Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Taylor University (340)
- Claremont Colleges (292)
- University of South Florida (83)
- Ursinus College (47)
- University of Nebraska - Lincoln (34)
-
- Selected Works (15)
- Ateneo de Manila University (14)
- Sacred Heart University (14)
- Central Washington University (11)
- Western Michigan University (11)
- University of Northern Iowa (10)
- Montclair State University (9)
- St. John Fisher University (9)
- City University of New York (CUNY) (8)
- University of Wisconsin Milwaukee (8)
- Walden University (8)
- College of Saint Benedict and Saint John's University (7)
- Georgia Southern University (7)
- Illinois Math and Science Academy (6)
- Illinois State University (6)
- Boise State University (5)
- Kennesaw State University (5)
- Liberty University (5)
- Old Dominion University (5)
- University of Texas at El Paso (5)
- Utah State University (5)
- East Tennessee State University (4)
- Portland State University (4)
- Prairie View A&M University (4)
- Technological University Dublin (4)
- Keyword
-
- Mathematics (89)
- Assessment (33)
- Quantitative literacy (32)
- Education (29)
- Classroom practice (24)
-
- Mathematics education (23)
- Educational resource (21)
- Statistics (21)
- Calculus (18)
- Quantitative reasoning (16)
- Policy (15)
- Geometry (14)
- Numeracy (14)
- Teaching (14)
- STEM (13)
- Pedagogy (11)
- Algebra (10)
- Curriculum (10)
- Faculty development (10)
- Technology (10)
- Differential equations (9)
- Math (8)
- Mathematics Education (8)
- Natural science (8)
- Quantitative Literacy (8)
- Social science (8)
- Problem solving (7)
- QL/QR centers (7)
- Math anxiety (6)
- Mathematical modeling (6)
- Publication Year
- Publication
-
- Humanistic Mathematics Network Journal (168)
- Numeracy (80)
- Journal of Humanistic Mathematics (58)
- CODEE Journal (46)
- ACMS Conference Proceedings 2013 (30)
-
- Department of Mathematics: Dissertations, Theses, and Student Research (27)
- ACMS Conference Proceedings 2011 (26)
- ACMS Conference Proceedings 2019 (26)
- ACMS Conference Proceedings 2015 (23)
- ACMS Conference Proceedings 2017 (22)
- Mathematics Faculty Publications (21)
- ACMS Conference Proceedings 2005 (20)
- ACMS Conference Proceedings 2009 (20)
- ACMS Conference Proceedings 2007 (18)
- ACMS Conference Proceedings 2003 (17)
- Number Theory (16)
- ACMS Conference Proceedings 1997 (15)
- ACMS Conference Proceedings 2001 (14)
- ACMS Conference Proceedings 1977 (13)
- ACMS Conference Proceedings 1999 (13)
- Analysis (13)
- Faculty Publications (13)
- ACMS Conference Proceedings 1981 (12)
- ACMS Conference Proceedings 1995 (12)
- Mathematics Newsletter (12)
- ACMS Conference Proceedings 1979 (11)
- All HMC Faculty Publications and Research (11)
- Theses and Dissertations (11)
- ACMS Conference Proceedings 1989 (10)
- ACMS Conference Proceedings 1991 (10)
- Publication Type
Articles 31 - 60 of 1091
Full-Text Articles in Science and Mathematics Education
Synesthesia: 3.1415... Orange.Whiteperiwinklewhiteblue..., Shelly Sheats Harkness, Bethany A. Noblitt, Nicole Giesbers
Synesthesia: 3.1415... Orange.Whiteperiwinklewhiteblue..., Shelly Sheats Harkness, Bethany A. Noblitt, Nicole Giesbers
Journal of Humanistic Mathematics
In this paper we address the questions: What is synesthesia? What support(s) can teachers provide for their students who have synesthesia? Nicole, a future mathematics teacher who possesses this synesthesia “superpower”, describes how it impacted her learning. We collected data for this case study through an audio-recorded and transcribed interview, as well as from subsequent email correspondence between the three authors. We asked Nicole three kinds of questions: questions she is frequently asked, questions she would like to be asked, and questions teachers (like Shelly and Beth) might ask. Results indicate that synesthesia may have helped Nicole learn English as …
“I Got You”: Centering Identities And Humanness In Collaborations Between Mathematics Educators And Mathematicians, Anne M. Marshall, Sarah Sword, Mollie Applegate, Steven Greenstein, Terrance Pendleton, Kamuela E. Yong, Michael Young, Jennifer A. Wolfe, Theodore Chao, Pamela E. Harris
“I Got You”: Centering Identities And Humanness In Collaborations Between Mathematics Educators And Mathematicians, Anne M. Marshall, Sarah Sword, Mollie Applegate, Steven Greenstein, Terrance Pendleton, Kamuela E. Yong, Michael Young, Jennifer A. Wolfe, Theodore Chao, Pamela E. Harris
Journal of Humanistic Mathematics
Existing literature widely reports on the value of collaborations between mathematicians and mathematics educators, and also how complex those collaborations can be. In this paper, we report on four collaborations that sought to address what mathematics is and who gets to do it. Drawing on the literature and from the careful and intentional work of the collaborators, we offer a framework to capture the richness of those collaborations – one that acknowledges the importance of acknowledging and welcoming the extensive personal and professional experience of each person involved in the collaboration – and a look at how collaborations built with …
An Introduction To The Algebra Revolution, Art Bardige
An Introduction To The Algebra Revolution, Art Bardige
Numeracy
Bardige, Art. 2022. The Algebra Revolution: How Spreadsheets Eliminate Algebra 1 to Transform Education; (Bookbaby) 135 pp. UNSPSC 55111505.
The Algebra Revolution: How Spreadsheets Eliminate Algebra 1 to Transform Education argues that Algebra 1 can be eliminated by teaching mathematics through spreadsheets. Such a change would eliminate the greatest roadblock to student achievement.
Lagrange’S Study Of Wilson’S Theorem, Carl Lienert
Lagrange’S Study Of Wilson’S Theorem, Carl Lienert
Number Theory
No abstract provided.
Lagrange’S Proof Of The Converse Of Wilson’S Theorem, Carl Lienert
Lagrange’S Proof Of The Converse Of Wilson’S Theorem, Carl Lienert
Number Theory
No abstract provided.
Lagrange’S Proof Of Wilson’S Theorem—And More!, Carl Lienert
Lagrange’S Proof Of Wilson’S Theorem—And More!, Carl Lienert
Number Theory
No abstract provided.
Lagrange’S Alternate Proof Of Wilson’S Theorem, Carl Lienert
Lagrange’S Alternate Proof Of Wilson’S Theorem, Carl Lienert
Number Theory
No abstract provided.
Special Case Of Partial Fraction Expansion With Laplace Transform Application, Laurie A. Florio, Ryan D. Hanc
Special Case Of Partial Fraction Expansion With Laplace Transform Application, Laurie A. Florio, Ryan D. Hanc
CODEE Journal
Partial fraction expansion is often used with the Laplace Transforms to formulate algebraic expressions for which the inverse Laplace Transform can be easily found. This paper demonstrates a special case for which a linear, constant coefficient, second order ordinary differential equation with no damping term and a harmonic function non-homogeneous term leads to a simplified partial fraction expansion due to the decoupling of the partial fraction expansion coefficients of s and the constant coefficients. Recognizing this special form can allow for quicker calculations and automation of the solution to the differential equation form which is commonly used to model physical …
Du Undergraduate Showcase: Research, Scholarship, And Creative Works, Caitlyn Aldersea, Justin Bravo, Sam Allen, Anna Block, Connor Block, Emma Buechler, Maria De Los Angeles Bustillos, Arianna Carlson, William Christensen, Olivia Kachulis, Noah Craver, Kate Dillon, Muskan Fatima, Angel Fernandes, Emma Finch, Colleen Cassidy, Amy Fishman, Andrea Francis, Stacia Fritz, Simran Gill, Emma Gries, Rylie Hansen, Shannon Powers, Jacqueline Martinez, Zachary Harker, Ashley Hasty, Mykaela Tanino-Springsteen, Kathleen Hopps, Adelaide Kerenick, Colin Kleckner, Ci Koehring, Elijah Kruger, Braden Krumholz, Maddie Leake, Lyneé Alves, Seraphina Loukas, Yatzari Lozano Vazquez, Haley Maki, Emily Martinez, Sierra Mckinney, Mykaela Tanino-Springsteen, Audrey Mitchell, Kipling Newman, Audrey Ng, Megan Lucyshyn, Andrew Nguyen, Stevie Ostman, Casandra Pearson, Alexandra Penney, Julia Gielczynski, Tyler Ball, Anna Rini, Christina Rorres, Simon Ruland, Helayna Schafer, Emma Sellers, Sarah Schuller, Claire Shaver, Kevin Summers, Isabella Shaw, Madison Sinar, Claudia Pena, Apshara Siwakoti, Carter Sorensen, Madi Sousa, Anna Sparling, Alexandra Revier, Brandon Thierry, Dylan Tyree, Maggie Williams, Lauren Wols
Du Undergraduate Showcase: Research, Scholarship, And Creative Works, Caitlyn Aldersea, Justin Bravo, Sam Allen, Anna Block, Connor Block, Emma Buechler, Maria De Los Angeles Bustillos, Arianna Carlson, William Christensen, Olivia Kachulis, Noah Craver, Kate Dillon, Muskan Fatima, Angel Fernandes, Emma Finch, Colleen Cassidy, Amy Fishman, Andrea Francis, Stacia Fritz, Simran Gill, Emma Gries, Rylie Hansen, Shannon Powers, Jacqueline Martinez, Zachary Harker, Ashley Hasty, Mykaela Tanino-Springsteen, Kathleen Hopps, Adelaide Kerenick, Colin Kleckner, Ci Koehring, Elijah Kruger, Braden Krumholz, Maddie Leake, Lyneé Alves, Seraphina Loukas, Yatzari Lozano Vazquez, Haley Maki, Emily Martinez, Sierra Mckinney, Mykaela Tanino-Springsteen, Audrey Mitchell, Kipling Newman, Audrey Ng, Megan Lucyshyn, Andrew Nguyen, Stevie Ostman, Casandra Pearson, Alexandra Penney, Julia Gielczynski, Tyler Ball, Anna Rini, Christina Rorres, Simon Ruland, Helayna Schafer, Emma Sellers, Sarah Schuller, Claire Shaver, Kevin Summers, Isabella Shaw, Madison Sinar, Claudia Pena, Apshara Siwakoti, Carter Sorensen, Madi Sousa, Anna Sparling, Alexandra Revier, Brandon Thierry, Dylan Tyree, Maggie Williams, Lauren Wols
DU Undergraduate Research Journal Archive
DU Undergraduate Showcase: Research, Scholarship, and Creative Works
Curriculum Connectivity In Montclair State University’S Undergraduate Mathematics Program, Ana G. Da Silva Jesus
Curriculum Connectivity In Montclair State University’S Undergraduate Mathematics Program, Ana G. Da Silva Jesus
Theses, Dissertations and Culminating Projects
According to Piaget’s cognitive development theory and the constructivism learning theory of education, real learning occurs when students establish long term connections between disciplines by either adapting or redefining previously acquired knowledge. These ideologies have important teaching and learning implications that directly influence curriculum development and the design of a course of study. This thesis explores the interconnectedness of the subjects required for the successful completion of an undergraduate math program at Montclair State University. More specifically, it models students’ unique connections through a learning network and investigates the correlation between the interconnectivity of subjects and students’ overall performance. Results …
Propuesta De Un Modelo De Enseñanza En Las Matemáticas Enfocado En La Solución De Problemas En El Nivel Secundario En Puerto Rico, Carlos J. Colon Rivera
Propuesta De Un Modelo De Enseñanza En Las Matemáticas Enfocado En La Solución De Problemas En El Nivel Secundario En Puerto Rico, Carlos J. Colon Rivera
Theses and Dissertations
El propósito del estudio fue proponer un modelo educativo enfocado en la solución de problemas matemáticos en el nivel secundario, y se realizó la revisión sistemática para evaluarlo. El marco teórico incluyó teorías heurísticas y modelos educativos. La metodología de seis fases que se empleó en este estudio, incluyendo la formulación de preguntas investigativas, búsqueda de literatura, selección de investigaciones, levantamiento de información, análisis y resumen de resultados y exposición y discusión de estos. Se siguieron guías para revisiones sistemáticas y criterios de inclusión y exclusión para evaluar la efectividad de modelos didácticos en la disciplina de matemáticas con énfasis …
A Growth Mindset: Fostering Resilience And Success In The Middle School Mathematics Classroom, Mary Jicha
A Growth Mindset: Fostering Resilience And Success In The Middle School Mathematics Classroom, Mary Jicha
Liberty University Research Week
Undergraduate
Applied
Area Activity, Admin Stem For Success
Area Activity, Admin Stem For Success
STEM for Success Showcase
Lesson plan to teach students about area including an activity plan, activity description, activity video, and additional activity materials
Using Visual Imagery To Develop Multiplication Fact Strategies, Gina Kling
Using Visual Imagery To Develop Multiplication Fact Strategies, Gina Kling
Dissertations
The learning of basic facts, or the sums and products of numbers 0–10 and their related differences and quotients, has always been a high priority for elementary school teachers. While memorization of basic facts has been a hallmark of elementary school, current recommendations focus on a more nuanced development of fluency with these facts. Fluency is characterized by the ability to demonstrate flexibility, accuracy, efficiency, and appropriate strategy use. Despite recommendations to focus on strategy use, there is insufficient information on instructional approaches that are effective for developing strategies, particularly for multiplication facts. Using visual imagery with dot patterns has …
Problem Of The Week: A Student-Led Initiative To Bring Mathematics To A Broader Audience, Jordan M. Sahs, Brad Horner
Problem Of The Week: A Student-Led Initiative To Bring Mathematics To A Broader Audience, Jordan M. Sahs, Brad Horner
UNO Student Research and Creative Activity Fair
Problem of the Week (POW!) is a weekly undergraduate mathematics competition hosted by two graduate students from the UNO Math Department. It started with the goal to showcase variety, creativity, and intrigue in math to those who normally feel math is dry, rote, and formulaic. Problems shine light on both hidden gems and popular recreational math, both math history and contemporary research, both iconic topics and nontraditional ones, both pure abstraction and real-world application. Now POW! aims to increase availability and visibility in Omaha and beyond. Select problems from Fall 2021 to Spring 2023 are highlighted here: these received noteworthy …
Lessons From Human Experience: Teaching A Humanities Course Made Me A Better Math Teacher, Erin Griesenauer
Lessons From Human Experience: Teaching A Humanities Course Made Me A Better Math Teacher, Erin Griesenauer
Journal of Humanistic Mathematics
As a professor at a Liberal Arts college, I recently taught a General Education course called Human Experience. Far from my normal experiences in the mathematics classroom, in Human Experience I was tasked with teaching topics from the humanities, including art, philosophy, history, and political science. Teaching this course was challenging, but it was also transformative. Teaching a course so far from my background gave me the opportunity to experiment with different pedagogical techniques and to reflect on how I set up my math classes. I learned many lessons that I have brought back to my math classes—lessons that have …
Human-Machine Collaboration In The Teaching Of Proof, Gila Hanna, Brendan P. Larvor, Xiaoheng (Kitty) Yan
Human-Machine Collaboration In The Teaching Of Proof, Gila Hanna, Brendan P. Larvor, Xiaoheng (Kitty) Yan
Journal of Humanistic Mathematics
This paper argues that interactive theorem provers (ITPs) could play an important role in fostering students’ appreciation and understanding of proof and of mathematics in general. It shows that the ITP Lean has three features that mitigate existing difficulties in teaching and learning mathematical proof. One is that it requires students to identify a proof strategy at the start. The second is that it gives students instant feedback while allowing them to explore with maximum autonomy. The third is that elementary formal logic finds a natural place in the activity of creating proofs. The challenge in using Lean is that …
The Roles Of Mathematical Metaphors And Gestures In The Understanding Of Abstract Mathematical Concepts, Omid Khatin-Zadeh, Zahra Eskandari, Danyal Farsani
The Roles Of Mathematical Metaphors And Gestures In The Understanding Of Abstract Mathematical Concepts, Omid Khatin-Zadeh, Zahra Eskandari, Danyal Farsani
Journal of Humanistic Mathematics
When a new mathematical idea is presented to students in terms of abstract mathematical symbols, they may have difficulty to grasp it. This difficulty arises because abstract mathematical symbols do not directly refer to concretely perceivable objects. But, when the same content is presented in the form of a graph or a gesture that depicts that graph, it is often much easier to grasp. The process of solving a complex mathematical problem can also be facilitated with the use of a graphical representation. Transforming a mathematical problem or concept into a graphical representation is a common problem solving strategy, and …
Introducing Systems Via Laplace Transforms, Ollie Nanyes
Introducing Systems Via Laplace Transforms, Ollie Nanyes
CODEE Journal
The purpose of this note is to show how to move from Laplace Transforms to a brief introduction to two dimensional systems of linear differential equations with only basic matrix algebra.
Math Department 2022-2023 Newsletter, Mathematics Department
Math Department 2022-2023 Newsletter, Mathematics Department
Mathematics Newsletter
Welcome to our annual Mathematics Department Newsletter. We had an exciting year with many activities and accomplishments. Our students have received awards, attended conferences, conducted research, and have really contributed to the life of the department. Our faculty have had many accomplishments in teaching and scholarship. We conducted several events such as Alumni Night, hosted a guest speaker for the university community, had our Pi Mu Epsilon induction and awards ceremony, and much more. We have heard from several alumni and are happy to report what they are doing. Our Math Club has been becoming more active. On the curriculum …
How Elementary Teachers Implement The Eureka Mathematics Curriculum To Improve Mathematics Outcomes, Shannell A. Swan-Clarke
How Elementary Teachers Implement The Eureka Mathematics Curriculum To Improve Mathematics Outcomes, Shannell A. Swan-Clarke
Walden Dissertations and Doctoral Studies
Many states use research-based mathematics curricula as an instructional tool to improve mathematics performance outcomes on state assessment scores. The problem was that despite the implementation of a research-based curriculum, students at XYZ Elementary School (pseudonym) had underperformed on the Partnership for Assessment of Readiness for College and Careers standardized mathematics tests since 2018. The purpose of this basic qualitative study was to discover the implementation practices of teachers using the Eureka Mathematics Curriculum to improve student outcomes at XYZ Elementary School. Dewey’s experiential learning theory was used to support and explore ideas involving the influences of curriculum implementation on …
Understanding And Advancing College Students' Mathematical Reasoning Using Collaborative Argumentation, Rachel Kay Heili
Understanding And Advancing College Students' Mathematical Reasoning Using Collaborative Argumentation, Rachel Kay Heili
MSU Graduate Theses
This study explored students’ mathematical reasoning skills and offered supports to advance them through a collaborative argumentation framework in a college intermediate algebra class. The goals of this study were to make observations about student reasoning, identify specific actions to address those observations, and document student growth in reasoning as a result of those actions. An iterative analysis, mixed method study was conducted in which the researcher engaged students in responding to questions that required conceptual understandings using a collaborative argumentation framework as a tool to identify and code components of their responses—claim, evidence, and reasoning. After coding and analyzing …
How Elementary Teachers Implement The Eureka Mathematics Curriculum To Improve Mathematics Outcomes, Shannell A. Swan-Clarke
How Elementary Teachers Implement The Eureka Mathematics Curriculum To Improve Mathematics Outcomes, Shannell A. Swan-Clarke
Walden Dissertations and Doctoral Studies
Many states use research-based mathematics curricula as an instructional tool to improve mathematics performance outcomes on state assessment scores. The problem was that despite the implementation of a research-based curriculum, students at XYZ Elementary School (pseudonym) had underperformed on the Partnership for Assessment of Readiness for College and Careers standardized mathematics tests since 2018. The purpose of this basic qualitative study was to discover the implementation practices of teachers using the Eureka Mathematics Curriculum to improve student outcomes at XYZ Elementary School. Dewey’s experiential learning theory was used to support and explore ideas involving the influences of curriculum implementation on …
A View Into Secondary Education Mathematics, Thomas Krieger Jr.
A View Into Secondary Education Mathematics, Thomas Krieger Jr.
Honors Theses
Teaching methods, and the effects they can have on students, are important to consider for a classroom because when teaching you should allow for every student to have an opportunity. Every student should feel encouraged in the classroom, however not every method may allow for that. An important task for a teacher is to find out how to reach their students in their classroom; be it adapting methods or choosing when to implement one item over another. This task differs with every student that enters the classroom as no student is the same. Every students’ differences stem from their academic …
A Generalized Method Of Undetermined Coefficients, James S. Cook, William J. Cook
A Generalized Method Of Undetermined Coefficients, James S. Cook, William J. Cook
CODEE Journal
The method of undetermined coefficients is used to solve constant coefficient nonhomogeneous differential equations whose forcing function is itself the solution of a homogeneous constant coefficient differential equation. In this paper, we show that the classical methods for tackling constant coefficient equations, including the method of undetermined coefficients, generalize to much wider class linear differential equations which, for example, include Cauchy-Euler type equations. This general method includes an explicit construction of the fundamental solution sets of such equations. We also briefly consider where this method can be applied by producing the most general second and third order differential equations that …
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
Journal of Practitioner Research
Whole group math talks, or number talks, are a common practice to get students talking about their own understanding of mathematical concepts. The purpose of this study was to implement math talks in small group settings to see what would happen, specifically to students’ conceptual understanding as well their general perceptions of math talks. This study took place in a fourth-grade math classroom, and math talks were implemented with the whole class for a week and then moved to small groups for the remaining three weeks of the study. During the study, a pre-and post-assessment was given, field notes were …
Investigating Elementary School Students’ Reasoning About Dynamic Angles, Erell Germia
Investigating Elementary School Students’ Reasoning About Dynamic Angles, Erell Germia
Theses, Dissertations and Culminating Projects
Angle measurement is a significant topic in almost all areas of mathematics learning and also in many disciplines outside mathematics education, such as engineering and architecture. According to the literature, there are three common conceptions of angles – as union of rays, rotations, and wedges. Researchers argued that students must consider these three angle concepts together to construct a meaningful understanding of angles. However, the curriculum standards for mathematics often present these angle conceptions separately to students, probably resulting in a fragmented understanding of the angle concept. In addition to this problem, the research literature documents multiple alternative conceptions that …
Mathematics Education As Dystopia: A Future Beyond, Peter Appelbaum, Charoula Stathopoulou, Constantinos Xenofontos
Mathematics Education As Dystopia: A Future Beyond, Peter Appelbaum, Charoula Stathopoulou, Constantinos Xenofontos
Journal of Humanistic Mathematics
We argue that scholars and practitioners of mathematics education need to find new directions through recognition of its dystopic characteristics, and embrace these characteristics as both the source of challenges and method of response. This contrasts with the generally utopic approach of most scholarship in the field. We offer critical ethnomathematics education as a model, since it has its own origins in lingering dystopic legacies. A perpetual hopelessness and disempowerment is one implicit curriculum of contemporary mathematics education, where the mathematics one learns might help to describe things, yet hardly assists in transforming the reification of power and agency in …
Higher Meanings: A Speaker Series Connecting Mathematics And Religion, Lawrence M. Lesser, Patricia S. Barrientos, Ben Zeidman
Higher Meanings: A Speaker Series Connecting Mathematics And Religion, Lawrence M. Lesser, Patricia S. Barrientos, Ben Zeidman
Journal of Humanistic Mathematics
An innovative grant-funded general adult audiences international speaker series on connections between mathematics and religion yielded six 2021 (now archived) presentations. We share reflections and lessons learned, informed by two sets of surveys.
Benny, Barbara, And The Ethics Of Edtech, Geillan Aly
Benny, Barbara, And The Ethics Of Edtech, Geillan Aly
Journal of Humanistic Mathematics
Erlwanger (1973) shook the mathematics education world when he introduced Benny, a student who successfully worked through a behavioristic curriculum. Erlwanger showed how far removed Benny’s understanding of mathematics was from expectations. Erlwanger’s legacy is the basis for this comparative case study which explores students’ actions in the modern, in-class computer-centered emporium classroom. Many striking similarities are found between Pearson’s MyMathLabs (MML) and Benny’s Individually Prescribed Instruction curriculum. In this case study we meet Barbara, a student who succeeds in MML but shows little understanding of mathematical concepts and demonstrates that the legacy of Benny is his continued appearance in …