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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 May 2011

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 ...


Critical Issues In Middle And Secondary Mathematics Placement: A Case Study, Morgan E. Summers May 2011

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 ...


Negotiating The "Relevant" In Culturally Relevant Mathematics, N. Enyedy, J. Danish, Deborah A. Fields Jan 2011

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 Jan 2011

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

Instructional Technology and Learning Sciences Faculty Publications

No abstract provided.


Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh Jan 2011

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 Jan 2011

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 ...