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Full-Text Articles in Education
Novice Elementary Teachers’ Experiences With Preparedness To Teach Mathematics: A Phenomenological Study, Ashleigh Rose Chaves
Novice Elementary Teachers’ Experiences With Preparedness To Teach Mathematics: A Phenomenological Study, Ashleigh Rose Chaves
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe novice elementary teachers’ experiences with preparedness to teach mathematics in a large school district in southeastern Massachusetts. In defining the novice elementary teachers’ experiences, I looked at the participants’ self-efficacy through the lens of Bandura’s self-efficacy theory. Self-efficacy was defined as how confident the novice teachers were in regard to their ability to teach mathematics. The focus of this study was how adequately prepared the teachers felt teaching elementary mathematics but also investigated how the teachers felt about their readiness to address the challenges students experience in mathematics. The following …
The Implementation Of Problem-Based Learning In Mathematics Through Teacher Capacity Building, Zelaikha Farahmand
The Implementation Of Problem-Based Learning In Mathematics Through Teacher Capacity Building, Zelaikha Farahmand
The Dissertation in Practice at Western University
Current instructional approaches to mathematics are not meeting the diverse needs of students in Ontario. In response to steadily declining mathematics performance, the Ontario Ministry of Education released a Renewed Math Strategy geared towards addressing the gap in achievement. The position of mathematics lead teacher was created as part of this strategy. These teacher leaders are expected to devise plans for improvement initiatives relevant to their respective school sites. This Organizational Improvement Plan (OIP) explores the problem of practice where the mathematics lead teacher wishes to facilitate the implementation of problem-based learning in mathematics at an Ontario elementary school. Problem-based …
Teacher Factors And The Impact On Student Success In Algebra I, Kalee Mcmullen
Teacher Factors And The Impact On Student Success In Algebra I, Kalee Mcmullen
Doctoral Dissertations and Projects
Algebra I proficiency is an important aspect of a solid foundation in mathematics. Teachers play a critical role in the failure or success of students. Different teacher characteristics are thought to have a significant impact on the potential for student success. This non-experimental correlational research study seeks to examine the potential relationships between specific teacher characteristics and student success in Algebra I as measured by the Algebra I End of Course Exam scores. This study uses ordinary least squares regression analysis to examine the effects of independent variables on successful Algebra I scores. The independent variables in this study include …
The Impact Of Mathematics Coaching On Teacher Pedagogy And Student Understanding In Rural School Districts, Renee Bouchard Charette
The Impact Of Mathematics Coaching On Teacher Pedagogy And Student Understanding In Rural School Districts, Renee Bouchard Charette
M.S.Ed. in Educational Leadership Research Projects
This study collected data from teachers and math coaches in rural Maine schools to determine if working with a mathematics coach had an impact on teacher’s pedagogy. Participants were asked about their perception of whether coaching interactions impacted students understanding of mathematics. The design included interviews with four coaches who had been trained through the Maine Mathematics Coaching Project. Data from nineteen teachers was collected through surveys that were emailed to all teachers who had worked with the four coaches. Conclusions indicate that most coaches and teachers do believe that working with a mathematics coach has a positive impact on …