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Full-Text Articles in Science and Mathematics Education

A Program Evaluation Of Double-Period Algebra, Jason Major Dec 2017

A Program Evaluation Of Double-Period Algebra, Jason Major

Dissertations

Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing double-period algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that student-teacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful ...


Algebra, Calculus, And The Act, Alex S. Krysl Apr 2017

Algebra, Calculus, And The Act, Alex S. Krysl

Honors Theses AY 16/17

It is a common saying that “the hardest part of calculus is the algebra”. Unfortunately, I found that many students lack the necessary, prerequisite algebra skills and knowledge in order to utilize completely the novel calculus concepts learned. For calculus to be effective, algebraic manipulation presents itself as an essential precondition.

As an example, students apply exponent rules throughout the whole differentiation and integration process—like the power rule. For students who lacked a solid background or basis in algebraic concepts like exponent rules, factoring, rewriting equations, and graphing functions, I observed their learning taking place in the calculus classroom ...


The Impact Of An Elementary Algebra Course On Student Success In A College-Level Liberal Arts Math Course And Persistence In College, Lori Ann Austin Mar 2017

The Impact Of An Elementary Algebra Course On Student Success In A College-Level Liberal Arts Math Course And Persistence In College, Lori Ann Austin

Theses and Dissertations

Many students enter community college underprepared for college-level math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed college-level math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable to graduate (Bahr, 2008; Bailey, Jeong, & Cho, 2010). This quasi-experimental design focused on students who are not in math-intensive majors, needing only a general liberal arts math course. The purpose was to determine the impact of the elementary algebra course on success in college-level math and persistence in college. Student performance data ...


Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik Jan 2017

Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik

Theses and Dissertations

Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, & Bausch, 2013; Courtade, Spooner, Browder, & Jimenez, 2012; Göransson, Hellblom-Thibblin, & Axdorph, 2016). Most of the research examines the development of procedural fluency (Göransson et al., 2016) and few researchers have explored high school level skills. Using a single-case multiple-baseline across participants design, the study proposes to teach two algebra skills to six high school students with ID, creating an equation (y=mx+b) from a graph of a line and creating a graph from an equation. The six high school students with ID will be recruited from a school district in central Virginia. The intervention package modeled after Jimenez, Browder, and Courtade (2008), included modeling, templates, time delay prompting, and a task analysis. Results showed that all six individuals improved performance during intervention for the target skills over baseline; results also indicated that in three out of the six cases some generalization to the inverse skill occurred without supplemental intervention. The ability of individuals with ID to generalize the learning without intervention provides some evidence that individuals with ID are developing conceptual understanding while learning procedural fluency.