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2015

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

USF Tampa 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 …


The Importance Of Fractional Thinking As A Bridge To Algebraic Reasoning, Catherine Pearn, Max Stephens Jun 2015

The Importance Of Fractional Thinking As A Bridge To Algebraic Reasoning, Catherine Pearn, Max Stephens

Catherine Pearn

This presentation will discuss how Year 6 primary school students create algebraic meaning and syntax through their solutions of standard fraction problems. Sample solutions will show how students use best available symbols to move beyond arithmetic calculation and to create innovative chains of algebraic reasoning. Several efficient and successful multiplicative methods are used to achieve this goal—in contrast to less efficient methods, usually additive, which may work only with simple fractions. Teachers need to recognise the underlying algebraic meaning emerging from students solutions and help all students use more efficient strategies and build their own bridges to algebra.


Mat-Rix-Toe: Improving Writing Through A Game-Based Project In Linear Algebra, Adam Graham-Squire, Elin Farnell, Julianna Stockton Jun 2015

Mat-Rix-Toe: Improving Writing Through A Game-Based Project In Linear Algebra, Adam Graham-Squire, Elin Farnell, Julianna Stockton

Elin R Farnell

The Mat-Rix-Toe project utilizes a matrix-based game to deepen students’ understanding of linear algebra concepts and strengthen students’ ability to express themselves mathematically. The project was administered in three classes using slightly different approaches, each of which included some editing component to encourage the improvement of the students’ mathematical thinking and writing. Differences in the implementation of the project illustrate the benefits and drawbacks of various methods of editing in the mathematics classroom and highlight recommendations for improvements in future implementations of the project.


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 an adequate definition …


The Skatepark Mathematics Extravaganza, William H. Robertson May 2015

The Skatepark Mathematics Extravaganza, William H. Robertson

William H. Robertson

In the fall of 2014, a series of live demonstrations and field-based activities were lead by a team of educators and top action sports athletes who performed at local high schools. These events, entitled the “Skatepark Mathematics Extravaganza”, were done in order to engage high school students in focused explorations of mathematics set in a real world setting that is relevant to youth culture, namely skateboarding and bicycle motocross (BMX).
 
These activities incorporated mathematics for the students to do after the demonstration in meetings with classes in which the Action Science Stunt Team performed maneuvers on ramps at the …


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 …


Exploring Similarities Between Instruction In Grade 7 Ela And Mathematics Classrooms, And The Possible Benefits Of Interdisciplinary Instructional Comprehension Strategies, Danielle Caron May 2015

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 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

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 Jan 2015

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 …


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 …


Pathways To Professional Growth: Investigating Upper Primary School Teachers’ Perspectives On Learning To Teach Algebra, Karina J. Wilkie, Doug Clarke Jan 2015

Pathways To Professional Growth: Investigating Upper Primary School Teachers’ Perspectives On Learning To Teach Algebra, Karina J. Wilkie, Doug Clarke

Australian Journal of Teacher Education

This paper discusses upper primary school teachers’ perspectives on changes to their knowledge and practice through participation in a design-based research project. It analyses their experiences using Clarke & Hollingsworth’s (2002) empirically-founded model for professional growth to understand more about the mechanisms for change that might support teachers in learning to teach a challenging but important aspect of mathematics – algebra. Ten teachers were involved in cycles of collaborative planning, team-teaching, evaluating, and revising five lessons for their classes on developing functional thinking through pattern generalisation over one year. The teachers referred to observations of teaching in action, and modification …


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, STEM achievement outcomes …


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 collected …


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 in …


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 …