Education Commons^™

Creating Mandalas For World Peace While Incorporating Mathematics, Art, Literature, Writing, And Technology, Joseph M. Furner

Transformations

Across the USA there are more and more students whose parents are from around the world. It is important teachers can effectively teach mathematics to reach all students, particularly those with limited English proficiency, while establishing interdisciplinary and cultural connections and even working toward world peace. The purpose of this paper is to share how a class of students from an elementary school in South Florida with their teacher created mandalas to teach mathematics, art, writing, and even world peace to their students. Math teachers should strive to bridge the cultural gap among all students by incorporating innovative ideas as …

The Importance Of Implementing Literacy Strategies In A Mathematics Classroom, Lauren Tecca, Joanna Weaver, John Chen

Honors Projects

The purpose of this ACTION research study is to explore the influence of literacy on mathematical proficiency levels. The correlation will use the data to formulate some strategies for the classroom in order to increase confidence in both subject areas.

The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, Chin-Chih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly Fludd-Flanagan

MERC Publications

This population-based study explored students' participation in advanced coursework in elementary schools (gifted/talented programs), middle schools (Algebra I+), and high schools (Advanced Placement) to address enrollment equity. The study identified demographic disparities and the intersectionality of multiple identities to achieve two research aims: 1) to explore how advanced course-taking varies by student demographics, and 2) to understand how disparities in advanced course-taking vary by student demographics and intersectional identities. The findings indicate that disparities in advanced course-taking are related to students’ race, ethnicity, disability status, English learner (EL) status, socioeconomic status, as well as the intersection of these variables. The …

The Relationship Among Learners’ At-Risk Indicators And Ninth Grade Algebra I Achievement, Sara E. Tudon

Theses and Dissertations - UTRGV

The purpose of this research is to examine the relationship between at-risk indicators including socioeconomic status, English language learners (ELL), and gender to student performance in the Algebra I End of Course assessment. The research questions presented in the non-experimental quantitative research design were: (1) What is the impact of socioeconomic status on the Algebra I EOC exam? (2) What is the success rate of ninth grade students identified as English Language Learners (ELL) compared to non-identified ninth grade students in Algebra I? and (3) What is the difference in ninth grade Algebra I achievement between males and females? (4) …

Effective Strategies For Students With Learning Disabilities In Algebra, Leeann Calvert

LC Journal of Special Education

It has now become crucial to develop strategies and methods to effectively educate students with learning disabilities in mathematics. Strategies that target and improve student’s problem solving ability should positively impact their overall math performance, grades, graduation rates, and postsecondary success (Montague, Enders, & Deitz, 2011). This paper will review research-based practices in algebra employed to successfully educate upper middle and high school students with learning disabilities and provide a summary of those practices which are effective and useful.

Co-Teaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed

Journal of Educational Research and Practice

The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a control group and a test group. Analysis of covariance (ANCOVA) was used to analyze the results. Results showed that co-teaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive co-teaching scored higher than those in inclusive …

Teaching Students With Intellectual Disability To Create A Slope-Intercept Equation, Andrew Wojcik Ph.D., Alison R. King Ph.D.

The Journal of Special Education Apprenticeship

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We employed a non-concurrent multiple probe across participants design with four participants who showed an increase in performance after the intervention. All participants showed improvements with a percentage of a nonoverlapping data effect size of 86.84%. The study supplied more evidence that the use of time delay approaches can …

Mathematics Mobility In The Middle Grades: Tracking The Odds Of Completing Calculus, Kristian Edosomwan, Jamaal Young, Jemimah Young, Alana Tholen

Middle Grades Review

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n =17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that …

The Advantages Of Algebra For Learning Proof, Samuel Otten, Mitchelle M. Wambua

Colorado Mathematics Teacher

Calls to expand proof beyond geometry are usually based on the general benefits of proving for students, but this essay argues that proof should be extended to algebra because the representational systems in algebra are well suited for understanding the generality and deductive flow of proofs.

Improving Assessment Outcomes In Algebra And Functions Through Concrete Materials And Direct Instruction, Sandra Deacon, Courtney Pillers

Masters of Arts in Education Action Research Papers

Critical thinking consists of the mental processes, strategies, and representations individuals use to solve problems, make decisions, and learn new concepts. We observed our 6th-year students struggling with algebra functions and problem-solving. These observations motivated us to engage in active research to improve the students' critical thinking and problem-solving skills. We administered interventions that supported the language transfer between traditional mathematical language and Montessori mathematical terms. We utilized direct instruction with concrete algebra materials to lead the students to abstract work in algebra. We also used formal assessments and observations to decide what lessons the students should get next. Our …

Ap Physics Course Enrollments: The Impact Of Middle School Algebra And Physics First, Judi G. Luepke

Dissertations (1934 -)

The position of the United States in the global STEM economy is being challenged by other countries. There is national concern that the STEM pipeline be strengthened to ensure more students pursue STEM degrees and join the STEM workforce. Although it is important to inspire youth in STEM programs, it is also important to provide all students access to the STEM gatekeeper courses of calculus, chemistry, and physics. This study determined if taking algebra in middle school and Physics First impacted AP Physics enrollments in a suburban high school. Taking physics in ninth grade, or Physics First, is part of …

The Luge & Linear Algebra, Kelly Remijan

Teacher Resources

No abstract provided.

Gauss And The First “Rigorous” Proof Of The Fundamental Theorem Of Algebra, Sarah Hagen, Alan Kappler

Complex Variables

No abstract provided.

The Impact Of Acceleration In Secondary Math On All Students, James Grover

Theses and Dissertations

Mathematics is a collection of mental practices, attitudes and tools that humans have developed in our quest to understand the world (Singh & Brownwell, 2019). Educators have identified math and reading as the two core subjects that are essential for academic success. Achievement in math is considered to be the one of the most important predictors of economic success (Chazan, 2008). Educational leaders have become increasingly interested in finding the ideal placement for students to gain access to benchmark math curriculum that opens doors for advancement. In a competitive global market, educational and political leaders in the United States have …

Just In Time Mathematics Review For Accounting Students, Anneke Bart, Michael May S.J., Debbie Pike

Journal of Mathematics and Science: Collaborative Explorations

This paper describes the Just-in-Time Review developed for an undergraduate accounting course. The review materials cover five topics in algebra. Students take an online assessment, and online materials are made available to help students catch up in those areas where some review is recommended. This paper is a case study of the development and implementation of the Just-in-Time Review for an accounting course at Saint Louis University.

How To Develop A Structural Conception Of Algebra In School Students, Vesife Hatisaru

Research outputs 2022 to 2026

Algebra plays a pivotal role in school students’ mathematics learning. Students, however, have serious difficulties especially with ‘seeing’ the algebraic structures and expressing generality with algebraic symbols. These skills are not gained accidently; developing them in students takes continuous, sustained, and focused effort from both students themselves and teachers. As teachers of mathematics, what kind of classroom experience could we provide our students to prepare them for using algebra successfully? How could we assist them to develop structural conceptions of algebra? In this paper, I describe an approach based on the Mathematical Habits of Mind framework (Cuoco et al., 1996) …

Impact Of Interventions On Student Performance Among Eighth Graders In Algebra 1, Tiffany Osborne

All Dissertations

Educational leaders and practitioners face challenges in South Carolina schools, but through improvement science processes (Bryk, Gomez, Grunow, & LeMahieu, 2015), they can collectively develop solutions which directly address those issues. In this Participatory Action Research (PAR) study, I partnered with participants in ongoing Plan-Do-Study-Act (PDSA) cycles (Bryk, et al., 2015) to improve student outcomes. I triangulated multiple data points and corroborated findings with students’ own perceptions to provide evidence that students can achieve in eighth grade Algebra 1 when given the opportunity to enroll in the course and when afforded appropriate ongoing academic interventions that foster conceptual understanding, self-efficacy, …

Effective Interventions For Secondary Students With Disabilities To Be Successful In Mathematics, Garret Atteberry

Culminating Projects in Special Education

This Starred Paper provides article summaries and data of different types of effective math interventions to secondary students with disabilities. This research is broken down into three main interventions: Concrete-Representational-Abstract, Explicit Teaching, and Cognitive Strategies.

Connecting Algebra To Geometry: A Transition Summer Camp For At-Risk Students, Mary E. Pilgrim, John Bloemker

Colorado Mathematics Teacher

The authors share how they designed curriculum for a summer algebra camp, for eighth graders in a district serving high proportions of Latino students. They discuss the impact the algebra camp had on students’ confidence in mathematics and mathematical ability.

Patterns, An Approach To Learning Algebra And Developing Mathematical Thinking In Primary School In Honduras, Johana Elizabeth Thomas Zapata, Alejandra Cáceres

English Language Institute

No abstract provided.

An Exploration Of Scaffolding Strategies In A Remedial High School Mathematics Course, Pauline Ofure Aikhuele

Walden Dissertations and Doctoral Studies

In a southeastern state school district, the educators understood little about the scaffolding practices of ninth-grade teachers of Foundations of Algebra (FOA), a remedial course. FOA is a mathematics course designed for students who need substantial help to master the required standards. An increasing number of students in 2 high schools failed FOA; hence, they were not prepared for Algebra 1. The purpose of this qualitative exploratory case study was to explore the scaffolding strategies used by FOA teachers. Bruner's constructivist theory and Vygotsky's zone of proximal development (ZPD) theory were used to guide this study. The research questions addressed …

Effects Of Differential Instructional Time In Algebra On Standardized Assessment And Semester Grade Outcomes, Michael S. Wojtowicz

Graduate Research Theses & Dissertations

Building off of other studies that examined the effectiveness of double-dose algebra programs such as Nomi and Allensworth (2009), this dissertation compared the performance outcomes of students enrolled in one of two alternatives to traditional high school algebra, a double-dose and a single-dose algebra program. This work utilized multiple linear regression to assess the degree of association between student race/ethnicity and selected demographic characteristics, including gender, free and reduced lunch status, and IEP status, on standardized assessment and end of semester mathematics course grade outcomes, while controlling for initial mathematics placement test results. This project assessed these outcomes for students …

Preparing New Jersey Community College Students For The Mathematics Placement Tests, Charles Edward Haas

Walden Dissertations and Doctoral Studies

Although most new college students had to demonstrate algebraic and basic mathematics mastery to earn a high school diploma or the equivalent, the majority of incoming New Jersey community college students are not showing this knowledge on the mathematics placement tests, thus placing into developmental courses, which must be successfully completed before students can attempt any college-level mathematics courses. Guided by Knowles’ theory of andragogy and developmental mathematics as a core concept, the purpose of this study was to determine ways to help incoming New Jersey community college students prepare for the ACCUPLACER mathematics tests. The research questions addressed testing …

Outcomes Of A School-Wide Mathematics Intervention, Lisa M. Garrett

Walden Dissertations and Doctoral Studies

In response to students’ poor algebra achievement, Midtown High School, a pseudonym, implemented a school-wide math intervention and enrichment program during the 2014-2015 school year. The purpose of this mixed-methods study was to assess the influence of the intervention on Algebra I and Algebra II end-of-course (EOC) exam achievement scores as well as explore math teachers’ perspectives of the intervention program. The theoretical foundation was constructivism. A consensus sample using archival data from all 419 high school students taking Algebra before the intervention 2013-2014 and after the intervention 2014-2015 and 2015-2016 were used with teacher interviews for triangulation. ANOVA results …

Completing The Square: From The Roots Of Algebra, Danny Otero

Pre-calculus and Trigonometry

No abstract provided.

Solving Equations And Completing The Square: From The Roots Of Algebra, Danny Otero

Pre-calculus and Trigonometry

No abstract provided.

Evaluating Functions And Their Domain And Range - 8th/9th Grade Algebra, Melanie R. Webb

Understanding by Design: Complete Collection

The goal of this algebra unit is to solidify student understanding of functions and ensure they can express domain and range for discrete and continuous functions. Students will also be expected to evaluate functions. The unit includes lesson plans for 10 class days along with many supplemental materials including activities, pre-test, data tracker, and quiz. The function unit culminates with a performance assessment (rubric included) where students create their own function machine and complete an accompanying document to show the depth of their understanding.

Implementing Technology Enhanced Mathematical Instruction In An Algebra I Course To Increase Students’ Academic Achievement In Mathematics, Carlos Marrero

Theses and Dissertations

In July 2015, the National Council of Teachers of Mathematics established its position about the use of technology in teaching and learning mathematics. This important step forward opened a promise for many students and teachers that deserve the excellence of high-quality education in one of the most difficult educational subjects. In the 21st century, mathematics education can be one of the greatest recipients of all technological benefits reached by the most advanced societies of the earth.

The purpose of this applied dissertation was to measure the effects in mathematics academic achievement of implementing technology-enhanced mathematical instruction to a group of …

The Effect Of Mandating Algebra For All Students In Grade 8 Versus Grade 9 In A Small Suburban K-12 School District In New Jersey, Peter Crawley

Seton Hall University Dissertations and Theses (ETDs)

The traditional sequencing of the ninth- to twelfth-grade math curriculum in the United States has students taking Algebra 1 in the ninth grade, Geometry in the tenth grade, Algebra 2 in the eleventh grade and an optional advanced math course (e.g. pre-calculus, statistics) in the twelfth grade. In this traditional setup, talented math students are given the opportunity to take Algebra 1 in the eighth grade, which allows them to take two or more years of advanced math before graduating from high school. In an effort to create more equitable access to advanced math courses, many districts are considering or …

Exploring The Knowledge Of Algebra For Teaching., Jonathan David Watkins

Electronic Theses and Dissertations

For the past few decades, researchers in mathematics education have been exploring the concept of pedagogical content knowledge (PCK)—or knowledge related to teaching content—and applying it to various areas of mathematics, such as algebra. Research related to teacher knowledge of algebra is critical because researchers (e.g., Hill, Rowan, & Ball, 2005) have found correlations between some types of teacher knowledge and student achievement in mathematics; students from around the world are outperforming U.S. students on international assessments of mathematics, including algebra (Organization for Economic Cooperation and Development, 2014, 2016); and algebra plays an integral role in the K-12 mathematics curriculum …