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Articles 1 - 19 of 19
Full-Text Articles in Education
Supporting Middle School Students In Tier 2 Math Labs: Instructional Strategies, Emily C. Bouck, Jiyoon Park, Mary Bouck, Jim Alspaugh, Stacey Spitzley, Angela Buckland
Supporting Middle School Students In Tier 2 Math Labs: Instructional Strategies, Emily C. Bouck, Jiyoon Park, Mary Bouck, Jim Alspaugh, Stacey Spitzley, Angela Buckland
Current Issues in Middle Level Education
Response to Intervention (RtI) has become a common support system for students; yet, no universal RtI model exists, especially for mathematics and specifically at the middle school level. This article focuses on a specific model for delivering Tier 2 mathematics supports and services at the middle school level: math labs. Evidence–based and research–supported interventions are discussed that support the delivery of Tier 2 services within a middle school math lab RtI structure. A fictionalized vignette, drawing from multiple actual cases, is presented to highlight the use of a Tier 2 math lab within a middle school setting.
Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori
Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori
Educational Technology Faculty Publications and Presentations
Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of learning were identified, including STEM content learning and connection, engagement and perseverance, …
The Principal’S Impact On The Success Of Mathematics Professional Development, Michael Chad Staheli
The Principal’S Impact On The Success Of Mathematics Professional Development, Michael Chad Staheli
Theses and Dissertations
Principal involvement is recognized as a key component to success in professional development implementation. Both the principal efforts undertaken, and the visions stated influence teacher development and student achievement. Using the instructional, transformational, and learning-centered models of leadership, as well as frameworks in vision, and organizational theory, this research sought to clarify the impact of principal involvement on student performance. Interview data was collected from 16 principals participating in a mathematics professional development program entitled the Comprehensive Mathematics Initiative. Of the participants, 9 of the principals were from schools that achieved high levels of student performance on standardized mathematics tests …
A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin
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 …
Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson
Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson
Journal of Educational Research and Practice
Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.
An Examination Of The Role Of First-Year College-Level Mathematics In Stem Field Major Persistence At A Hispanic-Serving Institution, Jaimi Paschal, Amanda Taggart
An Examination Of The Role Of First-Year College-Level Mathematics In Stem Field Major Persistence At A Hispanic-Serving Institution, Jaimi Paschal, Amanda Taggart
Teacher Education and Leadership Faculty Publications
This study examined the influence of mathematics course-taking on Latina/o science, technology, engineering, and mathematics (STEM) major persistence utilizing data from first-year STEM majors at a Hispanic-Serving Institution (HSI). Findings indicated that students who passed a first-term college-level mathematics course had significantly greater odds of persisting in STEM majors than those who did not, demonstrating the importance of early mathematics support to increased STEM major persistence.
Principles Of Engineering, Edu 4480, Course Outline, Euisuk Sung
Principles Of Engineering, Edu 4480, Course Outline, Euisuk Sung
Open Educational Resources
This course is a laboratory-based capstone course providing resources about engineering and engineering design methodology to enable the student teacher to study the relationship among mathematics, science and engineering. Focus is on the integration of the content of these disciplines into the secondary school technology curriculum and to stimulate student interest in pursuing engineering and technology careers.
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Early and Special Education Faculty Publications and Presentations
In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.
District-University Collaborations To Support Reform-Based Mathematics Curriculum Implementation, Kelly Gomez Johnson, Amy L. Nebesniak, Theodore J. Rupnow
District-University Collaborations To Support Reform-Based Mathematics Curriculum Implementation, Kelly Gomez Johnson, Amy L. Nebesniak, Theodore J. Rupnow
Teacher Education Faculty Publications
Curriculum change is inevitable in schooling. For content areas such as mathematics that are already under the national spotlight, transitioning to new curriculum materials while concurrently enacting instructional reform creates both a challenge and an opportunity. This paper discusses how partnerships between two state universities and respective neighboring school districts resulted in the creation and implementation of graduate courses for teachers targeted at curricular and instructional reform specific to each district. Common course components between both university-district partnerships were identified in the areas of mathematics research, practice, and leadership advocacy and found to be instrumental in supporting instructional reform and …
Effects Of Game-Based Learning On Attitude And Achievement In Elementary Mathematics, Kyli White, Leah P. Mccoy
Effects Of Game-Based Learning On Attitude And Achievement In Elementary Mathematics, Kyli White, Leah P. Mccoy
Networks: An Online Journal for Teacher Research
Games-based learning involves instruction with realistic game experiences (Cicchino, 2015). This action research study explored game-based learning as fifth grade mathematics students completed a brief unit on ordered pairs utilizing games-based lessons. Attitude and achievement data were collected mainly by surveys, content tests, student interviews, and field notes. Additional information included in the teacher-researcher analysis consisted of classroom photographs, videos, and student work samples. Results revealed that student attitudes improved both toward the lessons and toward math in general. Similarly, achievement improved for all students across the unit. Analysis of the narrative data produced three themes. First, the students acquired …
Course Portfolio For Math 872: Topology Ii, Alex Zupan
Course Portfolio For Math 872: Topology Ii, Alex Zupan
UNL Faculty Course Portfolios
In this course portfolio, I explore tactics for engaging a group of beginning mathematics graduate students taking the second semester of the first-year sequence in topology. Course objectives include computing algebraic invariants of topological spaces, understanding the Galois correspondence between covering spaces and fundamental groups, and using a range of invariants to distinguish spaces. My main instructional tools include a series of three "Activities" tailored to each student, a project involving computing invariants with the program SnapPy and using homology of covering spaces to distinguish 3-dimensional knots, and individual student board work during class periods. The activities served as benchmarks …
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Australian Journal of Teacher Education
Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service …
Math 314: Linear Algebra-A Peer Review Of Teaching Project Benchmark Portfolio, Xavier Pérez-Giménez
Math 314: Linear Algebra-A Peer Review Of Teaching Project Benchmark Portfolio, Xavier Pérez-Giménez
UNL Faculty Course Portfolios
My intention with this portfolio is to present my approach to teaching Math 314. This is a linear algebra course for senior-year undergraduate students in different STEM programs. The course serves as a transition from computational courses, such as calculus, to more theoretical ones, and exposes students, possibly for the first time, to abstract mathematical objects (such as general vector spaces) and simple proofs. Several lecture-based strategies are discussed and evaluated in connection with student learning outcomes. I also present samples of course materials and student work.
Teacher Beliefs About Providing Instruction For Gifted Students In Inclusive Mathematics Classrooms, Carrie Lynn Kizuka
Teacher Beliefs About Providing Instruction For Gifted Students In Inclusive Mathematics Classrooms, Carrie Lynn Kizuka
Walden Dissertations and Doctoral Studies
Kindergarten - Grade 12 (K-12) students identified as gifted in mathematics in the United States are not being appropriately challenged. Teachers are the most important school-related factor that contributes to student success; however, researchers have not explored the experiences of teachers who work with gifted students in inclusive mathematics classrooms. The purpose of this qualitative, transcendental phenomenological study was to explore the lived experiences of K-12 teachers who provide instruction for gifted students in inclusive mathematics classrooms. Bandura's social cognitive theory framed the study. Interview data were collected from 12 teachers who provide mathematics instruction for gifted students in inclusive …
Teachers' Perceptions Of The Sustainability Of Mathematics And Science Partnership Professional Development, Robert Harold Alt
Teachers' Perceptions Of The Sustainability Of Mathematics And Science Partnership Professional Development, Robert Harold Alt
Walden Dissertations and Doctoral Studies
The sustainability of improved pedagogy gained through professional development (PD) of mathematics teachers has undergone little empirical study. In a midsized urban school district in the Northeastern United States, all high school mathematics teachers attended a 3-year mandatory PD program. Although an external evaluator studied this program immediately after completion, there had been no longitudinal study of the perceptions of its participants regarding the sustained benefits of the program. This qualitative study offered a follow-up study of the participants in the Math and Science Partnership (MSP) PD program to provide insight to administrators regarding the sustainability of benefits gained through …
Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond
Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond
Theses, Dissertations and Capstones
This non-experimental, descriptive study examined the effect(s), if any, that professional learning communities have had on the professional practices of secondary (grades 9-12) mathematics teachers in Boone, Clay, Putnam, and Kanawha counties in West Virginia. Also investigated were the potential differences in instructional-practice change(s) based on selected demographic variables: sex, degree level, the grade level taught, the total years of teaching experience, the total number of years in their current position, the specific math subject taught, the total number of years of PLC participation, and the composition (e.g., departmental, cross-curricular, or both) of participants’ PLC. Data were collected from a …
Teachers' Perceptions About Instructing Underachieving K-5 Students On Mathematical Word Problem-Solving, Crystal Yvette Baldwindouglas
Teachers' Perceptions About Instructing Underachieving K-5 Students On Mathematical Word Problem-Solving, Crystal Yvette Baldwindouglas
Walden Dissertations and Doctoral Studies
The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problem-solving, was conducted to address this problem. The research questions addressed …
The Interview Project: A Way Of Bridging Theory And Practice In Early Childhood Mathematics Preservice Teacher Education, Doris Santarone
The Interview Project: A Way Of Bridging Theory And Practice In Early Childhood Mathematics Preservice Teacher Education, Doris Santarone
Georgia Educational Researcher
Twenty-nine early childhood preservice teachers (PSTs) participated in an Interview Project. The project’s goals were for the PSTs to apply their knowledge of research on children’s mathematics in their interactions with a child and to learn to listen to and learn from children. The purpose of the study was to evaluate the project and determine whether it met these goals. Pre and post data were collected, and I found that the PSTs showed a significant improvement in their ability to describe and analyze a child’s mathematics and to use their listening to make appropriate instructional decisions. In addition, I found …
Middle School Mathematics Teachers' Perceptions Of Opportunities And Challenges, Shelby Eversole
Middle School Mathematics Teachers' Perceptions Of Opportunities And Challenges, Shelby Eversole
Masters Theses
This study investigates the perspectives of opportunities and challenges of middle school mathematics’ teachers. To gain these perspectives, an ethnographic study was conducted by interviewing four middle school mathematics teachers in central Illinois. The results of this study imply that teachers of different backgrounds and teaching environments have varying perspectives about challenges and opportunities in the classroom. Limitations of this study include but are not limited to, the researcher having one year to conduct the research, only four teachers from two schools being interviewed, interviewees teaching different grade levels, no rural setting involvement, one educator having little teaching experience, teachers’ …