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Science and Mathematics Education Commons™
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- ANOVA (1)
- Adaptive Learning Technology (1)
- CK (1)
- Conservation of matter (1)
- Error analysis (1)
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- Growth Mindset (1)
- Intervention (1)
- MLR (1)
- Mathematical literacy (1)
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- Opportunity Gap (1)
- PCK (1)
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- Qualitative (1)
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- Standards for mathematical practice (1)
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Articles 1 - 4 of 4
Full-Text Articles in Science and Mathematics Education
Effects Of Adaptive Learning Technologies On Mathematics Achievement In Low Ses Settings, William Roberts
Effects Of Adaptive Learning Technologies On Mathematics Achievement In Low Ses Settings, William Roberts
Doctor of Education in Secondary and Middle Grades Education Dissertations
Low socioeconomic status is linked to poor mathematical achievement (NCES, 2019 & Barr, 2015). Furthermore, students in rural settings exhibit mathematical incompetencies (Harmon & Wilborn, 2016). One possible remedy is adaptive learning technology (AT). These are computer programs that determine what a student already knows about mathematics (or other content areas) and then identify areas for growth to increase a student’s knowledge about a topic such as Geometry or Algebra 2. Although not necessarily taking a teacher’s place, an AT can aid the teacher by allowing multiple students to be in multiple different places all within the same classroom. This …
High School Student Narratives Of Error Analysis: A Qualitative Investigation Into Literacy For Geometry Learning, Dean Petti
Doctor of Education in Secondary and Middle Grades Education Dissertations
This narrative inquiry aimed to relate student narratives to error analysis of Geometry problems as a form of literacy implementation. Teachers need to develop a deep understanding and application of mathematics content through qualitative research to find connections to practice (Enderson et al., 2010). Geometry is a worthwhile subject to understand our world from various perspectives and to spur our imagination with constructing objects based on properties undergoing dynamic changes. However, teachers and researchers often wonder why most secondary students need help with the significance of learning and applying Geometry concepts. Literacy implementation bridges students' narrative experiences and relevance to …
Growth Mindset Intervention And Its Impact On Productive Struggle In The Eighth-Grade Mathematics Classroom, Jordy Wilson
Growth Mindset Intervention And Its Impact On Productive Struggle In The Eighth-Grade Mathematics Classroom, Jordy Wilson
Doctor of Education in Secondary and Middle Grades Education Dissertations
This study aims to seek means to increase student productive struggle while adhering to the strenuous performance demands by our school systems. This study examines connections between growth mindset interventions, attitude towards struggle, and productive struggle in the mathematics classroom. Growth mindset interventions have been shown to change mindsets and to help students become more willing to engage in challenging problems and deal with difficult situations and struggle. Productive struggle is the engagement with difficult problems with the understanding that breakthroughs occur from confusion and struggle and has been linked with students’ conceptual understanding in the mathematics classroom. It has …
Investigating The Pedagogical Content Knowledge Of Georgia 6-12 Science Teachers In Relation To Conservation Of Mass, Lyric Portwood
Investigating The Pedagogical Content Knowledge Of Georgia 6-12 Science Teachers In Relation To Conservation Of Mass, Lyric Portwood
Doctor of Education in Secondary and Middle Grades Education Dissertations
The Law of Conservation of Matter is a crosscutting concept in science that has implications for all disciplines of science. Conservation of Matter concepts are interwoven into all middle school and high school science courses both within the Next Generation Science Standards (NGSS) and the Georgia Standards of Excellence (GSE). For students to become scientifically literate, teachers of science must be able to articulate the content accurately to students and anticipate student difficulties and misconceptions in understanding the content. In order to ensure that students successfully learn said content, science teachers must possess both content knowledge and pedagogical content knowledge. …