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2015

Theses/Dissertations

Algebra

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Full-Text Articles in Education

The Influence Of Types Of Homework On Opportunity To Learn And Students' Mathematics Achievement: Examples From The University Of Chicago School Mathematics Project, Yiting Yu Sep 2015

The Influence Of Types Of Homework On Opportunity To Learn And Students' Mathematics Achievement: Examples From The University Of Chicago School Mathematics Project, Yiting Yu

Graduate Theses and Dissertations

ABSTRACT

Public views on assigning students mathematics homework have been controversial. Although homework is designed for students to complete during non-school hours (Cooper, 1989), many see homework as excessive pressure on students. Most research placed their focus on the influence of the time spent on homework or the amount of homework on student achievement. Few studies have addressed the impact of types of mathematics homework. The purpose of this study is to examine the role of homework types in influencing opportunity to learn (OTL) on student achievement.

This quantitative study used subsets of a large existing dataset collected by University ...


Algebra 1 Students’ Ability To Relate The Definition Of A Function To Its Representations, Sarah A. Thomson Jun 2015

Algebra 1 Students’ Ability To Relate The Definition Of A Function To Its Representations, Sarah A. Thomson

Electronic Theses, Projects, and Dissertations

One hundred high school Algebra students from a southern California school participated in this study to provide information on students’ ability to relate the definition of function to its representations. The goals of the study were (1) to explore the extent to which students are able to distinguish between representations of functions/non-functions; (2) to compare students’ ability to distinguish between familiar/unfamiliar representations of functions/non-functions; (3) to explore the extent to which students are able to apply the definition of function to verify function representations; and (4) to explore the extent to which students are able to provide ...


Examining Implementations Of Blended Learning In A K-12 Mathematics Classroom, Kelsey Waynick May 2015

Examining Implementations Of Blended Learning In A K-12 Mathematics Classroom, Kelsey Waynick

Honors Projects

In this research project, I investigated the effects on eighth grade students’ performances and perceptions throughout a blended learning experience by implementing a combination of face-to-face and online instructional strategies in an Algebra classroom. This blended experience was segmented into two units – a face-to-face unit and a blended unit – to allow for comparison within the participant group of high-achieving mathematics students. Edmodo, an online educational platform, was utilized to provide students with access to online resources at home during the blended unit. Students completed a series of three identical tests to quantitatively measure learning growth at designated checkpoints throughout the ...


Teaching Algebra: A Comparison Of Scottish And American Perspectives, Brittany Munro May 2015

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 Apr 2015

Relationships Between The Algebraic Performance Of Students In Subject-Specific And Integrated Course Pathways, Derrick Saddler

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 ...


The Importance Of A Strong Mathematical Foundation, Jasmine M. Wriston Jan 2015

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 ...


Success After Failure: An Examination Of Credit Recovery Options And Their Effect On College- And Career-Readiness, Kathryn B. Johnson Jan 2015

Success After Failure: An Examination Of Credit Recovery Options And Their Effect On College- And Career-Readiness, Kathryn B. Johnson

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

More than ever before, educators and researchers are keeping a keen eye on student college- and career-readiness. The widely adopted Common Core State Standards were written with the explicit goal of helping students to be college- or career-ready by the time they graduate from high school. However, many students experience setbacks, such as course failure, within their educational career placing them at risk for not reaching this goal. Because the ACT can predict student success in college, states often use benchmark scores from the exam to measure student college- and career-readiness. A student who fails to learn fundamental concepts in ...


The Influences Of Mathematics Self-Efficacy, Identity, Interest, And Parental Involvement On Stem Achievement In Algebra For Female High School Students, Nicol R. Howard Jan 2015

The Influences Of Mathematics Self-Efficacy, Identity, Interest, And Parental Involvement On Stem Achievement In Algebra For Female High School Students, Nicol R. Howard

Educational Studies Dissertations

The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female eleventh-grade participants randomly selected from 944 public and private high schools during the fall 2009 academic year. The results of a hierarchical multiple regression indicated that mathematics identity was the strongest predictor of STEM achievement for female high school students, regardless of race. In spite of this significant relationship ...


The Effects Of A Varied Method Of Instruction On Student Achievement, Transfer, Situational Interest, And Course Retention Rates In Community College Developmental Mathematics, Kevin L. Mccandless Jan 2015

The Effects Of A Varied Method Of Instruction On Student Achievement, Transfer, Situational Interest, And Course Retention Rates In Community College Developmental Mathematics, Kevin L. Mccandless

Doctoral Dissertations

The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest, and course retention rates, relative to a non-varied method of instruction, in community college developmental mathematics. The varied method of instruction consisted of active learning teaching practices with foundations in social constructivism, whereas the non-varied method of instruction was founded in Cognitive Load Theory and consisted primarily of explicit instruction and individual practice.

An initial sample of 139 students who enrolled in six sections of Beginning Algebra at an urban community college in Northern California participated ...


An Investigation Of The Effect Of Single-Gendered Instruction On Achievement In Math And English In An Urban High School, Beverly Bacchus Jan 2015

An Investigation Of The Effect Of Single-Gendered Instruction On Achievement In Math And English In An Urban High School, Beverly Bacchus

Electronic Theses and Dissertations

Since the inception of the No Child Left Behind Act, many initiatives have been implemented to increase academic achievement. Single-gender education is an initiative that public schools have adopted with the hope of seeing boys and girls achieve significant gains in their core classes. This study explored the achievement levels of 9th grade girls and boys in their English I and Algebra I classes. After a year of learning in single-gender classes, the students' end of course scores were compared to the previous cohort of students who were taught in a traditional co-educational format by using an independent t-test. Scores ...


Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks Jan 2015

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 ...