that there was a significant difference in math anxiety level …
Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels
Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels
Journal of Science Education for Students with Disabilities
Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing knowledge and to learning. Educators in chemistry may be unaware of, or have limited awareness of, potential ambiguity in speaking chemistry and may speak chemistry ambiguously to their students. One purpose of this paper is to increase awareness of potential ambiguity in speaking chemistry and other STEM fields …
Examining Implementations Of Blended Learning In A K-12 Mathematics Classroom, Kelsey Waynick
Examining Implementations Of Blended Learning In A K-12 Mathematics Classroom, Kelsey Waynick
Honors Projects
In this research project, I investigated the effects on eighth grade students’ performances and perceptions throughout a blended learning experience by implementing a combination of face-to-face and online instructional strategies in an Algebra classroom. This blended experience was segmented into two units – a face-to-face unit and a blended unit – to allow for comparison within the participant group of high-achieving mathematics students. Edmodo, an online educational platform, was utilized to provide students with access to online resources at home during the blended unit. Students completed a series of three identical tests to quantitatively measure learning growth at designated checkpoints …