Science and Mathematics Education Commons^™

Using Educative Assessment In A Science Classroom, Jordan Truitt

Honors Projects

The focus of this study is to consider educative assessment in the science classroom and its effectiveness in assessing student-centered learning. By using educative assessment to measure learning, student work can be evaluated by rubric in addition to a traditional summative assessment. In comparing the student learning measured using the rubric results and traditional results, there was no statistical difference between the two assessments. However, the educative assessment provided greater insight into higher levels of learning. Conversational data also showed evidence of skills-based learning in the field of science. Further research into the applications for ‘at-risk’ students is required.

Investigating College Instructors’ Methods Of Differentiation And Derivatives In Calculus Classes, Wedad Mubaraki

Boise State University Theses and Dissertations

This case study investigates three college instructors’ instructional approaches and their mathematical discourses in the context of calculus (e.g., concepts of limit and derivatives). The analyses focus on ways in which instructors communicate limit and derivative concepts that are observed in the classrooms, using Sfard’s discursive framework (a communicational approach). In particular, instructors’ use of mathematical words while introducing derivative and limit concepts are analyzed, as well as instructors’ ways of using visual mediators such as symbols, numbers, expressions, and graphs are investigated. The findings of the study indicate instructors’ different instructional approaches and differences in their mathematics discourses while …

Mathematics Teachers' Beliefs And Mathematical Knowledge For Teaching: How Teachers' Mkt Shifts In Planning And Impacts Their Beliefs And Instructional Practice, Paul Conley

Electronic Theses and Dissertations

In an effort to understand how a teacher developed Mathematical Knowledge for Teaching and how that knowledge can shift teacher's beliefs and instructional practice, I worked with a teacher to deeply plan and implement six mathematical lessons.

The research suggests that planning can be a vehicle to develop a teacher's Mathematical Knowledge for Teaching. In addition, as a teacher's Mathematical Knowledge for Teaching started to develop through lesson planning, the teacher's beliefs about her own knowledge of mathematics started to increase which started to shift the teacher's instructional practice.

This combination of a stronger Mathematical Knowledge for Teaching, self confidence …

Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An Mqi Analysis, Anna Adkins

Dissertations

The Problem

Teaching mathematics can be a difficult task. United States students on comparative international mathematics assessments consistently rank near the test averages. On a national assessment, commonly called the Nation’s Report Card, more than half of American students rank as ‘not proficient’ in mathematics. The purpose of this study was to describe the strategies used by teachers with at least average mathematical knowledge for teaching. This was evidenced by their scores on the Mathematical Knowledge Test for Teaching (MKT). In addition to teacher knowledge, the study sample was selected from among schools where the five-year average was above the …