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Full-Text Articles in Education
Exploring Similarities Between Instruction In Grade 7 Ela And Mathematics Classrooms, And The Possible Benefits Of Interdisciplinary Instructional Comprehension Strategies, Danielle Caron
Honors Program Theses and Projects
This study took place in an English language arts (ELA) and mathematics classrooms at a suburban junior high school in southeastern Massachusetts. Surveys indicated that mathematical problems elicit nervousness more often than reading assignments do, and mathematical vocabulary is harder for students to understand than vocabulary of other subject. This research focused on integrating reading comprehension-strategies of vocabulary integration, graphic organizers, and visual aids within a mathematics curriculum to combat student apprehension. The purpose of this study was to provide evidence-based, interdisciplinary mathematics and ELA lesson plans in alignment with Common Core Standards to a seventh grade algebra class. Pre-assessment …
Teaching Algebra: A Comparison Of Scottish And American Perspectives, Brittany Munro
Teaching Algebra: A Comparison Of Scottish And American Perspectives, Brittany Munro
Undergraduate Honors Theses
A variety of factors influence what teaching strategies an educator uses. I analyze survey responses from algebra teachers in Scotland and Appalachia America to discover how a teacher's perception of these factors, particularly their view of mathematics itself, determines the pedagogical strategies employed in the classroom.
Relationships Between The Algebraic Performance Of Students In Subject-Specific And Integrated Course Pathways, Derrick Saddler
Relationships Between The Algebraic Performance Of Students In Subject-Specific And Integrated Course Pathways, Derrick Saddler
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for …
Faculty Viewpoints On Teaching Quantway®, Heather Howington, Thomas Hartfield, Cinnamon Hillyard
Faculty Viewpoints On Teaching Quantway®, Heather Howington, Thomas Hartfield, Cinnamon Hillyard
Numeracy
Quantway is a quantitative reasoning-based pathway for developmental math that has been developed as an alternative to the traditional remedial algebra sequence. To explore the experiences of faculty involved with Quantway, we interviewed eight individuals who have taught the course in the past year to survey their attitudes and opinions about students in their classes, the materials and pedagogies in use, and the collegial interaction of networked faculty. Faculty were selected with the intention of gathering a broad set of opinions resulting from differences of location, experience, and other factors. In this paper, we summarize those interviews by identifying common …
The Importance Of A Strong Mathematical Foundation, Jasmine M. Wriston
The Importance Of A Strong Mathematical Foundation, Jasmine M. Wriston
Williams Honors College, Honors Research Projects
The mathematical skills students learn from kindergarten through eighth grade are the foundational skills upon which all higher level mathematics courses build. It is highly beneficial that students master previous mathematics concepts, applications, and skills, prior to learning algebra and other higher level mathematical courses. Mastering elementary and middle level mathematics before learning algebra increases students’ chances for success when taking an algebra course. This study tested 39 ninth and tenth graders, from the college preparatory program Upward Bound, on the mathematical domains of fractions and ratios/proportions. Participants took one of two tests, each composed of three questions increasing in …
Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks
Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks
Walden Dissertations and Doctoral Studies
The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected …