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Full-Text Articles in Education
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, Spring 1920 to Summer 2023
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 …
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 eighth grades. In …
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.
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 …
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 on content-specific …
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
Instructional Technology and Learning Sciences Faculty Publications
One approach to promoting successful engagement of underrepresented groups in mathematics classrooms is Culturally Relevant Pedagogy (CRP). However, it has been argued that CRP risks essentializing students or watering down academic content. We report our analysis of a case study of a group of three 6th grade students who took part in a 6-week mathematics curriculum. This curriculum used Geographical Information System (GIS) maps to engage students in designing personally meaningful research projects while learning about measures of central tendency (i.e., learning statistics). The case study was chosen as representative of how students in this urban classroom (47 total) successfully …