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Full-Text Articles in Education
Course Design And Academic Outcomes In Quantitative Literacy After Eliminating Required Remediation, Jennifer E. Clinkenbeard
Course Design And Academic Outcomes In Quantitative Literacy After Eliminating Required Remediation, Jennifer E. Clinkenbeard
Numeracy
In Fall 2018, remedial mathematics courses were eliminated from the 23-campus California State University system under Executive Order 1110. Incoming first-year students were placed into college credit-bearing mathematics courses with options for corequisite support. This study examines the academic outcomes for students at California State University Monterey Bay in a college credit level quantitative literacy (QL) mathematics course with optional corequisite support during the 2018-2019 academic year. Taken together, the results of this study suggest that required remediation is not necessary for success in college-level QL. The corequisite support model also has potential to support more equitable outcomes for all …
Equitable Mathematics Classroom Discourse, Liza Bondurant
Equitable Mathematics Classroom Discourse, Liza Bondurant
Journal of Practitioner Research
In this article the author shares a self-study investigation into how the quality of talk and opportunities to participate are distributed across individual students based on race and gender in her college math class. Readers will learn how to conduct a similar investigation in their classroom. A discussion of ways to use the information gathered from equitable mathematics classroom discourse investigations will follow.
Book Review Of The Impact Of Identity In K-8 Mathematics: Rethinking Equity-Based Practices, Catherine Martin
Book Review Of The Impact Of Identity In K-8 Mathematics: Rethinking Equity-Based Practices, Catherine Martin
Colorado Mathematics Teacher
Aguirre, Mayfield-Ingram, and Martin have written this book to engage teachers in conversations about and reflection on their own and their students' mathematical identities. While classroom examples focus on grades K-8, the book discusses teacher reflection and practice around issues of equity for grades K-12.
Mathematical Identity Formation: Preparing Students With Learning Disorders For Post-Secondary Education And Careers, Ravi Anil Shah
Mathematical Identity Formation: Preparing Students With Learning Disorders For Post-Secondary Education And Careers, Ravi Anil Shah
College of Education Theses and Dissertations
Formation of identity for individuals engaging in mathematical study influences the utilization and value of the subject matter. In curricular studies surrounding mathematics, a need for research pertaining to the development of mathematical identity for students with learning disorders continues to exist. In this transformative design study, a questionnaire-style instrument created for quantitative data collection provides detailed information about students with learning disorders and their identity formation related to achievement in mathematics. The quantitative aspect of this study helps to understand mathematical identity formation by analyzing levels of Confidence, Motivation, Anxiety, and Career Interest. The results show a statistically significant …
Investigating The Manifestations Of Bias In Professional Noticing Of Mathematical Thinking Among Preservice Teachers, Jonathan Thomas, Taylor Marzilli, Brittney Sawyer, Cindy Jong, Edna O. Schack, Molly H. Fisher
Investigating The Manifestations Of Bias In Professional Noticing Of Mathematical Thinking Among Preservice Teachers, Jonathan Thomas, Taylor Marzilli, Brittney Sawyer, Cindy Jong, Edna O. Schack, Molly H. Fisher
Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications
This study examines potential bias with respect to perceived gender and ethnicity in preservice teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore how, and to what extent bias emerges within pre-service teachers’ professional noticing of children of differing perceived races and genders. Our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence did not appear to vary in conjunction with the perceived ethnicity and gender of the student. Further, our findings suggest that the inclusion of visual imagery (i.e. photos) influence the manifestation of bias …
College Students’ Images Of Mathematicians And Mathematical Careers, Katrina Piatek-Jimenez, Miranda Nouhan, Michaela Williams
College Students’ Images Of Mathematicians And Mathematical Careers, Katrina Piatek-Jimenez, Miranda Nouhan, Michaela Williams
Journal of Humanistic Mathematics
In this paper we report our findings of college students’ images of mathematicians and we reflect on different methodologies used to assess this information. The study reported in this paper was conducted in two stages. During the first stage, we asked 179 college students to “draw a mathematician” and also asked them to list five characteristics and five careers for a mathematician. In the second stage of the study, we conducted four focus group interviews with a total of twelve college students. During the focus group interviews, we showed the students 16 photos of real people and asked them to …