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## Full-Text Articles in Education

Preschool Children's Development In Number, Geometry, And Executive Function: A Cross-Lagged Examination, Brionne G. Neilson

#### Preschool Children's Development In Number, Geometry, And Executive Function: A Cross-Lagged Examination, Brionne G. Neilson

*All Graduate Theses and Dissertations*

Children develop rapidly during early childhood, and this includes their mathematics and executive function (EF) skills. Past research has focused on connections between early mathematics and EF, but more work was needed to fully understand these relations. In particular, past studies have generally used numeracy-based measures to assess early mathematics, although professional guidelines indicate a more comprehensive construct that includes geometry. The research herein addresses some of the gaps of previous work as it examines unique connections between early number, geometry, and EF. One hundred eighteen preschool children from urban and rural communities, being an average age of 53 months ...

Experiencing Active Mathematics Learning: Meeting The Expectations For Teaching And Learning In Mathematics Classrooms, Kristy Litster, Beth L. Macdonald, Jessica F. Shumway

#### Experiencing Active Mathematics Learning: Meeting The Expectations For Teaching And Learning In Mathematics Classrooms, Kristy Litster, Beth L. Macdonald, Jessica F. Shumway

*Teacher Education and Leadership Faculty Publications*

Active learning mathematics classrooms incorporate meaningful activities that emphasize reasoning, thinking and active interaction with mathematics. Current mathematics standards and curricula recommend that Mathematics Teacher Educators (MTEs) use elements of active learning in their mathematics content courses specifically designed for Prospective Teachers (PTs) as they prepare PTs to learn and teach mathematics. However, it can be very difficult for PTs to shift their pedagogical dispositions towards instruction associated with active learning because they typically have not experienced mathematics taught in this way. This article focuses on two instructional practices for MTEs to use with PTs. First, selecting tasks that promote ...

Exploring The Phenomenon Of Distance In Children's Interactions With Touchscreen Digital Mathematics Games, Stephen I. Tucker, Patricia S. Moyer-Packenham

#### Exploring The Phenomenon Of Distance In Children's Interactions With Touchscreen Digital Mathematics Games, Stephen I. Tucker, Patricia S. Moyer-Packenham

*Teacher Education and Leadership Faculty Publications*

This study examines the construct of distance – the degree of difficulty of interacting with something – as part of activity involving children using touchscreen digital games to learn mathematics. Ten fifth-grade children engaged in video-recorded semi-structured task-based interviews in which they used two touchscreen digital mathematics games on a touchscreen tablet and responded to semi-structured follow-up questions. Qualitative data analysis was iterative, featuring analytic memoing and eclectic coding techniques to identify themes related to distance. In advanced coding stages, magnitude coding was used to characterize the degree of distance present. Findings provide evidence of the presence of distance, changes in distance ...

#### The Relationship Between Small-Group Discourse And Student-Enacted Levels Of Cognitive Demand When Engaging With Mathematics Tasks At Different Depth Of Knowledge Levels, Kristy Litster

*All Graduate Theses and Dissertations*

High cognitive demand (HCD) tasks can help students develop a deeper understanding of mathematics. Teachers need interventions that encourage students to engage in HCD activities. Small-group discourse provides HCD opportunities for students while solving mathematics problems. Discourse can take place after students solve problems individually (reflective) or in groups as students solve problems (exploratory). This study looks at the relationship between these two types of small-group discourse and student-enacted cognitive demand.

This study looks at how students engage with tasks that were designed at four different cognitive demand levels using Webb’s depth of knowledge (DOK) framework. Ninety-seven grade 5 ...

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.

A Case Study On How Meeting The Academic Needs Of Students Substantially Below Grade Level In Mathematics Affects Their Self-Efficacy Beliefs And Engagement, Lauren K. M. Burton

#### A Case Study On How Meeting The Academic Needs Of Students Substantially Below Grade Level In Mathematics Affects Their Self-Efficacy Beliefs And Engagement, Lauren K. M. Burton

*All Graduate Theses and Dissertations*

This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer.

The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of the observed class ...

Relationships Between Teachers' Past Experiences Learning Mathematics And Their Pedagogical Practices And Beliefs, Caci M. Jensen

#### Relationships Between Teachers' Past Experiences Learning Mathematics And Their Pedagogical Practices And Beliefs, Caci M. Jensen

*All Graduate Plan B and other Reports*

This creative project centered around the cyclical pattern of mathematics anxiety currently prevalent in our schools. A high percentage of elementary teachers carry mathematics anxiety and beliefs around mathematics that effect their pedagogical practices day-to-day. This anxiety transfers to their students effecting their future choices in mathematics. This project was conducted in case studies with six teachers from a rural charter school. Journey maps, semi-structured interviews, surveys, and observations were used to collect the data.

Identifying Factors Common Among Students Who Do Not Fit The Typical Mathematics Self-Efficacy And Achievement Correlation, Jodi H. Mantilla

#### Identifying Factors Common Among Students Who Do Not Fit The Typical Mathematics Self-Efficacy And Achievement Correlation, Jodi H. Mantilla

*All Graduate Theses and Dissertations*

Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with high mathematical self-efficacy had low mathematical performance level. On the other end of the spectrum, there are students who have low mathematical self-efficacy yet excel in mathematics. Discovering what factors are common among these two types of students can aid teachers in helping these students improve their self-efficacy and mathematics performance.

This explanatory mixed-methods design was conducted in a K-6 elementary school with the research participants consisting of fourth-, fifth-, and sixth-grade students. The first of ...

An Exploratory Study Of Attributes, Affordances, Abilities, And Distance In Children's Use Of Mathematics Virtual Manipulative Ipad Apps, Stephen I. Tucker

#### An Exploratory Study Of Attributes, Affordances, Abilities, And Distance In Children's Use Of Mathematics Virtual Manipulative Ipad Apps, Stephen I. Tucker

*All Graduate Theses and Dissertations*

This exploratory qualitative study investigated the presence of and relationships among constructs that contribute to children's interactions with educational technology, leading to the development of the modification of attributes, affordances, abilities, and distance (MAAAD) for Learning framework. For this study, each of 10 fifth-grade children participated in one individual video-recorded semistructured interview session, during which they interacted with two mathematics virtual manipulative iPad apps and responded to follow-up questions. Video recordings and observation field notes were analyzed for evidence of attributes, affordance-ability relationships, distance, and relationships among these constructs.

Constant comparative data analysis using memoing and eclectic coding provided ...

Common Themes Associated With Teacher-Identified Obstacles To Implementing Change In Mathematics Instruction Attributable To Participation In Mathematics Professional Development, Ronald A. Twitchell

#### Common Themes Associated With Teacher-Identified Obstacles To Implementing Change In Mathematics Instruction Attributable To Participation In Mathematics Professional Development, Ronald A. Twitchell

*All Graduate Theses and Dissertations*

This study had three purposes: first, explore any common phenomenon of secondary mathematics teachers’ experience in secondary mathematics professional development (MPD); second, determine if there were positive changes in teacher attitudes after completing secondary MPD; and finally, if a positive change in teacher attitude was identified, describe the shared experiences in secondary MPD to in a way that cannot be revealed through ordinary observations. It was the intent of this study to identify positive changes in teacher attitudes not to measure their magnitude. This study implemented a mixed methods design using descriptive statistics and categorical analysis on data from pre- ...

The Impact Of Computer-Adaptive Benchmark Data And Assessment Literacy On Student Achievement And Motivation In Mathematics, Sheryl J. Rushton

#### The Impact Of Computer-Adaptive Benchmark Data And Assessment Literacy On Student Achievement And Motivation In Mathematics, Sheryl J. Rushton

*All Graduate Theses and Dissertations*

Over the past several decades there has been an emphasis in educational research on student assessment and achievement in mathematics. Formative assessments are designed to inform the instructional decision making process and require assessment literacy to interpret and use data provided by these assessments. Many teachers and students were lacking assessment literacy; therefore, they were unable to adjust their instruction and study habits to increase student performance on summative assessments. This study investigated the impact Scholastic Math Inventory (SMI) benchmarks and assessment literacy training had on summative assessments and student motivation in mathematics. The researcher analyzed unit posttest scores and ...

The Academic Preparation And Background Of Public Secondary Mathematics Teachers In Utah 1966-1967, Charles Martin Crittenden

#### The Academic Preparation And Background Of Public Secondary Mathematics Teachers In Utah 1966-1967, Charles Martin Crittenden

*All Graduate Theses and Dissertations*

A random survey was conducted to determine the academic preparation and background of the public secondary mathematics teachers in the state of Utah.

The survey indicated that there is a wide variance in the teacher mathematics preparation between the three types of public secondary schools. The class B high schools have a smaller percentage of well prepared mathematics teachers than either the class A high schools or the junior high schools.

The following facts were discovered: (1) 22.03 percent of all the surveyed mathematics teachers had between 1 and 15 quarter hours of college mathematics preparation, (2) 5.22 ...

Perceptions By High School Teachers Of Mathematical Readiness Of Students With Disabilities Transitioning To College, Adam Dwight King

#### Perceptions By High School Teachers Of Mathematical Readiness Of Students With Disabilities Transitioning To College, Adam Dwight King

*All Graduate Theses and Dissertations*

Students with mild/moderate disabilities frequently experience difficulty in mathematics in high school, and thus are often unprepared for math in college. The student researcher conducted a survey examining the perceptions regarding mathematical readiness of such students by professionals who work with them in high school. Participants included 47 high school special education teachers who completed an online questionnaire about the preparedness of students with disabilities in various mathematical constructs (i.e., algebra, geometry, number sense, calculator skills, and study skills) and the importance of those constructs using Likert-type rankings, as well as perceptions of barriers for transitioning to college ...

Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow

#### Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow

*Teacher Education and Leadership Faculty Publications*

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Partnership Program to determine how partnerships developed processes for measuring growth in teacher content knowledge. Pre- and post-testing was the most common process for measuring ...

Critical Issues In Middle And Secondary Mathematics Placement: A Case Study, Morgan E. Summers

#### Critical Issues In Middle And Secondary Mathematics Placement: A Case Study, Morgan E. Summers

*Undergraduate Honors Capstone Projects*

This qualitative research project focuses on the issues facing middle and secondary mathematics placement through an extensive literature review as well as a case study of a local school district. As students move from elementary school to middle and secondary schools, they are placed into classes that appear to be based on ability. One of the driving questions of this project is how is this ability level determined? Through an in-‐depth look at one school district, it is found that a primary source of information is both norm-‐referenced and criterion-‐referenced assessments given to students in fifth and ...

The Effect Of Direct Instruction In Teaching Addition And Subtraction Of Decimals And Decimal Word Problems On Students At Risk For Academic Failure, Heather Hoopes Small

#### The Effect Of Direct Instruction In Teaching Addition And Subtraction Of Decimals And Decimal Word Problems On Students At Risk For Academic Failure, Heather Hoopes Small

*All Graduate Theses and Dissertations*

This study investigated the effects of a direct instruction program on the ability of elementary school students identified as at risk for math failure to add and subtract numbers with decimals, and complete addition and subtraction word problems with decimals. Direct instruction has previously been shown to increase the math skills of special education and general education students. This study examined the extent to which these students could master these skills in six hours of instruction, with carefully designed sequences of examples and strategy instruction in word problems. The study took place in two elementary schools. The participants were fifth ...

Negotiating The "Relevant" In Culturally Relevant Mathematics, N. Enyedy, J. Danish, Deborah A. Fields

#### Negotiating The "Relevant" In Culturally Relevant Mathematics, N. Enyedy, J. Danish, Deborah A. Fields

*Deborah A. Fields*

No abstract provided.

Negotiating The "Relevant" In Culturally Relevant Mathematics, N. Enyedy, J. Danish, Deborah A. Fields

*Instructional Technology and Learning Sciences Faculty Publications*

No abstract provided.

Common Features Of Professional Development Activities For Mathematics And Science Teachers, Patricia S. Moyer-Packenham, J. J. Bolyard, J. Oh, N. I. Cerar

#### Common Features Of Professional Development Activities For Mathematics And Science Teachers, Patricia S. Moyer-Packenham, J. J. Bolyard, J. Oh, N. I. Cerar

*Teacher Education and Leadership Faculty Publications*

This study examines professional development activities provided for

mathematics and science teachers in the National Science Foundation’s Math and Science Partnership Program by analyzing a cross-sectional sample of over 2000 professional development (PD) activities in the program. Data were gathered from secondary source documents and surveys to examine core and structural features of professional development offerings (i.e. form, collective participation, content, duration and outcomes). The results from this sample of PD activities for mathematics and science teachers were mixed. There was evidence of researchbased practices, including the collective participation by teachers at the same grade levels, a focus ...

Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh

#### Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh

*Teacher Education and Leadership Faculty Publications*

This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high achieving group participated in two instructional treatments (three groups used virtual manipulatives and one group used physical manipulatives). Data sources included pre- and post-tests of students’ mathematical content knowledge and videotapes of classroom sessions. Results of paired samples t-tests examining the three groups using virtual manipulatives indicated a statistically significant overall gain following ...

Virtual Manipulatives In The Classroom And Resulting Articles And Lesson Plans, Cheryl Juliana

#### Virtual Manipulatives In The Classroom And Resulting Articles And Lesson Plans, Cheryl Juliana

*All Graduate Plan B and other Reports*

Upon coming across mathematical manipulatives generated and produced by Utah State University, as a math teacher, I conducted a classroom teaching experiment in three pre-algebra classes with students of various achievement levels. After teaching the entire year using no manipulatives in the classroom, I tested my students with a general, end-of-year, core criterion, or cumulative test. Their scores were noted. The students in the study group were then given opportunities to try several manipulatives offered on the "National Library of Virtual Manipulatives," both as a class, and alone, and then retested. The following paper gives the parameters of the study ...

Virtual Manipulatives Used By K-8 Teachers For Mathematics Instruction: Considering Mathematical, Cognitive, And Pedagogical Fidelity, Patricia S. Moyer-Packenham, Gwenanne Salkind, Johnna J. Bolyard

#### Virtual Manipulatives Used By K-8 Teachers For Mathematics Instruction: Considering Mathematical, Cognitive, And Pedagogical Fidelity, Patricia S. Moyer-Packenham, Gwenanne Salkind, Johnna J. Bolyard

*Teacher Education and Leadership Faculty Publications*

This study examined teachers’ uses of virtual manipulatives across grades K-8 after participating in a professional development institute in which manipulatives and technology were the major resources used throughout all of the activities. Researchers analyzed 95 lesson summaries in which classroom teachers described their uses of virtual manipulatives during school mathematics instruction. The findings indicated that the content in a majority of the lessons focused on two National Council of Teachers of Mathematics (2000a) standards: Number & Operations and Geometry. Virtual geoboards, pattern blocks, base-10 blocks, and tangrams were the applets used most often by teachers. The ways teachers used the ...

A Review Of The Literature On Mathematics And Science Teacher Quality, Johnna J. Bolyard, Patricia S. Moyer-Packenham

#### A Review Of The Literature On Mathematics And Science Teacher Quality, Johnna J. Bolyard, Patricia S. Moyer-Packenham

*Teacher Education and Leadership Faculty Publications*

A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research ...

The Assessment Of Mathematics And Science Teacher Quality, Patricia S. Moyer-Packenham, Johnna J. Bolyard, Anastasia Kitsantas, Hana Oh

#### The Assessment Of Mathematics And Science Teacher Quality, Patricia S. Moyer-Packenham, Johnna J. Bolyard, Anastasia Kitsantas, Hana Oh

*Teacher Education and Leadership Faculty Publications*

The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included ...

Code Red (Remediation And Enrichment Days): The Complex Journey Of A School And University Partnership's Process To Increase Mathematics Achievement, Patricia S. Moyer-Packenham, K. Dockery, S. Jamieson, J. Ross

#### Code Red (Remediation And Enrichment Days): The Complex Journey Of A School And University Partnership's Process To Increase Mathematics Achievement, Patricia S. Moyer-Packenham, K. Dockery, S. Jamieson, J. Ross

*Teacher Education and Leadership Faculty Publications*

This study examined a focused remediation and enrichment effort among school and university faculty to affect the mathematics achievement of a group of third-grade students in a Title 1 elementary school. A total of 87 students participated in the Code RED (Remediation and Enrichment Days) Project. During the Code RED Project, student assessment data were used to identify high-need areas for mathematics instruction. The Code RED Project sessions occurred in small groups over a 10-week period. Pre-and posttest assessments, as well as state-standardized tests, were used for data gathering during the project. Pre-and posttest data indicate that students made significant ...

Controlling Choice: Teachers, Students, And Manipulatives In Mathematics Classrooms, Patricia S. Moyer-Packenham, M. Gail Jones

#### Controlling Choice: Teachers, Students, And Manipulatives In Mathematics Classrooms, Patricia S. Moyer-Packenham, M. Gail Jones

*Teacher Education and Leadership Faculty Publications*

This research study examines the instructional practices of 10 middle grades teachers related to their use of manipulatives in teaching mathematics and their control of mathematics tools during instruction. Through 40 observations of teaching, 30 interviews, and an examination of 67 written documents (including teachers' plans and records), profiles were developed that describe how teachers used and controlled manipulatives during instruction. Results showed that teachers used a variety of manipulatives and other mathematics tools over the course of the year-long study. Teachers reported using a mathematics tool (manipulative, calculator, or measuring device) in 70% of their lessons, and this self-report ...

Are We Having Fun Yet? How Teachers Use Manipulatives To Teach Mathematics, Patricia S. Moyer-Packenham

#### Are We Having Fun Yet? How Teachers Use Manipulatives To Teach Mathematics, Patricia S. Moyer-Packenham

*Teacher Education and Leadership Faculty Publications*

Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent mathematics concepts themselves. The teachers ...

Teaching Mathematics With Technology: Reflecting On Our Progress And Looking Ahead, Patricia S. Moyer-Packenham

#### Teaching Mathematics With Technology: Reflecting On Our Progress And Looking Ahead, Patricia S. Moyer-Packenham

*Teacher Education and Leadership Faculty Publications*

No abstract provided.

Attitudinal Effects Of Unified Mathematics At Hillcrest High School, Willis Dean Samuels

#### Attitudinal Effects Of Unified Mathematics At Hillcrest High School, Willis Dean Samuels

*All Graduate Theses and Dissertations*

The purpose of this study was to investigate the relationship between ( 1) attitude as expressed on Aiken **1**s Mathematics Attitude Scale between students who had been taught Unified Mathematics and similar students who had not been taught Unified Mathematics. The sample consisted of 37 students in the treatment group and 46 students in the control group.

The students were given a copy of Aiken's Mathematics Attitude Scale. The responses were scored by the researcher. Seven null hypotheses were examined by calculating the means and standard deviations of each group. Comparison of the posttest means was performed by using ...

A Comparison Of A Math-Center And A Traditional Program In Mathematics With First Grade Pupils In The Roosevelt Elementary School, Barbara Jean Knecht Eldredge

#### A Comparison Of A Math-Center And A Traditional Program In Mathematics With First Grade Pupils In The Roosevelt Elementary School, Barbara Jean Knecht Eldredge

*All Graduate Plan B and other Reports*

The phone rang at the home of the principal the evening of the first day of school. The voice on the telephone said, "I must talk with you-- tonight!" The principal arranged an appointment for 7:30 that evening in his office at the school.