Science and Mathematics Education Commons^™

Tennessee Science Teachers’ Views, Challenges, And Practices Addressing Scientific Misinformation In The Science Classroom, Lauren Wilmoth

Ed.D. Dissertations

Scientific misinformation was a major threat to society in the 2020s because individuals often made ill-informed decisions impacting their well-being and the well-being of others. Because of the unique nature of scientific misinformation, key stakeholders advocated for science education to incorporate skills associated with identifying scientific misinformation into science curricula. Despite the call for action, there was little extant research about how high school science teachers addressed and felt about addressing scientific misinformation. Therefore, the purpose of my interpretive qualitative study was to determine Tennessee high school science teachers’ views, challenges, and practices addressing scientific misinformation in the science classroom. …

Understanding How To Cultivate Culturally Relevant Dispositions Among District Science Coordinators And Science Teachers, Meredith L. Schwendemann

All Dissertations

At the center of the discussions about equity in science education is the importance of defining and articulating what is meant by equity, diversity, and social justice. Despite recent efforts to improve equity in science education, inequities in science education persist. District science coordinators, science teachers, and science teacher educators are key players in the movement toward more equitable science learning and instruction. The purpose of this three manuscript dissertation was to explore the ways in which science teacher educators are working to promote culturally relevant dispositions within science teachers (Paper 1/Chapter 2), examine how district science coordinators are approaching …

The Effect Of Storyline Units On The Self-Efficacy And Science Identity Of High School Multilingual Learners, Kristin Ambrose

All Dissertations

Science can be a complex subject for multilingual learners (MLLs) because it requires investigating science concepts through modeling and analysis in addition to reading and writing skills. This complexity often leaves teachers unsure of how to support the MLLs, leading to MLLs missing out on grade-appropriate content and science experiences. Storyline instruction uses 3D instruction to teach science content necessary to explain a real-world anchoring phenomenon. Storyline instruction grounds learning in real-world contexts through anchoring phenomena and provides coherence for students throughout the lessons. This mixed methods study aimed to discover the impact of storyline units on the self-efficacy (SE) …

The Math Doesn't Add Up: Gender Inequity In Service Responsibilities In Research-Intensive Mathematics Departments, Sarah Otterbeck

All Dissertations

Academic service responsibilities (e.g., committee work, mentoring), in the most informal definition, are those tasks faculty perform that are neither research nor teaching. However, the simplicity of this definition undercuts not only the tremendous impact service can have on faculty efforts but also the well-documented, disproportionately high service burden carried by faculty with marginalized identities. This study, grounded in the existence of gender inequities in service responsibilities, comprises three interconnected papers that collectively address the overarching research question: How do math faculty at research-intensive institutions perceive, describe, and navigate gender inequities in service responsibilities? Utilizing the framing of Intersectional Feminism …

Engaging Scientific Sense-Making: An Analysis Of Participation Within Informal Science Interaction, Spencer Barbier

Honors Theses

While science learning in formal educational settings has been extensively examined using frameworks such as Bloom’s Taxonomy, its application to informal science educational environments remains underexplored. Informal science education—occurring outside traditional classrooms—presents unique challenges for evaluation due to its unstructured nature and diverse audiences. This action research study aimed to address this gap by developing and testing a framework that categorizes learner responses into high-order and low-order answers, based on Bloom’s six cognitive domains. The study was conducted at the Hattiesburg Zoo, where a docent volunteer presented two separate docent boxes, or mini science lessons, to members of the public. …

The Factors That Affect Usm Student Experience In The General Chemistry Classroom, Emma Dickerson

Honors Theses

Chemistry has a reputation for being a challenging discipline for many students. Enrollment in chemistry courses is much lower than that of other disciplines due to “chemophobia”, which can be caused by many aspects of chemistry.^1-2To increase enrollment in chemistry, it is important to understand how to improve the student experience in the classroom. To determine the factors that affect a student’s experience in their current chemistry class, the Chemistry Attitudes and Experiences Questionnaire (CAEQ) was adapted and given to students in General Chemistry I and II classes at The University of Southern Mississippi. Descriptive statistics, an Analysis …

The Effectiveness Of Science Instruction With Digital Simulations In Elementary Settings For Quantitative Sensemaking, Joelle Prate

Education (PhD) Dissertations

The importance of elementary science education is well-documented, but many challenges persist, including a lack of time, space, and materials needed for students to have hands-on lab experiences. As a result, many students in California are falling behind, with less than one-third of all fifth graders meeting or exceeding standards in standardized test reporting. This study sought to employ single-case design methods and combine the best practices in sensemaking approaches with virtual simulations to determine whether these practices would provide effective intervention and improve students’ blended math and science sensemaking abilities at the qualitative and quantitative levels, as well as …

Culture And Context: How Frames Of Teaching And Of Learning Mathematics Form And Change For Graduate Student Instructors, Johan Benedict A. Cristobal

Department of Mathematics: Dissertations, Theses, and Student Research

Why do instructors teach the way that they do? This question is key in understanding how and why asset-based or deficit-based practices are enacted in the classroom. In consequence, this question also gives insight into how the environment where students learn is shaped. Mathematics education research, in particular, has been concerned with how instructors respond to students’ contributions in the classroom and how these ways of responding can (dis)empower students.

One way to answer this question is to understand how instructors frame their own teaching and their students’ learning. Frames are mental constructs which help individuals filter details, interpret information, …

Becoming A Computer Scientist: Multimethods To Make Sense Of Professional Computer Scientist Identity Development, Tim Ransom

All Dissertations

Professional identity development is both a powerful pedagogical tool and an excellent indicator of overall life satisfaction for students.

This work investigates the experience of undergraduate students as they develop their professional identities into computer scientists. A multimethod research plan makes use of quantitative ethnography (QE) and interpretative phenomenological analysis (IPA) to understand the lived experiences of eight undergraduate computer science students professional computer scientist identity development and the messages social media presents about that professional identity.

First, a quantitative ethnography is conducted to investigate the expression of professional computer scientist identity in relevant online communities. This investigation into the …

The Interplay Of Housing Instability And Mathematics During Adolescence: A Retrospective Study Of Black Stem Folx, Sharetta M. W. Bufford

All Dissertations

Few studies have delved into the delicate nuances that impact Black students’ mathematics performance, nor have they paid much attention to the resources students leverage to overcome systems that perpetuate negative stereotypes about Black youth. For decades, studies about Black youth have been explored from a deficit perspective, shedding negative light on circumstances typically beyond the control of those being studied. Even more, some studies have placed blame on parents and parental figures in the lives of Black children for unacceptable school behavior and poor academic progress (Cobb II & Russell, 2015). Black youth have been portrayed as problematic, disruptive, …

An Integrative Approach To Einstein’S Field Equations Of General Relativity For High School Students, Christina M. Aintablian

Senior Honors Theses

Einstein’s Field Equations form the foundation of the theory of General Relativity, describing the interdependence of mass-energy and spacetime curvature, where curvature gives rise to gravity. However, the complexity of these equations makes them difficult for high school students to grasp. The mathematical framework of General Relativity is introduced step by step, beginning with relative motion and culminating in a discussion of complex phenomena that challenge modern physics. Each explanation intertwines core concepts of relativity with pre-established mental models to enhance learning. Through the use of figures, analogies, narratives, and thought experiments, a structured framework is developed to make relativity …

Insight And Illumination In Mathematical Learning: Exemplars Of Transitions To Understanding In The Classroom From Elementary To Graduate School, David Klanderman, Sarah Klanderman, James Turner

University Faculty Publications and Creative Works

Jacques Hadamard describes a four-stage epistemological process: preparation, incubation, illumination, and verification. Hadamard developed this scheme based upon Henri Poincaré’s reflections on the process that led to his discovery of Fuchsian functions (i.e., automorphic functions) which he described in his wonderful paper La Genese de la Creation Mathematique (Mathematical Discovery in English). Philosopher and theologian Bernard Lonergan builds on the writings of Aquinas to develop his theory of insight which elaborates the transition from incubation to illumination. Insight and illumination provide an analytical lens for transitional moments as students learn ever more abstract mathematical concepts. We offer exemplars of these …

Mathematics Teacher Certification Status And Student Achievement: A Quantitative Analysis, Angela K. Wallace

Electronic Theses and Dissertations

Sixty years ago, James Coleman (1966) released a report called Equality of Education where he focused on inequalities in education between Black and White students. Today, continued research has built on Coleman’s findings particularly on teacher quality and its effects on student achievement (Coleman et al., 1966). The purpose of this quantitative analysis was to explore if any relationship exists between 8th grade math and 10th grade geometry teachers’ certification status and 8th grade math and 10th grade geometry students’ achievement. By utilizing Pedagogical Content Knowledge Theory (PCK) and Mathematical Knowledge for Teachers Theory (MKT) as the theoretical frameworks, the …

Evaluating The Impact Of Reflex Math On Mathematics Achievement In Elementary Schools: A Quasi-Experimental Study In South Texas, Kasey Juarez

Theses and Dissertations

This quantitative, quasi-experimental study examined the impact of Reflex Math, a gamebased instructional program focused on building math fact automaticity, on the achievement of Grade 3-5 students in a South Texas public school district. The study compared a 2023 intervention group that used the program from August to December with a 2022 comparison group that did not. The intervention’s effectiveness varied by grade level, with Grade 3 students showing the most positive gains, no significant effect in Grade 4, and a slight negative difference in Grade 5. Results showed statistically significant, though modest, gains in mathematics achievement among students who …

High School Students’ Sense Of Belonging In Math, Marie Louise Stevenson

Electronic Theses, Projects, and Dissertations

A student’s sense of belonging in math describes the extent to which a student feels that they are a member of their math community. It is important to study math sense of belonging because it is believed that when a student feels that they are a valued and respected part of their math community, they are more likely to exhibit higher participation and performance in their math class and take more math courses in high school and college. They also have an increased chance of pursuing a STEM career. In this study, we investigated the math sense of belonging of …

Trends In And Factors Associated With Science Achievement Among Fourth Graders In Saudi Arabia: A Secondary Analysis Of Timss Data, Reda Massawe

Theses and Dissertations

This secondary analysis examined trends and factors associated with science achievement among fourth-grade students in Saudi Arabia using data from the Trends in International Mathematics and Science Study (TIMSS). Between 2007 and 2019, Saudi students consistently scored below the international average in science, with female students outperforming males by more than 30 points. The study addressed two issues: (1) reasons behind Saudi students’ underperformance and (2) limited research on contributing factors. TIMSS data from 2011, 2015, and 2019 were analyzed using descriptive, correlational, and regression methods. While trends across the years were explored, only 2019 data were used for detailed …

Student Performance And Course Modality: The Relationship Between Outcomes, Modality, And Course Subject, Olivia Baxley

Electronic Theses and Dissertations

The purpose of this quantitative study was to identify if a significant relationship existed between teaching modality and student performance outcomes while also considering the factor of course subject being taught during the 2021-2023 academic years. Three courses were included in the research: Math 1630 Finite Mathematics, English 1010 Composition I, and Biology 1110 General Biology. Each of the three courses are introductory level courses in the math, English, and science subject. The study also included statistical analysis on gender as related to student performance outcomes.

The findings presented of this research showed a significant relationship between teaching modality and …

The Effects Of A Two-Way Dual Language Program On The Educational Trajectory Of Hispanic Emergent Bilingual Students During The Impact Of The Covid-19 Pandemic: A Mixed-Methods Study, Jesus Jacob Villa

Open Access Theses & Dissertations

This explanatory mixed-methods study examines the impact of Dual Language Bilingual Education (DLBE) and Transitional Bilingual Education (TBE) programs on the academic achievement of Hispanic emergent bilingual students during and after the COVID-19 pandemic. With the U.S. Hispanic student population growing significantly, and emergent bilingual students historically underserved, this study addresses critical gaps in educational equity. Conducted in two school districts along the U.S. and Mexico border in Texas and New Mexico, the research explores how DLBE and TBE programs mitigated the pandemic's adverse effects on learning. This study analyzed quantitative data from standardized mathematics and language proficiency assessments for …

Culture And Context: How Frames Of Teaching And Of Learning Mathematics Form And Change For Graduate Student Instructors, Johan Benedict Arroyo Cristobal

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Why do instructors teach the way that they do? This question is key in understanding how and why asset-based or deficit-based practices are enacted in the classroom. In consequence, this question also gives insight into how the environment where students learn is shaped. Mathematics education research, in particular, has been concerned with how instructors respond to students’ contributions in the classroom and how these ways of responding can (dis)empower students.

One way to answer this question is to understand how instructors frame their own teaching and their students’ learning. Frames are mental constructs which help individuals filter details, interpret information, …

Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms, Brynn Erin Caddell

Electronic Theses and Dissertations

The U.S. emergent bilingual student population continues to grow and is projected to increase nationwide. The growing population of students has specific academic and social needs that need to be addressed and provided for emergent bilingual students to be successful. This qualitative case study examined the instructional needs of high school non-English as a second language (ESL) teachers who serve emergent bilingual students and how the district can support the instructional practices of high school teachers in an urban school district in Texas. The problem addressed in this study was the lack of instructional training and professional development for secondary …