Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 10 of 10
Full-Text Articles in Science and Mathematics Education
Analyzing The Impact Of An Informal Mathematics Teaching Experience On Preservice Teacher Mathematics Teaching Self-Efficacy, Kayla Fruth
Honors Projects
A teacher’s sense of efficacy is their belief in their capability to successfully accomplish a specific task. Teachers with a high sense of efficacy exert more effort, persistence, and commitment to teaching, which leads to higher student achievement and attitudes. The purpose of this study is to determine how participation in an informal mathematics teaching experience impacts preservice teachers’ sense of mathematics teaching self-efficacy. This research was conducted at one informal mathematics teaching experience, during which, all participants completed pre-surveys and post-surveys rating their mathematics teaching self-efficacy using the MTEBI. Later, some participants were interviewed to gain insight into their …
In Their Words: Prospective Teachers' Experiences As A Context For Investigating Their Views Of Authority In A Mathematics Classroom, Brenda Lynn Rosencrans
In Their Words: Prospective Teachers' Experiences As A Context For Investigating Their Views Of Authority In A Mathematics Classroom, Brenda Lynn Rosencrans
Dissertations and Theses
Mathematics teacher educators enact inquiry-based preparatory courses with the underlying expectation that their students (prospective teachers) will take ownership (authority) of their mathematical learning through sharing their ideas and collaboratively discussing the reasonableness of their shared ideas. Yet, prospective teacher' expectations are often not yet in alignment with those of mathematics teacher educators, instead they enter these courses expecting their instructors to provide clear examples and directions for how to solve mathematics problems. This project investigates this dynamic through an authority lens, seeking to understand and characterize different views of authority prospective teachers hold and the impact these views have …
Connecting Confidence To College Mathematics And High School Ability Tracks, Kaleb Wourms
Connecting Confidence To College Mathematics And High School Ability Tracks, Kaleb Wourms
Honors Projects
Ability tracking within mathematics education is commonplace in American high schools. Some feel that students’ ability tracks act as a predictor for their success in university mathematics. Research has shown that many factors, such as socioeconomic status and more, have substantial effects on student success. The purpose of this study was to further investigate variables related to success in university mathematics. Confidence in mathematics is one factor in student performance that is particularly under-researched. This research investigated the relationship between ability tracking in high school mathematics, student confidence level, and performance in university mathematics. Data was gathered via a survey. …
Examining General Educators' Instructional Practices Teaching Mathematics To K-8 Students With Disabilities, Kendra Michelle Cumberland
Examining General Educators' Instructional Practices Teaching Mathematics To K-8 Students With Disabilities, Kendra Michelle Cumberland
Walden Dissertations and Doctoral Studies
A disparity in the mathematics performance between students with disabilities (SWDs) and students without disabilities in K-8 grades in international schools may lead to a lack of opportunities for SWDs to take advanced mathematics classes and enter mathematics-related college programs and careers. This problem may be increased if K-8 teachers of SWDs do not use social-constructivist-based practices needed for effective mathematics teaching. The purpose of this bounded qualitative exploratory case study was to explore the constructivist-based practices teachers applied in the mathematics K-8 classrooms for SWDs. Vygotsky's social-constructivism theory was used to guide this study. The research question addressed which …
A Case Study: Number Apps In Preschool, Amy Beth Adkins
A Case Study: Number Apps In Preschool, Amy Beth Adkins
UNLV Theses, Dissertations, Professional Papers, and Capstones
iPads are increasingly present in education. This research explores their role developing fundamental mathematics concepts. It investigates preschoolers’ interactions with mathematics apps, and affordances and constraints accessed. It was conducted over fourteen weeks; students played mathematics apps for thirty minutes a week. The qualitative case study design included participants who varied in mathematics and technological skill. Data was collected through assessments, interviews, questionnaires, videotapes, and artifacts. Results determined that students access constraints or affordances based on ability level. Findings indicate iPads are beneficial tools for preschool classrooms. Preschoolers showed an increase in math ability when using iPads.
Exploring Teachers' Self-Efficacy About Technology Use In Learning Design And Student Performance In Mathematics: A Qualitative Study About Math Anxiety, Sandra B. Vorensky
Exploring Teachers' Self-Efficacy About Technology Use In Learning Design And Student Performance In Mathematics: A Qualitative Study About Math Anxiety, Sandra B. Vorensky
Theses and Dissertations
The purpose of this study was to explore teachers' perceived self-efficacy about mathematics and using educational technology and its influence on lessening students' math anxiety in the classroom. Building upon previous research by Sun and Pyzdrowski (2009), this study examined teachers' beliefs about mathematics and their own ability to use online educational mathematics resources to lessen students' math anxiety, increase self-efficacy and encourage academic achievement. A qualitative research design was used in this study. Data was collected sequentially from teacher observations during math instruction, surveys, and semi-structured interviews with third and fourth grade teachers. Results support previous self-efficacy research about …
Teacher Challenges In Implementing Cognitively Demanding Tasks In The Mathematics And Science Classrooms, Angelica Monarrez Monarrez
Teacher Challenges In Implementing Cognitively Demanding Tasks In The Mathematics And Science Classrooms, Angelica Monarrez Monarrez
Open Access Theses & Dissertations
This mixed methods study examines secondary school mathematics and science teachersâ?? understanding of cognitive demand and the challenges in implementing tasks at different levels of cognitive demand. The conceptual framework for this study is grounded on the conception of cognitive demand proposed by Stein, Smith, Henningsen, and Silver (2000), which includes the following levels: memorization (level 1), procedures without connections (level 2), procedures with connections (level 3), and doing mathematics and science (level 4). The study attempts to address the following research questions: 1) To what extent are secondary mathematics and science teachers able to recognize, solve and construct tasks …
Preparing Teachers To Apply Research To Mathematics Teaching: Using Design-Based Research To Define And Assess The Process Of Evidence-Based Practice, Sarah Van Ingen
Preparing Teachers To Apply Research To Mathematics Teaching: Using Design-Based Research To Define And Assess The Process Of Evidence-Based Practice, Sarah Van Ingen
USF Tampa Graduate Theses and Dissertations
Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research …
Students' Epistemological Beliefs Of Mathematics When Taught Using Traditional Versus Reform Curricula In Rural Maine High Schools, Glenn T. Colby
Students' Epistemological Beliefs Of Mathematics When Taught Using Traditional Versus Reform Curricula In Rural Maine High Schools, Glenn T. Colby
Electronic Theses and Dissertations
This study compared students’ epistemological beliefs of mathematics after completing 3 years of a reform-oriented curriculum developed by the Core-Plus Mathematics Project (CPMP) versus a more traditional curriculum developed by Glencoe Mathematics. The Conceptions of Mathematics Inventory (CMI; Grouws, Howald, & Colangelo, 1996) was administered to 11th-grade students in four rural Maine high schools (n=102) to measure student beliefs of mathematics. CPMP was used as the primary textbook series in 2 of the schools, while the other 2 schools used Glencoe Mathematics. A variation of the Reformed Teaching Observation Protocol (RTOP; Piburn & Sawada, 2000) and teacher questionnaires were used …
A Study Of Mathematics Curriculum For Grades 4-6, Jack J. Guns
A Study Of Mathematics Curriculum For Grades 4-6, Jack J. Guns
Graduate Student Research Papers
Teachers are being encouraged to achieve competency in improved mathematics instruction through workshops, "in-service training," National Science Foundation Scholarships, Carnegie Foundation Scholarships, and college summer schools. By providing training and sufficient motivation, educators can solve the primary problem in revamping our mathematics' curriculum. But educators are also confronted with the serious challenge of defining and organizing a sound modern curriculum drawn from research on the basic concepts students must have as they move from one level to the next.