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Articles 1  30 of 56
FullText Articles in Education
Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley
Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley
Kylie Hillman
No abstract provided.
Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley
Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley
Kylie Hillman
No abstract provided.
Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley
Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy., Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley
Kylie Hillman
No abstract provided.
Managing Cognitive Load In The Mathematics Classroom, Mohan Chinnappan, Paul Chandler
Managing Cognitive Load In The Mathematics Classroom, Mohan Chinnappan, Paul Chandler
Paul Chandler
The results of research about cognitive load that is associated with mental processes and the management of such load so that students can be better supported in the construction of connected mathematical information is discussed. Ways in which worked examples can be effective in promoting useful and powerful mathematics schemes are highlighted.
Implementing Reading And Writing In Secondary Mathematics, Mari E. Eisenhart
Implementing Reading And Writing In Secondary Mathematics, Mari E. Eisenhart
Regis University Student Publications (comprehensive collection)
Literacy in secondary mathematics continues to be difficult for many. Mathematics teachers and researchers continue to develop support documents for secondary math teachers. It is important to utilize the literacy strategies already established by other content areas. It is feasible to adjust these strategies to suit the needs of mathematics students. Literacy across the content areas is a relatively new idea in education, but literacy in mathematics is even more foreign. It is necessary to use the available literacy strategies to develop materials applicable in the secondary mathematics classroom.
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina GarzaKling
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina GarzaKling
Faculty and Research Publications
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.
The Impact Of Content Courses On PreService Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
The Impact Of Content Courses On PreService Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
Teacher Education Faculty Publications
In response to research documenting the mathematical deficiencies of preservice elementary teachers, many teacher preparation programs are requiring mathematical content courses specifically focusing on the mathematics taught at the elementary level. This study considers what impact two such courses (one course focusing on Arithmetic, and the other course focusing on Geometry and Measurement) had on the mathematical content knowledge and attitude towards mathematics by comparing a group of preservice elementary teachers who took these courses to a group of preservice elementary teachers who took only a more general mathematics course (such as College Algebra). Results indicated that those teachers who …
The Impact Of Secondary Mathematics Methods Courses On Preservice Secondary Teachers’ Beliefs About The Learning And Teaching Of Mathematics, Ronald Gene Smith Ii
The Impact Of Secondary Mathematics Methods Courses On Preservice Secondary Teachers’ Beliefs About The Learning And Teaching Of Mathematics, Ronald Gene Smith Ii
Doctoral Dissertations
The Comprehensive Framework for Teacher Knowledge provides a model that describes an approach to the secondary mathematics methods course, as described by Robert Ronau and P. Mark Taylor. The model includes the orientation of preservice teachers toward mathematics and the teaching of mathematics, which includes the beliefs of the preservice teachers. The first questions deal with identifying the methods used in the methods course to address beliefs. The second set of questions deal with the effects of the methods course on the beliefs that preservice teachers hold on the learning and teaching of mathematics.
The study included 16 different universities …
The Impact Of Smart Board Technology On Growth In Mathematics Achievement Of Gifted Learners, Patricia Ann Riska
The Impact Of Smart Board Technology On Growth In Mathematics Achievement Of Gifted Learners, Patricia Ann Riska
Doctoral Dissertations and Projects
This study examined whether SMART Board technology increased growth in mathematics performance of fourth grade gifted students. Gifted students in North Carolina were studied to determine if the use of SMART Board technology during mathematics instruction impacted their growth on standardized state tests. The sample consisted of 175 students from six elementary schools with similar populations. Three of the schools used SMART Boards during mathematics instruction, and three schools did not use SMART Board technology. All students were taught the mathematics curriculum according to the North Carolina Standard Course of Study. The instrument for evaluating growth was the state EndofGrade …
Middle And High School Mathematics Teacher Differences In Mathematics Alternative Certification, Brian R. Evans
Middle And High School Mathematics Teacher Differences In Mathematics Alternative Certification, Brian R. Evans
NERA Conference Proceedings 2010
his study examined the differences in content knowledge, attitudes toward mathematics, and concepts of teacher selfefficacy among several different types of teachers in the New York City Teaching Fellows program, and informs teacher education in mathematics alternative certification. Findings revealed that high school teachers had significantly higher content knowledge than middle school teachers. Mathematics Teaching Fellows had significantly higher content knowledge than Mathematics Immersion Teaching Fellows. Mathematics and science majors had significantly higher content knowledge than other majors. Teachers had the same high positive attitudes toward mathematics and same high concepts of selfefficacy regardless of content ability.
Teacher Quality, Content Knowledge, And SelfEfficacy In One Mathematics Teach For America Cohort, Brian R. Evans
Teacher Quality, Content Knowledge, And SelfEfficacy In One Mathematics Teach For America Cohort, Brian R. Evans
NERA Conference Proceedings 2010
The purpose of this study was to understand the relationships between mathematical content knowledge and perceptions of teaching selfefficacy in one cohort of Teach for America teachers. It was found that teachers had high levels of selfefficacy. It was also found that mathematics related majors had higher mathematical content knowledge than did business majors, but similar levels of selfefficacy. Liberal arts majors had similar content knowledge and levels of selfefficacy as did mathematics related majors.
The Effects Of Positive School Engagement On Math And Reading Achievement In Midwestern Suburban Middle School Students, Heather C. Phipps
The Effects Of Positive School Engagement On Math And Reading Achievement In Midwestern Suburban Middle School Students, Heather C. Phipps
Student Work
Ensuring high academic achievement in schools with increasingly diverse students is a challenge. Assessing student engagement can be a powerful tool in predicting potential success and identifying students who may need additional support. Positive youth development theory supports focusing on a young person’s strengths, and an assetbased approach to education can raise student achievement. During the 20072008 school year, seventh grade students were assessed for school engagement using the Developmental Assets Profile. Students were identified as either not engaged or engaged in school. For two years, achievement in reading and math as well as grade point average was collected and …
Cooperative Learning And The Gifted Student In Elementary Mathematics, Christine C. Hecox
Cooperative Learning And The Gifted Student In Elementary Mathematics, Christine C. Hecox
Doctoral Dissertations and Projects
The research was a quantitative research project dealing with Florida Comprehensive Assessment Test (FCAT) Mathematics scores of fourth grade students, including gifted and highachieving students, in 20082009 under the exposure of daily cooperative learning in mathematics. The problem statement was as follows: In Polk County, Florida, how does cooperative learning affect the FCAT Mathematics scores among fourth grade students, including gifted and highachieving students? The purpose of the quasiexperimental study was to explore the relationship of cooperative learning versus traditional learning on their student achievement. The null hypothesis was that cooperative learning would have no effect on fourth grade gifted …
Teaching Calculus With Wolfram Alpha, Andrew Lang
Teaching Calculus With Wolfram Alpha, Andrew Lang
College of Science and Engineering Faculty Research and Scholarship
This article describes the benefits and drawbacks of using WolframAlpha as the platform for teaching calculus concepts in the lab setting. It is a result of our experiences designing and creating an entirely new set of labs using WolframAlpha. We present the reasoning behind our transition from using a standard computer algebra system (CAS) to WolframAlpha in our differential and integral calculus labs, together with the positive results from our experience. We also discuss the current limitations of WolframAlpha, including a discussion on why we still use a CAS for our multivariate calculus labs.
Relationship Of SelfEfficacy Beliefs Of Urban Public School Students To Performance On A HighStakes Mathematics Test, Kolajo Akinbiyi Afolabi
Relationship Of SelfEfficacy Beliefs Of Urban Public School Students To Performance On A HighStakes Mathematics Test, Kolajo Akinbiyi Afolabi
Open Access Dissertations
The purpose of this study was to examine the relationship of selfefficacy for Enlisting Social Resources, SelfRegulatory Efficacy, selfefficacy for SelfRegulated Learning, and selfefficacy for Academic Achievement (Bandura's Children's SelfEfficacy Scale, 2006) of urban public school students to performance on the high stakes Massachusetts Comprehensive Assessment System (MCAS) math test. A survey questionnaire was administered to eighty three participants and the data, analyzed using linear regression, conformed to the assumptions of Independence, Linearity, Normality, and Homoscedasticity. SelfRegulatory Efficacy, Academic Achievement, and Socioeconomic Status were statistically significant bivariate predictors of performance on MCAS math test. SelfRegulatory Efficacy was the only consistent …
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack Hourcade
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack Hourcade
Jack Hourcade
Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, since students in their case loads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits and/or needs, and may experience additional challenges in their professional and personal lives. This qualitative study sought to better understand the nature of math phobia in two special educators through extensive interviews, journaling, and observations in math experiences, with a number of primary themes identified. Several potential resolutions for the …
Is Competition Making A Comeback? Discovering Methods To Keep Female Adolescents Engaged In Stem: A Phenomenological Approach, Kathryn B. Notter
Is Competition Making A Comeback? Discovering Methods To Keep Female Adolescents Engaged In Stem: A Phenomenological Approach, Kathryn B. Notter
Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences
The decreasing number of women who are graduating in the Science, Technology, Engineering and Mathematics (STEM) fields continues to be a major concern. Despite national support in the form of grants provided by National Science Foundation, National Center for Information and Technology and legislation passed such as the Deficit Reduction Act of 2005 that encourages women to enter the STEM fields, the number of women actually graduating in these fields is surprisingly low. This research study focuses on a robotics competition and its ability to engage female adolescents in STEM curricula. Data have been collected to help explain why young …
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, Spring 1920 to Spring 2023
Upon coming across mathematical manipulatives generated and produced by Utah State University, as a math teacher, I conducted a classroom teaching experiment in three prealgebra 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, endofyear, 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, …
Mathematics In Motion: A Handbook Of Kinesthetic Teaching Strategies, Janie Brown Salazar
Mathematics In Motion: A Handbook Of Kinesthetic Teaching Strategies, Janie Brown Salazar
Regis University Student Publications (comprehensive collection)
Howard Gardner first proposed his theory of Multiple Intelligences and the bodilykinesthetic intelligence in 1983. Unfortunately, almost three decades later, teacher programs still do not train teachers about BodilyKinesthetic intelligence in depth; nor do they train teachers how to integrate BodilyKinesthetic intelligence into daily learning procedures and classroom environment. Schools focus very little on other factors that contribute to how successful a person might be in life, throughout life. Incorporating bodilykinesthetic strategies in teaching can positively influence children's learning experience. The following research project investigates the research on the bodilykinesthetic intelligence, bodilykinesthetic teaching strategies, teaching strategies linked to student achievement, …
Learning And Serving: An Exploratory Action Research Case Study Of A Middle School Service Learning Curriculum Project, Georgina Levey
Learning And Serving: An Exploratory Action Research Case Study Of A Middle School Service Learning Curriculum Project, Georgina Levey
Electronic Theses and Dissertations
Service learning, a natural link between community service and standardsbased education, encourages students to learn about themselves in the context of the world in which they live. In other words, service learning is a method of teaching that enriches learning by engaging students in meaningful service to their schools and communities, and integrating that service with established curricula or learning objectives (NYLC ServiceLearning Glossary, 2005). Educational service activities can be done directly or indirectly and they can have a varying degree of “involvement” ranging from community service, community exploration, community action or advocacy and research. In this study, a service …
Affective Socialization Processes In Mathematics Doctoral Study: Gaining Insight From Successful Students, Lauren L Wagener
Affective Socialization Processes In Mathematics Doctoral Study: Gaining Insight From Successful Students, Lauren L Wagener
Doctoral Dissertations
Mathematics has the highest attrition rate among all liberal arts disciplines (and among all disciplines, except for health professions) and the second highest attrition rate of all doctoral programs in the United State. In order to prevent the loss of so many students, mathematics departments must consider the root causes for attrition and determine what individual skills and knowledge and departmental systems and support will help more mathematics doctoral students to succeed. The purpose of this qualitative interview study was to explore the interactions mathematics doctoral candidates at one institution have had during graduate school and the value that the …
Design Of ComputerBased Assessment Secondary Education For Understanding Of Mathematics, Mark Damian Lewis
Design Of ComputerBased Assessment Secondary Education For Understanding Of Mathematics, Mark Damian Lewis
Boise State University Theses and Dissertations
The purpose of this study was to evaluate the effectiveness of a computerbased assessment to reveal mathematical understanding. Relevant literature suggested that developments in cognitive science and computerbased assessments could allow the outcomes of cognitively guided instruction to be made explicit. An assessment instrument designed to make mathematical thinking explicit was developed and administered, consisting of 15 animations showing the solutions of one and two digit multiplication problems. A consistent set of five questions followed each animation. The assessment was administered to four classes of fourth grade students in two elementary schools participating in cognitively guided instruction professional development programs. …
Mathematics Vocabulary And English Learners: A Study Of Students' Mathematical Thinking, Hilary Hart
Mathematics Vocabulary And English Learners: A Study Of Students' Mathematical Thinking, Hilary Hart
Theses and Dissertations
This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through researchbased methods. Four English learners served as focus students. After administering a preperformance assessment, I taught a 10lesson unit on fractions. I taught mathematics vocabulary through the use of a mathematics word wall, thinkpairshares, graphic organizers, journal entries, and picture dictionaries. The four focus students were audio recorded to capture their spoken discourse. Student work was collected to capture written discourse. Over the course of the unit, the four focus students used the mathematics vocabulary words that were taught explicitly. The focus students gained …
Parts Of The Whole: Thinking About Variance: Standards, Targets, Tracking, And Other Thoughts, Dorothy Wallace
Parts Of The Whole: Thinking About Variance: Standards, Targets, Tracking, And Other Thoughts, Dorothy Wallace
Numeracy
Variation is a natural result of any process, including education. Understanding how variation propagates and increases is necessary for designing educational interventions that work for the intended population. We show how common strategies such as setting standards and tracking can accidentally produce unintended and undesirable results due to the way variation moves through a system.
Reorganizing School Mathematics For Quantitative Literacy, Rick Gillman
Reorganizing School Mathematics For Quantitative Literacy, Rick Gillman
Numeracy
This paper offers an alternative curriculum for high school mathematics. It proposes replacing the AlgebraGeometryAlgebra rush to calculus model with one which focuses on improving student problemsolving skills and general quantitative literacy skills while reinforcing basic manipulative skills. Most of these goals are gained by expanding the current singleyear algebraone course into two years. The model proposes moving “learning to write proofs” from the traditional geometry course into a separate discrete mathematics course. It requires statistics for every student, and requires a seniorlevel modeling course for every collegegoing student. In addition, the proposed model creates opportunities for students to move …
Quantitative Reasoning In The Contemporary World, 2: Focus Questions For The Numeracy Community, Bernard L. Madison, Shannon W. Dingman
Quantitative Reasoning In The Contemporary World, 2: Focus Questions For The Numeracy Community, Bernard L. Madison, Shannon W. Dingman
Numeracy
Numerous questions about student learning of quantitative reasoning arose as we developed, taught and assessed the Quantitative Reasoning in the Contemporary World course described in the companion paper in this issue of Numeracy. In this paper, we present some of those questions and describe the context in which they arose. They fall into eight general problem areas: learning that is contextbound and does not easily transfer (i.e., situated learning); the need for a productive disposition regarding mathematics; the connection between QL and mathematical proficiency; the persistence of students, despite our efforts, for using the wrong base for percents; the inconsistent …
Quantitative Reasoning In The Contemporary World, 1: The Course And Its Challenges:, Shannon W. Dingman, Bernard L. Madison
Quantitative Reasoning In The Contemporary World, 1: The Course And Its Challenges:, Shannon W. Dingman, Bernard L. Madison
Numeracy
The authors describe successes and challenges in developing a QLfriendly course at the University of Arkansas. This work is part of a threeyear NSF project Quantitative Reasoning in the Contemporary World (QRCW) that supported the expansion of the course. The course, MATH 2183, began experimentally in Fall 2004 as a section of finite mathematics known informally as “News Math” for 26 students from arts and humanities disciplines. Over the past six years, the course has evolved and now MATH 2183 is approved to satisfy the College of Arts and Sciences mathematics requirement for the Bachelor of Arts degree. In 20092010, …
Advancing Assessment Of Quantitative And Scientific Reasoning, Donna L. Sundre, Amy D. Thelk
Advancing Assessment Of Quantitative And Scientific Reasoning, Donna L. Sundre, Amy D. Thelk
Numeracy
Advancing Assessment of Quantitative and Scientific Reasoning is a fouryear NSF Project (DUE0618599) in part designed to evaluate the generalizability of quantitative (QR) and scientific reasoning (SR) assessment instruments created at James Madison University to four other fouryear institutions with very distinct missions and student demographics. This article describes the methods, results, and findings we obtained in our studies. More specifically, we describe how to conduct contentalignment exercises in which faculty members map each item from a prospective test to the student learning objectives taught at the institution. Our results indicated that 92100% of the QR and SR items were …
Kindergarten Assessments As A Predictor For A Student’S Need For Intervention, Victoria Ellen Weinketz Hoover
Kindergarten Assessments As A Predictor For A Student’S Need For Intervention, Victoria Ellen Weinketz Hoover
Dissertations
The purpose of this study was to determine if the kindergarten assessment results from the three windows in reading, written communication, and mathematics were a valid predictor of a student’s need for intervention up until the conclusion of second grade. Reynolds (1992) suggested that a student’s overall school success is reflective of the approach taken early in kindergarten. With the demands of the No Child Left Behind Act (2001), districts have set in place strategies to meet the standard of all students reading on grade level at the conclusion of the third grade. If districts are to rise to the …
Creating And Validating An Instrument To Measure Middle School Mathematics Teachers’ Technological Pedagogical Content Knowledge (Tpack), Geri A. Landry
Creating And Validating An Instrument To Measure Middle School Mathematics Teachers’ Technological Pedagogical Content Knowledge (Tpack), Geri A. Landry
Doctoral Dissertations
Due to the pervasiveness of technology, the role and preparation of teachers as they strategically use technology for teaching mathematics needs to be examined. Technological pedagogical content knowledge (TPACK) is a framework for knowledge as teachers develop meaningful learning experiences for their students while integrating strategic use of technology (Mishra & Koehler, 2006). The purpose of this study was to develop a survey for measuring mathematics teachers’ Mathematical Technological Pedagogical Content Knowledge (MTPACK). The survey measures the domains of mathematics content, pedagogy and technology. This mixed methods study first examined middle school mathematics teachers’ TPACK through the use of an …