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Science and Mathematics Education Commons™
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Articles 1 - 16 of 16
Full-Text Articles in Science and Mathematics Education
Otto Holder's Formal Christening Of The Quotient Group Concept, Janet Heine Barnett
Otto Holder's Formal Christening Of The Quotient Group Concept, Janet Heine Barnett
Abstract Algebra
No abstract provided.
Dual Perspectives On Desargues' Theorem, Carl Lienert
The Origin Of The Prime Number Theorem, Dominic Klyve
The Origin Of The Prime Number Theorem, Dominic Klyve
Number Theory
No abstract provided.
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
Teacher Education and Leadership Faculty Publications
Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s …
From Sets To Metric Spaces To Topological Spaces, Nicholas A. Scoville
From Sets To Metric Spaces To Topological Spaces, Nicholas A. Scoville
Topology
No abstract provided.
Nearness Without Distance, Nicholas A. Scoville
Determining The Determinant, Danny Otero
Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation, Maryann E. Huey, Joe Champion, Stephanie Casey, Nicholas H. Wasserman
Secondary Mathematics Teachers’ Planned Approaches For Teaching Standard Deviation, Maryann E. Huey, Joe Champion, Stephanie Casey, Nicholas H. Wasserman
Mathematics Faculty Publications and Presentations
Research-based guidelines for learning variation exist (e.g., Franklin et al., 2007; Garfield, delMas, & Chance, 2007), but little is known about how teachers plan to teach standard deviation, or how these plans align with recent recommendations. In this article, we survey lesson plans designed by inservice and preservice secondary mathematical teachers. We report on the accuracy, technology usage, and visual representations in the lesson plans. We consider how many elements are used, the level of conceptual development, and the mathematical nature. Findings support differences between preservice and master’s level students in education, as well as a tendency by in-service teachers …
Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick
Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick
Research and Evaluation in Education, Technology, Art, and Design
Reflecting upon my personal experiences teaching mathematics to English Language Learners (ELL) in a public high school in Lincoln, Nebraska, this essay largely focuses on the time I spent as the only Accelerated Math teacher in my school building. From 2012 – 2017, I taught three different subjects at this high school: Advanced Algebra, Algebra, and Accelerated Math. This essay highlights why I chose to become a math and ELL teacher, as well as the challenges, issues, struggles, and successes I experienced during my time teaching. I focus on the challenges I faced teaching students who did not share my …
High Cognitive Demand Examples In Precalculus: Examining The Work And Knowledge Entailed In Enactment, Erica R. Miller
High Cognitive Demand Examples In Precalculus: Examining The Work And Knowledge Entailed In Enactment, Erica R. Miller
Department of Mathematics: Dissertations, Theses, and Student Research
Historically, pass rates in undergraduate precalculus courses have been dismally low and the teaching practices and knowledge of university instructors have been understudied. To help improve teaching effectiveness and student outcomes in undergraduate precalculus courses, I have studied the cognitive demand of enacted examples. The purpose of this dissertation is to examine the pedagogical work and mathematical knowledge entailed in the enactment of high cognitive demand examples in a three-part study. To answer my research questions, I conducted classroom observations as well as pre- and post-observation interviews with seven graduate student instructors at a large public R1 university in the …
Elementary/Middle School Pre-Service Teachers’ Understanding Of Variability And The Use Of Dynamical Statistical Software, Yaomingxin Lu
Elementary/Middle School Pre-Service Teachers’ Understanding Of Variability And The Use Of Dynamical Statistical Software, Yaomingxin Lu
Research and Creative Activities Poster Day
A primary purpose of the study was to examine the effects of using dynamical statistical software (DSS) on prospective teachers’ (PSTs) understanding of statistical concepts, especially variability. Data were collected from PSTs enrolled in a probability and statistics course designed for prospective K-8 teachers. After initial analysis of the data using coding and classification schemes, we found the need to develop a more targeted framework to analyze students’ different levels of understanding. The variability framework (Garfield & Ben-Zvi, 2005) and the Structure of Observed Learning Outcomes (SOLO) taxonomy were then used in combination to develop a revised framework in order …
The Impact Of Khan Academy Math Remediation On Ninth Grade Student Achievement, Sandra Kelly
The Impact Of Khan Academy Math Remediation On Ninth Grade Student Achievement, Sandra Kelly
Doctoral Dissertations and Projects
The purpose of this quasi-experimental study was to determine if using Khan Academy as math remediation for fifteen minutes per day during a ninth grade Math I class would significantly affect student math achievement as measured by the North Carolina READY Math I End-of-Course Assessment. This quantitative study conducted at two rural high schools in West Virginia used remediation theory to make a comparison against a control population with the independent variable being grade level instruction only or grade level instruction plus math remediation using Khan Academy. The participants in the study included 131 ninth grade high school students taking …
Investigating Secondary Students Beliefs About Mathematical Problem-Solving, Mark Prendergast, Cormac Breen, Aibhin Bray, Fiona Faulkner, Brian Carroll, Dominic Quinn
Investigating Secondary Students Beliefs About Mathematical Problem-Solving, Mark Prendergast, Cormac Breen, Aibhin Bray, Fiona Faulkner, Brian Carroll, Dominic Quinn
Articles
Many studies over the past thirty years have highlighted the important role of students’ beliefs for successful problem solving in mathematics. Given the recent emphasis afforded to problem solving on the reformed Irish secondary school mathematics curriculum, the main aim of this study was to identify Irish students’ (n = 975) beliefs about the field. A quantitative measure of these beliefs was attained through the use of the Indiana Mathematical Belief Scale, an existing thirty item (five scale) self-report questionnaire. A statistical analysis of the data revealed that students who were further through their secondary education had a stronger belief …
Diagnostic Effects Of An Early Mastery Activity In College Algebra And Precalculus, Nathan Wakefield, Joe Champion, Jessalyn Bolkema, Douglas Dailey
Diagnostic Effects Of An Early Mastery Activity In College Algebra And Precalculus, Nathan Wakefield, Joe Champion, Jessalyn Bolkema, Douglas Dailey
Department of Mathematics: Faculty Publications
The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students’ performance in the courses, including a logistic regression model of pass/fail course achievement with students’ high school rank, ACT Mathematics scores, and performance on the intervention as explanatory variables, suggested significant independent differences in course performance across performance levels on the early mastery activity. An evaluation of diagnostic validity for the model yielded a 19% false negative rate (predicted to …
Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn
Engaging Students In The Practice Of Statistics Through Undergraduate Research, Debra L. Hydorn
Mathematics
As statisticians, we engage in a variety of activities, some of which are regularly integrated into our undergraduate courses. However, the individual courses that comprise a mathematics or statistics degree program might not provide students with experiences in the broader range of activities that define the practice of statistics. To remedy this situation, faculty can consider developing and mentoring undergraduate research projects. This article briefly discusses the skills that comprise statistical practice along with some course and program options for helping students to develop these skills. Then, types of undergraduate research projects in statistics are described to help faculty generate …
Math Department Newsletter, 2017-2018, Mathematics Department
Math Department Newsletter, 2017-2018, Mathematics Department
Mathematics Newsletter
No abstract provided.