Science and Mathematics Education Commons^™

A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin

Doctoral Dissertations

This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173). This year-long qualitative …

The Engineering Design Process As A Model For Stem Curriculum Design, Krystal Sno Corbett

Doctoral Dissertations

Engaging pedagogics have been proven to be effective in the promotion of deep learning for science, technology, engineering, and mathematics (STEM) students. In many cases, academic institutions have shown a desire to improve education by implementing more engaging techniques in the classroom. The research framework established in this dissertation has been governed by the axiom that students should obtain a deep understanding of fundamental topics while being motivated to learn through engaging techniques. This research lays a foundation for future analysis and modeling of the curriculum design process where specific educational research questions can be considered using standard techniques. Further, …

The Relationships Of Teachers' Levels Of Technology Integration On Student Achievement In Reading And Mathematics, Valerie S. Fields

Doctoral Dissertations

The purpose of this study was to determine to what extent the level of technology integration of fourth and eighth grade teachers in eleven rural school districts in northeastern Louisiana related to student achievement in reading and mathematics.

The sample consisted of 123 fourth and eighth grade teachers and their students from the eleven rural school districts in northeastern Louisiana. Fifty-eight percent of the teachers represented the fourth grade and 42% of the teachers represented the eighth grade. The teachers served a school age population in which 20% or more was from families with incomes below the poverty line.

Mean …