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Full-Text Articles in Education

Embedded Strategies In Mathematics Vocabulary Instruction: A Quasi-Experimental Study, Sharon Sanders Dec 2007

Embedded Strategies In Mathematics Vocabulary Instruction: A Quasi-Experimental Study, Sharon Sanders

All Dissertations

Recent accountability requirements increase the emphasis on mathematics achievement for all students, including low-performing students and students with learning disabilities. However, these students progress very slowly, with weaknesses evident in computation and problem solving. These limitations affect their success in mathematics at lower grades and make earning a high school diploma difficult. It is imperative to isolate components of mathematics comprehension and identify methods to teach them in order to help these lower performing students be successful. Research indicates a strong relationship between vocabulary and mathematical comprehension, identifying vocabulary understanding as a key component in understanding the subject. Vocabulary instruction …


Review Of The Book: English Language Learners In The Mathematics Classroom, Brooke Kandel-Cisco Oct 2007

Review Of The Book: English Language Learners In The Mathematics Classroom, Brooke Kandel-Cisco

Scholarship and Professional Work – Education

Dr. Kandel-Cisco's review of: Coggins, Debra; Kravin, Drew; Coates, Grace Dávila & Carroll, Maria Dreux (2007). English Language Learners in the Mathematics Classroom. Thousand Oaks, CA: Sage Publications.


The Main Challenges That A Teacher-In-Transition Faces When Teaching A High School Geometry Class, Greg Brough Henry Jul 2007

The Main Challenges That A Teacher-In-Transition Faces When Teaching A High School Geometry Class, Greg Brough Henry

Theses and Dissertations

During a semester-long action research study, the author attempted to implement a standards-based approach to teaching mathematics in a high school geometry class. Having previously taught according to a more traditional manner, there were many challenges involved as he made this transition. Some of the challenges were related to Geometry and others were related to the standards-based approach in general. The main challenges that the author encountered are identified and discussed. A plan of action for possible solutions to these challenges is then described.


What Are Some Of The Common Traits In The Thought Processes Of Undergraduate Students Capable Of Creating Proof?, Karen Malina Duff May 2007

What Are Some Of The Common Traits In The Thought Processes Of Undergraduate Students Capable Of Creating Proof?, Karen Malina Duff

Theses and Dissertations

Mathematical proof is an important topic in mathematics education research. Many researchers have addressed various aspects of proof. One aspect that has not been addressed is what common traits are shared by those who are successful at creating proof. This research investigates the common traits in the thought processes of undergraduate students who are considered successful by their professors at creating mathematical proof. A successful proof is defined as a proof that successfully accomplishes at least one of DeVilliers (2003) six roles of proof and demonstrates adequate mathematical content, knowledge, deduction and logical reasoning abilities. This will typically be present …


A Mathematics Acceleration Experience For Mathematically Promising Students, Dorothy Jeanette Whitlow-Malin Mar 2007

A Mathematics Acceleration Experience For Mathematically Promising Students, Dorothy Jeanette Whitlow-Malin

Middle-Secondary Education and Instructional Technology Dissertations

To address the pervasive concerns of educators about the social and emotional effects of mathematics acceleration on students and the paucity of findings on those issues, 6 students who had participated in 6 years of accelerated mathematics courses were purposefully identified and interviewed in this longitudinal study. Through a qualitative research design, using phenomenological methods, and accompanying descriptive statistics, the author elicited the students’ descriptions of their learning experiences. Major findings in this study were that all students described great benefits from the experience, negative effects were minor, and key factors contributing to success were work ethic, motivation, parents and …


High School Students' Attitudes And Beliefs Regarding Statistics In A Service-Learning-Based Statistics Course, Jennifer Leong Feb 2007

High School Students' Attitudes And Beliefs Regarding Statistics In A Service-Learning-Based Statistics Course, Jennifer Leong

Middle-Secondary Education and Instructional Technology Dissertations

Despite agreement among researchers about the powerful influence of attitudes and beliefs on the development of students’ mathematical knowledge base (Leder, Pehkonen, & Törner, 2002), relatively little is known about these constructs in statistics education. This study investigated the relationship between mathematics-and statistics-related attitudes and beliefs of 11 high school students in an introductory statistics course designed around a 13-week long service-learning project. Service-learning is a pedagogical approach that situates academic learning in the context of community service. The study utilized qualitative, teacher-researcher (Cochran-Smith & Lytle, 1993) methodology from an interpretivist perspective. The three primary modes of data collection were …


Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley Jan 2007

Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Technology is changing the way in which mathematics and science are taught, and this radical transformation in teaching is causing teachers to take a closer look at how lessons are designed. In an effort to demonstrate how to design instructional modules using technology, this paper will include the following: 1)A review of the National Educational Technology Standards for teachers to establish a framework for the development of the teaching modules; 2)instructional designs and techniques with special emphasis on multiple intelligence and critical thinking skills; 3) strategies and techniques for infusing technology into a standard based curriculum; and 4) an analysis …


Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman Jan 2007

Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman

Middle-Secondary Education and Instructional Technology Faculty Publications

This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical …


What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson Jan 2007

What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson

Middle-Secondary Education and Instructional Technology Faculty Publications

No abstract provided.


Journaling As A Test Preparatory Measure In Secondary Mathematics: Successful Student Strategies, Lloyd E. Nickerson Ii Jan 2007

Journaling As A Test Preparatory Measure In Secondary Mathematics: Successful Student Strategies, Lloyd E. Nickerson Ii

Master of Education Research Theses

This study examines a math journal writing assignment comparing how high school (grades 10 through 12) algebra students who performed well and students who performed poorly on traditional mathematics tests constructed their corresponding journal entries. Statistically significant differences found indicated that students who performed well on the tests were more likely to have originally composed the text and examples in their journal entries, and students who performed poorly were more likely to have copied much of the mathematical language and examples in their journal entries from their textbooks. Students who performed well on the test were also more likely to …


Whole Number Knowledge And Number Lines Help To Develop Fraction Concepts, Catherine Pearn Dec 2006

Whole Number Knowledge And Number Lines Help To Develop Fraction Concepts, Catherine Pearn

Catherine Pearn

Many researchers have noted that students' whole number knowledge can interfere with their efforts to learn fractions. In this paper the authors discuss a teaching experiment conducted with students in Years 5 and 6 from an eastern suburban school in Melbourne. The focus of the teaching experiment was to use number lines to highlight students' understanding of whole numbers then fractions. The study used a screening test and interview using number lines to probe students' understanding of fractions as numbers. By using whole numbers on number lines first, the interview questions clearly helped many students to connect whole number and …