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Student-Created Test Sheets, Samuel Laderach
Student-Created Test Sheets, Samuel Laderach
Honors Projects
Assessment plays a necessary role in the high school mathematics classroom, and testing is a major part of assessment. Students often struggle with mathematics tests and examinations due to math and test anxiety, a lack of student learning, and insufficient and inefficient student preparation. Practice tests, teacher-created review sheets, and student-created test sheets are ways in which teachers can help increase student performance, while ridding these detrimental factors. Student-created test sheets appear to be the most efficient strategy, and this research study examines the effects of their use in a high school mathematics classroom.
A Study Of Perceptions Of Math Mindset, Math Anxiety, And View Of Math By Young Adults, Tami L. Hocker
A Study Of Perceptions Of Math Mindset, Math Anxiety, And View Of Math By Young Adults, Tami L. Hocker
Doctor of Education (Ed.D)
This study’s purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain growth and learning supported by positive math mindset. Young adult public charter high school at-risk students were surveyed before and after completion of the experimental intervention to measure their perceptions in the domains of Math Mindset, Math Anxiety, and View of Math. The results revealed significant …
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 …