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Science and Mathematics Education Commons

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Full-Text Articles in Science and Mathematics Education

A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, And Growth Mindset And Value-Added Student Growth In Elementary Mathematics For Grades 3–5, James W. Jones Dec 2016

A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, And Growth Mindset And Value-Added Student Growth In Elementary Mathematics For Grades 3–5, James W. Jones

Theses and Dissertations (All)

This study investigated the correlation between instructional practices, teacher beliefs, and teacher mindset on elementary student growth in mathematics. Growth was considered as the Average Growth Index (AGI), a value-added metric derived from the Pennsylvania System of School Assessment. The study exclusively focused on Pennsylvania elementary schools responsible for teaching mathematics in Grades 3, 4, and 5 only. Publicly available AGI scores for the 2014-2015 school year were identified as the measure of student growth in mathematics. School district superintendents, elementary school principals, and classroom teachers were identified and linked to preexisting AGI scores. Three existing, validated surveys designed to ...


Using A Repeated Measures Anova Design To Analyze The Effect Writing In Mathematics Has On The Mathematics Achievement Of Third Grade English Language Learners And English Speakers, Zoe A. Morales Nov 2016

Using A Repeated Measures Anova Design To Analyze The Effect Writing In Mathematics Has On The Mathematics Achievement Of Third Grade English Language Learners And English Speakers, Zoe A. Morales

FIU Electronic Theses and Dissertations

The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments.

The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over ...