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

Science and Mathematics Education Commons™

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

Secondary Education

PDF

Mathematics

Institution
Publication Year
Publication
Publication Type

Articles 31 - 45 of 45

Full-Text Articles in Science and Mathematics Education

The Impact Of Tracking Students In Mathematics On Middle School Student Achievement Outcomes, David P. Glasner Jan 2018

The Impact Of Tracking Students In Mathematics On Middle School Student Achievement Outcomes, David P. Glasner

ETD Archive

The purpose of this study was to explore whether and how tracking structures in mathematics courses at the middle school level relate to differences in achievement between white and black students. This study used propensity score matching to compare the achievement outcomes of students enrolled in advanced mathematics classes, with students of comparable ability and background enrolled in grade-level math classes. The study sample was comprised of 1,510 students. Results from the study show that enrollment in an advanced-math course was associated with statistically significant improvement in math achievement for average-ability students. In addition, study results show that increases in …

Go to article

Student-Created Test Sheets, Samuel Laderach Apr 2017

Student-Created Test Sheets, Samuel Laderach

Honors Projects

Assessment plays a necessary role in the high school mathematics classroom, and testing is a major part of assessment. Students often struggle with mathematics tests and examinations due to math and test anxiety, a lack of student learning, and insufficient and inefficient student preparation. Practice tests, teacher-created review sheets, and student-created test sheets are ways in which teachers can help increase student performance, while ridding these detrimental factors. Student-created test sheets appear to be the most efficient strategy, and this research study examines the effects of their use in a high school mathematics classroom.

Go to article

Volume 7, Issue 1, Catherine Scott Apr 2017

Volume 7, Issue 1, Catherine Scott

Catalyst: A Social Justice Forum

The Science, Technology, Engineering, and Mathematics (STEM) field is greatly promoted as a career path for students in recent years, and the demand for individuals specializing in STEM disciplines is expected to rise. Often, when considering STEM, one thinks of careers related to medicine, laboratory settings, or the pure sciences. However, in examining only these aspects of STEM, we may errantly overlook the impacts that P-20 education may have in using STEM as a means for improving student lives. One unique aspect of STEM is its role in helping to improve our well being as individuals and society as a …

Go to article

A Study Of Perceptions Of Math Mindset, Math Anxiety, And View Of Math By Young Adults, Tami L. Hocker Apr 2017

A Study Of Perceptions Of Math Mindset, Math Anxiety, And View Of Math By Young Adults, Tami L. Hocker

Doctor of Education (Ed.D)

This study’s purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain growth and learning supported by positive math mindset. Young adult public charter high school at-risk students were surveyed before and after completion of the experimental intervention to measure their perceptions in the domains of Math Mindset, Math Anxiety, and View of Math. The results revealed significant …

Go to article

Sfl In The Secondary Classroom: Writing Procedural Recounts To Describe Thinking When Solving Algebraic Equations, Theresa Brunker Apr 2017

Sfl In The Secondary Classroom: Writing Procedural Recounts To Describe Thinking When Solving Algebraic Equations, Theresa Brunker

School of Education and Leadership Student Capstone Theses and Dissertations

The research questions addressed in this classroom study were, after explicit instruction, do students choose language structures inherent to procedural recounts, such as technical verb processes, precise nouns, sequence words and causal phrases to describe their mathematical thinking? Additionally, do student self-perceptions of their mathematical abilities change after learning to write procedural recounts to describe their thinking processes? This study examined the use of these language structures prior to explicit instruction in writing procedural recounts and compared it to post-intervention writing samples. The author documents the use of these writing structures by participants before and after intervention and finds relational …

Go to article

Infographic: Stem And Gender, Jo Earp Aug 2016

Infographic: Stem And Gender, Jo Earp

Teacher infographics

A recent report from the Australian Council for Educational Research explored gender differences in relation to STEM participation, achievement and engagement. Here are some of the results.

Go to article

Infographic: Declining Maths Participation, Danielle Meloney Feb 2016

Infographic: Declining Maths Participation, Danielle Meloney

Teacher infographics

The Australian Mathematical Sciences Institute has highlighted a slide in Year 12 high-level mathematics participation over the past 20 years.

Go to article

Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke Jan 2015

Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke

Teaching & Learning Faculty Publications

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: (1) The primary purpose of most studies was to focus on evaluating mobile learning. (2) Case studies and experimental design were the main research methods. (3) Most studies report positive learning outcomes; (4) Mobile phones were the mobile device used …

Go to article

The Impact Of Teachers' Characteristics And Self-Reported Practices On Students' Algebra Achievement, Liza Cope Jan 2013

The Impact Of Teachers' Characteristics And Self-Reported Practices On Students' Algebra Achievement, Liza Cope

Legacy Theses & Dissertations (2009 - 2024)

This study examined the impact of teachers' characteristics and self-reported practices on students' Algebra achievement while controlling for students' characteristics. This study is based on the secondary analysis of data collected from a nationally representative sample of 9th grade students and their mathematics teachers during the base year of the High School Longitudinal Study of 2009 (HSLS). Student and teacher data were obtained through questionnaires and students' Algebra achievement was measured by an ability-adaptive assessment designed to measure a cross-section of understandings representative of the six major Algebraic content domains (The language of algebra; Proportional relationships and change; Linear equations, …

Go to article

Differences In Teacher Qualifications And The Relationship To Middle School Student Achievement In Mathematics, Carrie R. Ferguson Apr 2005

Differences In Teacher Qualifications And The Relationship To Middle School Student Achievement In Mathematics, Carrie R. Ferguson

Doctoral Dissertations

The purpose of the study was to compare mathematics teacher preparation and experience to the achievement of middle school students (grades 6–8) on the mathematics section of the Texas Assessment of Knowledge and Skills (TAKS). Using a theoretical framework, the research examined the extent to which the teacher qualification variables were related to the student achievement. Measures of teacher qualifications included four independent variables: (a) number of mathematics content hours, (b) level of teaching certification, (c) number of years teaching experience, and (d) number of years teaching middle school/junior high mathematics. Participants in this causal-comparative study included 97 teachers and …

Go to article

Integrating Mathematics, Technical Writing Skills And Authentic Assessment Into A Ninth And Tenth Grade Woodshop Curriculum, John Lawrence Mccarley Jan 2002

Integrating Mathematics, Technical Writing Skills And Authentic Assessment Into A Ninth And Tenth Grade Woodshop Curriculum, John Lawrence Mccarley

Graduate Student Projects

For this project an integrated woodshop curriculum containing elements of procedural writing and mathematics instruction was created. The curriculum design was based on the constructivist concept that students learn more efficiently when personal meaning is attached to the content presented. That concept was used to connect mathematics and writing to realistic applications in a woodshop setting. Support for integration of various content areas into a single curriculum is supported in the academic literature. Specific exercises to attain specific outcomes are discussed in the literature, and adaptations of those processes were incorporated in the project.

Go to article

A Model, Secondary Level, Mathematics Curriculum Developed In Alignment With Washington State Essential Academic Learning Requirements, Easton School District, Seyed Victor Nourani Jan 1999

A Model, Secondary Level, Mathematics Curriculum Developed In Alignment With Washington State Essential Academic Learning Requirements, Easton School District, Seyed Victor Nourani

All Graduate Projects

The purpose ofthis project was to design and develop a model secondary level mathematics curriculum, in alignment with Washington State Essential Academic Learning Requirements, for the Easton School District in Washington. To accomplish this purpose, a review of current research and literature regarding Washington State Essential Academic Learning Requirements related to secondary mathematics was conducted. In addition, related information from selected sources was obtained and analyzed.

Go to article

Designing And Developing A Model Applied Mathematics Curriculum For Taiwanese-Canadian Extension School Students, In Grades Ten Through Twelve In Vancouver, British Columbia, Canada, Timothy Kuo-Tung Liu Jan 1997

Designing And Developing A Model Applied Mathematics Curriculum For Taiwanese-Canadian Extension School Students, In Grades Ten Through Twelve In Vancouver, British Columbia, Canada, Timothy Kuo-Tung Liu

All Graduate Projects

The purpose of the project was to design and develop a model applied mathematics curriculum for Taiwanese-Canadian extension school students, in grades ten through twelve in Vancouver, British Columbia, Canada. To accomplish this purpose, a review of current research and literature regarding curriculum and instruction related to applied mathematics was conducted. Additionally, related information from selected schools with applied mathematics programs in Taiwan, Canada, and the United States of America, was obtained and analyzed. A handsearch of various other sources was also conducted.

Go to article

Supplimental Activities/Lesson Plans For General Math, Jacklyn Sue Long Jan 1995

Supplimental Activities/Lesson Plans For General Math, Jacklyn Sue Long

All Graduate Projects

The purpose of the project was to develop supplemental activities/lesson plans for ninth grade general mathematics. The activities/lesson plans make use of manipulatives, cooperative learning and real life situations. Some of the activities/ lesson plans are developed into projects.

Go to article

A Supplementary Unit For The Average Level High School Geometry Course, Theresa Lynn Hulbert Jan 1984

A Supplementary Unit For The Average Level High School Geometry Course, Theresa Lynn Hulbert

All Graduate Projects

A set of worksheets were created to supplement high school geometry textbooks. The worksheet~ focus on the needs and abilities of the average or below average high school geometry students. The supplement consists of additional problems in areas where books are lacking, proofs with some of the statements or reasons filled in, and review problems.

Go to article

First Prev