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FullText Articles in Education
A Program Evaluation Of DoublePeriod Algebra, Jason Major
A Program Evaluation Of DoublePeriod Algebra, Jason Major
Dissertations
Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing doubleperiod algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that studentteacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, …
The Impact Of An Elementary Algebra Course On Student Success In A CollegeLevel Liberal Arts Math Course And Persistence In College, Lori Ann Austin
The Impact Of An Elementary Algebra Course On Student Success In A CollegeLevel Liberal Arts Math Course And Persistence In College, Lori Ann Austin
Theses and Dissertations
Many students enter community college underprepared for collegelevel math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed collegelevel math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable to graduate (Bahr, 2008; Bailey, Jeong, & Cho, 2010). This quasiexperimental design focused on students who are not in mathintensive majors, needing only a general liberal arts math course. The purpose was to determine the impact of the elementary algebra course on success in collegelevel math and persistence in college. Student performance …
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Theses and Dissertations
Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, AhlgrimDelzell, Harris & Wakeman, 2008; CreechGalloway, Collins, Knight, …
The Influence Of Dragonbox On Student Attitudes And Understanding In 7th Grade Mathematics Classroom, Nihal Katirci
The Influence Of Dragonbox On Student Attitudes And Understanding In 7th Grade Mathematics Classroom, Nihal Katirci
Legacy Theses & Dissertations (2009  2024)
This exploratory study seeks to investigate how a mathematical education game, DragonBox12+, effects students’ learning about algebra. Data for this research was collected from middle school 7th grade students in the Northeast region of the United States of America. The interviews and classroom observations were recorded on videotape. The research results showed that the video game DragonBox 12+ affects students’ attitude of mathematics and learning of mathematics by the help of using game mechanics to teaching algebraic rules.
Secondary Students’ Perceptions Of An Interactive Mathematics Review Program: An Action Research Study, Crystal Burroughs Wingard
Secondary Students’ Perceptions Of An Interactive Mathematics Review Program: An Action Research Study, Crystal Burroughs Wingard
Theses and Dissertations
The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participantresearcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and handson, active learning. Data are comprised of surveys, field notes, semistructured interviews, and focus group insights about the IMRP over an 8week period in the spring of 2017 at a southern, lowsocioeconomic status high school. Findings include: (1) greater comprehension; (2) increased engagement and mathrelated discussions; (3) increased motivation; (4) egalitarian principles; and (5) highquality reciprocity. A ninestep action plan designed to enable other math teachers at …