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Full-Text Articles in Education
Effective Strategies For Students To Become More Successful Math Word Problem Solvers, Nissa Benedict
Effective Strategies For Students To Become More Successful Math Word Problem Solvers, Nissa Benedict
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was, what effect do different strategies have on middle and high school student comprehension and success in solving math word problems? It details one teacher’s creation of a unit that focuses on three specific word problem solving strategies for high school students. The unit implements the problem solving process, schemabroadening problem solving, and using diagrams, based on various scholars’ research into each strategy. The author details the goals of the unit and uses related research literature to validate the study. She reflects on possible struggles while implementing the unit and the possibilities the …
Differentiating Instruction To Develop Conceptual Understanding In Multiplication, Christopher A. Kamrath
Differentiating Instruction To Develop Conceptual Understanding In Multiplication, Christopher A. Kamrath
School of Education and Leadership Student Capstone Projects
The research question addressed in this project was: How can curriculum be created to increase student conceptual understanding of multiplication? The author investigated how to develop an understanding in multiplication through research on conceptual understanding, the stages of learning multiplication and how to integrate a conceptual understanding into the classroom. The author considered the work of Boaler, Brickwedde, Carpenter and Wright to guide his research. The Understanding by Design model from Wiggins and McTighe was used to create the curriculum. The research resulted in a six week multiplication curriculum which consists of daily forty-five minute intervention period through four stations: …
How Can I Improve The Math Performance Of Intermediate Students Using Game-Based Learning, Leann M. Karl
How Can I Improve The Math Performance Of Intermediate Students Using Game-Based Learning, Leann M. Karl
School of Education and Leadership Student Capstone Projects
The research question addressed in this project was, how can I improve the math performance of intermediate students using game-based learning? It provides multiple sources of research on game-based learning and website design, along with the original creation of an authentic game-based learning website; gamebaseded.com. Throughout the project chapters, the author describes the limitations and benefits of the game-based learning website. The documented benefits include increased engagement, participation, and academic scores.
Mathematics Vocabulary: Teaching Tier 3 Language Of Math Fractions To English Learners, Emily Grove
Mathematics Vocabulary: Teaching Tier 3 Language Of Math Fractions To English Learners, Emily Grove
School of Education and Leadership Student Capstone Theses and Dissertations
This capstone sought to research vocabulary instruction techniques and strategies in the upper elementary classroom. The need for specific instruction and activities was identified and described. Several relevant sources were cited including August, Calderòn and Beck, resources and techniques used traditionally in the language arts classroom were also applied to the mathematics classroom. A curriculum addendum was created and described in detail. This curriculum and approach to teaching mathematical vocabulary terms in the 4th grade fractions unit can be altered to different vocabulary terms for other units of instruction outside of the mathematics classroom. Strategies and techniques described include interactive …
Sfl In The Secondary Classroom: Writing Procedural Recounts To Describe Thinking When Solving Algebraic Equations, Theresa Brunker
Sfl In The Secondary Classroom: Writing Procedural Recounts To Describe Thinking When Solving Algebraic Equations, Theresa Brunker
School of Education and Leadership Student Capstone Theses and Dissertations
The research questions addressed in this classroom study were, after explicit instruction, do students choose language structures inherent to procedural recounts, such as technical verb processes, precise nouns, sequence words and causal phrases to describe their mathematical thinking? Additionally, do student self-perceptions of their mathematical abilities change after learning to write procedural recounts to describe their thinking processes? This study examined the use of these language structures prior to explicit instruction in writing procedural recounts and compared it to post-intervention writing samples. The author documents the use of these writing structures by participants before and after intervention and finds relational …
From Mathmagicians To Mathematicians: Constructing Cognitive Understanding Over Trusting The Algorithm, Kathryn A. Gould
From Mathmagicians To Mathematicians: Constructing Cognitive Understanding Over Trusting The Algorithm, Kathryn A. Gould
School of Education and Leadership Student Capstone Theses and Dissertations
This capstone posed the question: what theoretical basis and best practices should be used to guide instruction that develops fluency in conceptualizing and executing multiplication strategies over the arc of third grade? With its foundation in constructivist learning theory and steeped in the research of Thomas Carpenter et al.’s Cognitively Guided Instruction this curriculum design project guides educators towards instruction that puts the students’ experience with multiplication in the forefront. Leaving behind the method of direct instruction of multiplication facts and algorithms. Research presented will show the dangers of leaning too heavily on procedural fluency and will focus on what …
The Impact Of Math Talks On Student Achievement In Kindergarten, Emily Payan
The Impact Of Math Talks On Student Achievement In Kindergarten, Emily Payan
School of Education and Leadership Student Capstone Theses and Dissertations
The core goal of this study was to answer the question, How do daily math talks impact student achievement in kindergarten? Math talks were implemented daily in a Title I kindergarten classroom over a period of six weeks. The findings suggest that the use of math talks as an integral part of instruction positively impact student achievement. The average growth in the experimental group was an increase of 42% in the composite scores by the end of the study, compared to a 31% increase in the control group. The experimental group in this study started as a more emergent group …
English Learners’ Oral Production Of Math Vocabulary In A Play-Infused Kindergarten Classroom, Meagan Reissy
English Learners’ Oral Production Of Math Vocabulary In A Play-Infused Kindergarten Classroom, Meagan Reissy
School of Education and Leadership Student Capstone Theses and Dissertations
Research indicates that ELs’ vocabulary knowledge is an important basis for building communication skills in a second language, as well as a strong predictor of later academic skills. High quality vocabulary instruction is crucial and the literature emphasizes direct instruction techniques with words that are intentionally selected (Anderson & Nagy, 1993; Christ, 2007; Silverman & Crandell, 2010). However, little research has been done in kindergarten classrooms that teach through a play-based curriculum which avoids extensive amounts of direct instruction. This qualitative casestudy of two ELs in a kindergarten classroom using the Angry Birds Playground (ABP) framework to guide curriculum and …
How Can A Self-Esteem Curriculum In A Mathematics Classroom Increase The Confidence And Ability Of Female Students?, Shelly Jean Chermack
How Can A Self-Esteem Curriculum In A Mathematics Classroom Increase The Confidence And Ability Of Female Students?, Shelly Jean Chermack
School of Education and Leadership Student Capstone Theses and Dissertations
The teacher in this research decided to look at both single-sex groups and self-esteem curriculum and how they can help female students’ confidence, self-esteem, self-concept, and math grades or ability. Over the course of a quarter, the teacher incorporated self-esteem and community building activities that are identified and the subjects (high school geometry students) were given pre- and post-assessments as well as surveys to assess their emotional states in terms of selfesteem and self-concept. The participants were given surveys at the beginning and the end of the research and comparisons were sought between the two surveys.
Teaching Math Academic Language In Chinese Immersion Middle Schools, Xu Zhu
Teaching Math Academic Language In Chinese Immersion Middle Schools, Xu Zhu
School of Education and Leadership Student Capstone Theses and Dissertations
The guiding question of this capstone is: How should teachers teach math academic language and support students using math academic language in Chinese immersion middle schools? Academic language is the language that students need in acquiring new knowledge, while teachers in language immersion schools need help with teaching academic language. This capstone presents a curriculum project to guide teachers in Chinese immersion middle schools to teach math academic language with a concentration on students’ communication and collaboration. Integrating the ideas in the studies of academic language, language immersion education, teaching middle school math, and student-centered learning, the project plays a …
Measuring What Students Know: Ensuring Math Word Problems On School Written Assessments Accurately Display English Language Learners’ Understanding Of Math Skills, Lori Magstadt
School of Education and Leadership Student Capstone Theses and Dissertations
This study seeks to determine how often math word problems used by teachers to assess student learning contain unnecessary linguistic challenges for English Language Learners. It examines a question bank of math word problems used by a group of schools to develop internal assessments based on the six principals of Universal Design (UD), a set of linguistic modifications adopted on the Minnesota Comprehensive Assessment. Key influences included peers, EL teachers seeking to support their students in math, formal and current students, and authors such as Bambrick-Sontoyo, Abedi, Sato, etc. The research method was text analysis using both qualitative and quantitative …
Jiji Can Talk! An Oral Language Strategy Guide For Blended Learning Math Classrooms Using St Math, William Menz
Jiji Can Talk! An Oral Language Strategy Guide For Blended Learning Math Classrooms Using St Math, William Menz
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was, how can an oral language strategy guide be created to support ELs language development in the elementary math classroom that uses ST Math. The capstone outlines strategies that can be paired with online content from ST Math to help ELs and native speakers develop oral language around the math puzzles presented in the standards based curriculum. By simultaneously addressing conceptual understanding of math content and English language development, the strategy guide works to meet the Common Core State Standards for Mathematics and the Principles of Math Instruction for ELs using ST Math, …
Effectiveness Of Cognitively Guided Instruction Practices In Below Grade-Level Elementary Students, Katherine S. Munday
Effectiveness Of Cognitively Guided Instruction Practices In Below Grade-Level Elementary Students, Katherine S. Munday
School of Education and Leadership Student Capstone Theses and Dissertations
This study asked the question, What is the effect of Cognitively Guided Instruction (CGI) practices on the math beliefs and abilities of below grade-level second grade students? A mixed methods approach was used to measure the impact of a four-week CGI-based intervention on below grade-level second graders’ math proficiency, as well as their math affect, self-concept, and anxiety. Data was also collected on participants’ strategy sophistication, conceptual understanding, and ability to explain their thinking. Findings suggest that CGI practices led to improvement in specific math abilities in below grade-level students, including fluency and automaticity, Base 10 understanding, strategy sophistication, and …
How Does A Targeted Services Intervention Program Focused On Base-Ten Place Value Development Impacts Growth Of Second Graders In Mathematics, Katherine J. Shelley
How Does A Targeted Services Intervention Program Focused On Base-Ten Place Value Development Impacts Growth Of Second Graders In Mathematics, Katherine J. Shelley
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was: How does a Targeted Services intervention program focused on base-ten place value development impact the growth of second graders in meeting district achievement expectations in mathematics? This research was inspired by the importance of helping underachieving students reach grade level expectations in the area of place value and applying this understanding in solving addition and subtraction problems. The research took place during twenty after-school class sessions. Data was collected through assessments, student journal questions, and teacher observations. The data was used to plan instruction throughout the course and to monitor growth and …
Teaching Problem Solving In Mathematics: Cognitively Guided Instruction In Kindergarten, Christy Faith Wilson Eckenrode
Teaching Problem Solving In Mathematics: Cognitively Guided Instruction In Kindergarten, Christy Faith Wilson Eckenrode
School of Education and Leadership Student Capstone Theses and Dissertations
The study explores the effects of mathematical conversations, using Cognitively Guided Instruction practices (CGI), on the problem solving ability and academic language usage of kindergarten students. Four treatment groups of students were followed over a ten week period. Students were grouped by the number of minutes that they participated in mathematical conversations per week. Students in the group that had the most minutes per week of mathematical conversations grew by the greatest amount in both problem solving and academic language capacity. Students in the control group regressed in both problem solving and academic language. Students in the group the met …
Mindset And Instructional Practices In The Elementary Mathematics Classroom, Charity Hall
Mindset And Instructional Practices In The Elementary Mathematics Classroom, Charity Hall
School of Education and Leadership Student Capstone Theses and Dissertations
How is teacher mindset reflected in instructional practices within the elementary mathematics classroom? Drawing from Dr. Carol Dweck’s and Dr. Jo Boaler’s mindset research and N. Webb’s and E. Fennema’s studies of teacher instructional practices, this research focuses on how teacher mindset is tied to interactions with elementary math students. This research also draws from Dr. Jo Boaler’s extensive work with mindset research. Teachers send strong messages to students every day about their students’ ability to achieve and grow. Growth mindset messages tell students they are capable, while fixed mindset messages may hinder a student’s growth. In the interest of …
Twelve Best Practices For Mathematics Vocabulary Instruction For K-5 Elementary Students, Shannon Elisa King
Twelve Best Practices For Mathematics Vocabulary Instruction For K-5 Elementary Students, Shannon Elisa King
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was, what are the current best practices for mathematics vocabulary instruction for K-5 elementary students? The motivation for this capstone was the struggle with K-5 students to understand the complex language of mathematics vocabulary. This capstone details the challenges students face in learning mathematics vocabulary, twelve best practices for mathematics vocabulary instruction for K-5 elementary students, and the level of awareness teachers have of these twelve best practices and the level of use of these strategies within their classrooms. Key influence for this capstone was the accreditation process for mathematics at the writer’s …
The Academic And Psychological Effects Of Teaching Students With Learning Disabilities To Solve Problems Using Cognitive And Metacognitive Strategies, Holly Andersen
School of Education and Leadership Student Capstone Theses and Dissertations
The research conduced in this study addressed the question: what are the academic and psychological effects of teaching students with learning disabilities to solve word problems using cognitive and metacognitive strategies? During the study, metacognitive and cognitive strategies are employed by a teacher in her middle school math class composed of students with various disabilities. It included using a prescribed method to approach each word problem presented, followed by reflection questions that tracked students’ growth in self-confidence. The researcher documents the exact methods used and utilizes related research literature as a basis for this study. She reflects on the both …
Formative Assessment Of Academic Writing With English Learners In An Algebra Class, Robert J. Anderson
Formative Assessment Of Academic Writing With English Learners In An Algebra Class, Robert J. Anderson
School of Education and Leadership Student Capstone Theses and Dissertations
A case study of five English learners examined students’ writing in a co-taught high school math class. The goal of the study was to investigate how two different types of writing activities impacted students’ understanding of mathematical concepts. A writing rubric was used to measure student writing, and the researcher complied in-class tests. The scores on the writing samples were compared to students’ test results to look for trends in the data. Results of the case study were limited in their ability to identify a direct connection with the writing strategies and students’ test results, but the case study revealed …
Increasing Number Sense At The Preschool Level, Sarah Marie Koenig
Increasing Number Sense At The Preschool Level, Sarah Marie Koenig
School of Education and Leadership Student Capstone Theses and Dissertations
This capstone addresses the question, “What strategies can be used to increase number sense at the preschool level?”. Current research states that preschoolers need opportunities to learn about numbers and math concepts through a balance of natural play and exploration, intentional teaching, and structured learning activities embedded in their daily routines. Through the process of curriculum design using McTighe and Wiggins’ Understanding By Design framework, the author created a learning plan that includes lessons, resources, and parent/child activities using a variety of instructional strategies to teach number sense at the preschool level. The learning plan includes a sequence of activities …
Using Guided Math And Flipped Learning In A Fifth Grade Fractions Unit, Kristin Leigh Moore
Using Guided Math And Flipped Learning In A Fifth Grade Fractions Unit, Kristin Leigh Moore
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was: How can I design a math curriculum that will increase fifth grade students’ understanding of fraction concepts? The author began her research by investigating the struggles elementary students face when learning fraction concepts, which led to a study of four instructional strategies: ability grouping, differentiation, flipped learning, and guided math. The author considered the work of Boaler, Sammons, Tomlinson, Tucker, and Vann to inform her research. After careful reflection on the benefits and limitations of each strategy, the author chose to create a hybrid unit utilizing both guided math and flipped learning. …
When And Why Do Native English Speaking Students In A Spanish Immersion Setting Switch Into English During Math Instruction?, Samantha Marie Judith Holland
When And Why Do Native English Speaking Students In A Spanish Immersion Setting Switch Into English During Math Instruction?, Samantha Marie Judith Holland
School of Education and Leadership Student Capstone Theses and Dissertations
This study addressed when and why do native English speakers in a Spanish immersion switch into English during math instruction? This capstone studied 30 students in a Spanish immersion school in an affluent suburban area in the Upper Midwest. The author used literature from other types of immersion schools to highlight the lack of research on native English speakers in immersion settings. This capstone used audio- recordings, questionnaires and open-ended interviews to research the question. The researcher concludes that teaching Spanish vernacular in the immersion model would decrease the amount of English in the math classroom and that language objectives …
Achievement In Mathematics And Self-Concept Among Gifted Female High School Seniors, Leah M. Battin
Achievement In Mathematics And Self-Concept Among Gifted Female High School Seniors, Leah M. Battin
School of Education and Leadership Student Capstone Theses and Dissertations
The author sought to explore the research question, What is the relationship between mathematics achievement and self-concept of gifted female high school seniors? Review of the literature included discussions of definitions and stereotypes of giftedness, gender differences in math/STEM attitudes and achievement, malleable versus fixed intelligence and ability in math, self-concept, and stereotype threat. The author worked with gifted female high school students at a summer camp for gifted students in South Dakota. Participants were recruited from the group of young women who had finished the camp in 2014. Of 20 young women contacted, five returned letters of consent. A …
Using Graphic Organizers, Cooperative Learning, And Written Reflection To Improve Mathematics Problem Solving Skills, Kara Jean Odegaard
Using Graphic Organizers, Cooperative Learning, And Written Reflection To Improve Mathematics Problem Solving Skills, Kara Jean Odegaard
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed is, how can cooperative learning, graphic organizers, and writing improve eighth grade advanced geometry students’ problem solving skills? The motivating factor for this capstone was students being unsuccessful when trying to solve an assignment which required synthesizing information and problem solving. This capstone documents the process of having students complete problem solving assignments using a graphic organizer, cooperative learning, and reflecting on the assignment through writing. The researcher found success and struggles with the use of these tools and concludes that 1) students were more successful in the problem solving process when they used the graphic …
Teacher Beliefs And The Common Core State Standards For Mathematics, Erin M. Smith
Teacher Beliefs And The Common Core State Standards For Mathematics, Erin M. Smith
School of Education and Leadership Student Capstone Theses and Dissertations
Widespread adoption of the Common Core State Standards for Mathematics (CCSSM) marks an unprecedented event in American education: nearly all students have an opportunity to learn the same mathematics content at the same stage of their K-12 educational experience. One goal of the CCSSM is to promote mathematics educational equity and excellence through common, rigorous standards. However, common standards may not translate to a common learning experience for all students. Teachers’ mathematical beliefs act as filters through which new information is interpreted and dispositions toward actions taken in the classroom. This study examined this beliefspractice relationship by asking two questions: …
Preparing English Learners For Academic Language Demands Of Mainstream Mathematics, Tracie Lynn Cavalli
Preparing English Learners For Academic Language Demands Of Mainstream Mathematics, Tracie Lynn Cavalli
School of Education and Leadership Student Capstone Theses and Dissertations
Secondary English language teachers and content mathematics teachers are called upon to develop the language and mathematics skills of students. English learners need learning methods in place that will aid in learning both sets of skills. This research outlines methods to incorporate language usage into mathematics instruction through incorporating direct vocabulary instruction, problem solving procedures and oral presentations. The research was conducted in a sheltered mathematics classroom over the course of two weeks. Data was collected from pre-‐ test and post-‐test scores, students presented problems after following a set of problem solving procedures, and a completing a written assessment where …
How Can Inquiry-Based Instruction Be Implemented In A Secondary Mathematics Classroom?, Jennifer Colley Smith
How Can Inquiry-Based Instruction Be Implemented In A Secondary Mathematics Classroom?, Jennifer Colley Smith
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was, how can inquiry-based instruction be implemented in a secondary mathematics classroom? The motivating factors for this capstone were the inability for students to retain information and the challenges that students often face due to lack of investment in secondary mathematics classrooms. This capstone documents the creation of tools that support teachers in implementing and using inquiry-based methods in a secondary mathematics classroom, rooted in mitigating the challenges that may arise as an inquiry-based structure is introduced. The author supports the creation and implementation of each tool through research literature, documenting purpose and …
Culturally Responsive Curriculum: Third Grade Dual Language Immersion Fraction Unit, Katherine Elizabeth Jacques
Culturally Responsive Curriculum: Third Grade Dual Language Immersion Fraction Unit, Katherine Elizabeth Jacques
School of Education and Leadership Student Capstone Theses and Dissertations
While there is a growing body of research about best practice teaching in the dual language immersion setting as well as how to structure culturally responsive instruction, there is far less research that connects the dual language immersion model with culturally responsive mathematics instruction. This capstone primarily seeks to demonstrate how cooperative learning strategies, culturally responsive instructional techniques and the response to intervention and curriculum-based measurement model can be used to develop a math fractions unit for third-grade bilingual students in the dual language immersion setting. This study describes the components of dual language immersion, establishes the existence of racial …