Education Commons^™

Using Visual Imagery To Develop Multiplication Fact Strategies, Gina Kling

Dissertations

The learning of basic facts, or the sums and products of numbers 0–10 and their related differences and quotients, has always been a high priority for elementary school teachers. While memorization of basic facts has been a hallmark of elementary school, current recommendations focus on a more nuanced development of fluency with these facts. Fluency is characterized by the ability to demonstrate flexibility, accuracy, efficiency, and appropriate strategy use. Despite recommendations to focus on strategy use, there is insufficient information on instructional approaches that are effective for developing strategies, particularly for multiplication facts. Using visual imagery with dot patterns has …

Impacting African American Student Achievement In The Middle School Stem Classroom By Teaching Mathematics Through Arts Integration And Design Thinking, Robert Lippert, Tjuannia R. Seals

Dissertations

Middle school is a transitional period in which many students experience content-specific teachers, travel between classrooms, and explore extracurricular activity options for the first time. Historically, African American middle school students have not fared well in Science, Technology, Engineering, and Mathematics (STEM) on standardized assessments, performing significantly below their Caucasian counterparts in mathematics and science. From the beginning of their academic careers, a lack of access to quality teachers, excessive use of direct instruction strategies, and a lack of resources in their school communities, contribute to their overall apathy towards the subject matter and factor into their underperformance. As a …

Associating High School Science, Technology, Engineering, And Math (Stem) Course-Taking With Future Earnings For Non-Stem Employed High School Graduates, Beth Marchant

Dissertations

Problem

Due to the current resurgence of attention given to high school students' taking courses in Science, Technology, Engineering, and Mathematics (STEM), research was needed to examine whether a relationship between the number of STEM courses a high school student, who graduates from high school and works in a non-STEM field, completes and the success of that student 10 years later. One measure of student success, future earnings, can be measured quantitatively and is included in the Education Longitudinal Survey of 2002 (ELS:2002) data set, an ideal source of information to evaluate this issue (Institute of Education Sciences, 2019b).

Method …