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Articles 1  30 of 144
FullText Articles in Education
Educators' Perceptions For Low Performance On Mathematics State Assessment Among High School Algebra Students With Learning Disabilities In An Alternative Education Program In California: An Explanatory Case Study, D. Sung Choe
Doctoral Dissertations and Projects
This case study addressed educators' perceptions regarding the low performance on state mathematics assessments among high school algebra students with learning disabilities in an alternative education program in a California school district. Vygotsky's theory on the zone of proximal development served as the overarching framework for mathematics content that students with learning disabilities in the alternative education environment should learn at various stages of chronological age. The central research question was: What are educators' perceptions of low performance on mathematics state assessments among high school algebra students with learning disabilities in an alternative education program in California? The methodology used …
Designing An Educational Robotics Curriculum To Teach Mathematical Concepts While Fostering A Growth Mindset: A SelfStudy, Lauren Harter
Designing An Educational Robotics Curriculum To Teach Mathematical Concepts While Fostering A Growth Mindset: A SelfStudy, Lauren Harter
Electronic Theses and Dissertations
This study explores the development and implementation of a fiveday curriculum designed to enhance students' understanding of algebraic concepts through the integration of educational robotics and growth mindset principles. The study is structured around three research questions that investigate influences on decisionmaking in curriculum design, the alignment of teaching intents with practices, and the impact of selfstudy on integrating algebra, robotics, and growth mindset principles. Findings reveal themes focused on the importance of research and collaboration, using the Understanding by Design (UbD) framework, intentional curriculum creation, starting somewhere, personal growth and selfreflection, and experiencing and embodying constructivism in action. The …
The Benefits Of Using OpenNote Assessments, Logan Schaefers
The Benefits Of Using OpenNote Assessments, Logan Schaefers
Master of Education Program Theses
This action research study investigated the impact of opennote assessments on student learning as measured by the student’s overall score on unit assessments inside of a 9th grade Algebra 1 classroom. This study included 332 freshmen: an experimental group (opennote assessments) of 72 students and a control group of 260 students. Findings of this study did not show a statistically significant increase in the scores of students using opennote assessments. However, when looking at the different quartiles of test scores, the overwhelming evidence by the researcher revealed the benefits that opennote assessments had on student’s academic performance resulting in better …
The Perspectives Of Using Desmos For Students’ Conceptual Understanding And Procedural Fluency To Solve Linear Equations, Larmel Dimatulac Madrilejos
The Perspectives Of Using Desmos For Students’ Conceptual Understanding And Procedural Fluency To Solve Linear Equations, Larmel Dimatulac Madrilejos
Theses and Dissertations
The study examines the perspectives of using the Desmos calculator of Algebra I students' conceptual understanding and procedural fluency to write, graph, and solve linear equations in Algebra I STAAR. While the students have continuously used technology for mathematics assessment, emergent bilingual students in South Texas still need help passing highstakes testing. The framework of the study is grounded in the theory of mathematical education (knowledge of mathematics educators to teach), the theory of mathematical learning (understanding how students learn mathematics), and social constructivism. The study seeks ways to teach all students, mainly the minority, to learn …
Understanding The Use Of Mobile EBooks Among Mathematics Postgraduates, Malathi Letchumanan
Understanding The Use Of Mobile EBooks Among Mathematics Postgraduates, Malathi Letchumanan
Higher Learning Research Communications
Objectives: The main objective of this study is to understand the factors that encourage the use of mobile ebooks among mathematics postgraduate students.
Method: This study employed a qualitative case study approach. Eight mathematics postgraduate students from the algebra research group participated in the study. Data were collected via interview and analyzed by using constant comparative analysis.
Results: Utilitarian, cognitive, affective, social norm, and content qualities were the main factors influencing the use of mobile ebooks among the participants.
Conclusions: Mobile ebooks are easy to use and provide a meaningful platform to find information. In addition, the mobile ebook …
Exploring Perceptions Of Advanced Coursework Enrollment Practices: A Multiple Case Study, Tomika Ferguson, David B. Naff, Jenna Lenhardt, Amy E. Jefferson, Isaiah Moore, Andrea Herndon, Richard Ashburn, Jessica Harris, Jenna Conlee, Courtney Forstmann
Exploring Perceptions Of Advanced Coursework Enrollment Practices: A Multiple Case Study, Tomika Ferguson, David B. Naff, Jenna Lenhardt, Amy E. Jefferson, Isaiah Moore, Andrea Herndon, Richard Ashburn, Jessica Harris, Jenna Conlee, Courtney Forstmann
MERC Publications
This report from the Metropolitan Educational Research Consortium highlights findings from a multiple case study exploring enrollment practices related to advanced coursework matriculation in a suburban middle school and rural high school. In connection with the MERC Equitable Access and Support for Advanced Coursework study, this multiple case study included perspectives from students, parents, and educators as they reflected on the factors that support and inhibit access for advanced courses in their schools.
Mathematical Connections In Preservice Secondary Mathematics Teachers’ Solution Strategies To Algebra Problems, Vesife Hatisaru, Kaye Stacey, Jon R. Star
Mathematical Connections In Preservice Secondary Mathematics Teachers’ Solution Strategies To Algebra Problems, Vesife Hatisaru, Kaye Stacey, Jon R. Star
Research outputs 2022 to 2026
This study investigated the mathematical connections found in the solutions provided by 22 preservice secondary mathematics teachers to a set of algebra problems. Interest in, and research on, mathematical connections has gained prominence of the past decade. Here, we use the Extended Theory of Mathematical Connections or ETMC to explore the types of connections that this framework does and does not capture in the preservice teachers’ solutions. The ETMC surfaced four types of mathematical connections across four problems: ‘different representations’, ‘procedural’, ‘partwhole’ and ‘meaning’. The other types of connections defined in ETMC such as ‘reversibility’ or ‘feature’ were not found …
Creating Mandalas For World Peace While Incorporating Mathematics, Art, Literature, Writing, And Technology, Joseph M. Furner
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
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, ChinChih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly FluddFlanagan
The Landscape Of Advanced Coursework Participation: Understanding Disparities And Intersectionality, ChinChih Chen, Chris Parthemos, David Naff, Erica Ross, Virginia Palencia, Beth Fowler, Andrea Herndon, Beverly FluddFlanagan
MERC Publications
This populationbased 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 coursetaking varies by student demographics, and 2) to understand how disparities in advanced coursetaking vary by student demographics and intersectional identities. The findings indicate that disparities in advanced coursetaking 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’ AtRisk Indicators And Ninth Grade Algebra I Achievement, Sara E. Tudon
The Relationship Among Learners’ AtRisk Indicators And Ninth Grade Algebra I Achievement, Sara E. Tudon
Theses and Dissertations
The purpose of this research is to examine the relationship between atrisk 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 nonexperimental 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 nonidentified 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
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 researchbased 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.
CoTeaching Effects On Algebra I Achievement Of Students With Disabilities, Valeree Williams, Peter Ross, Chukwuemeka Eleweke, Shereeza Mohammed
CoTeaching 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 coteaching versus inclusive noncoteaching for students with disabilities (SWD) using algebra I endofcourse scores (EOC) and whether these effects differed by gender. Participants included 244 ninthgrade 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 coteaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive coteaching scored higher than those in inclusive …
Teaching Students With Intellectual Disability To Create A SlopeIntercept Equation, Andrew Wojcik Ph.D., Alison R. King Ph.D.
Teaching Students With Intellectual Disability To Create A SlopeIntercept 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 schoolaged individuals with ID the algebra skill of creating an equation from a line using a timedelay strategy and equation template. We employed a nonconcurrent 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
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 eighthgrade 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
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.
Ap Physics Course Enrollments: The Impact Of Middle School Algebra And Physics First, Judi G. Luepke
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 …
Gauss And The First “Rigorous” Proof Of The Fundamental Theorem Of Algebra, Sarah Hagen, Alan Kappler
Gauss And The First “Rigorous” Proof Of The Fundamental Theorem Of Algebra, Sarah Hagen, Alan Kappler
Complex Variables
No abstract provided.
The Luge & Linear Algebra, Kelly Remijan
The Impact Of Acceleration In Secondary Math On All Students, James Grover
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
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 JustinTime 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 JustinTime Review for an accounting course at Saint Louis University.
Exploring Algebraic Thinking: InService Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Exploring Algebraic Thinking: InService Teacher Experiences, Outcomes, And Perceptions From An Algebra For All Capstone Unit Plan Project, Alexander J. Lord, Tallin Lamonaca
Publications and Research
Taking algebra is often noted as a key component for student preparation for college and career success. However, this course often serves as a barrier for secondary students to overcome due to their lack of preparation for such abstract contexts and due to a lack of meaningful professional experiences available to assist teachers develop those concepts. Initiatives such as Algebra for All were started to help educators at all grade levels develop methods to expose their students to algebraic thinking. In New York City, a fivecourse Algebra for All sequence was created for inservice public school educators at a local …
How To Develop A Structural Conception Of Algebra In School Students, Vesife Hatisaru
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
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 PlanDoStudyAct (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, selfefficacy, …
Effective Interventions For Secondary Students With Disabilities To Be Successful In Mathematics, Garret Atteberry
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: ConcreteRepresentationalAbstract, Explicit Teaching, and Cognitive Strategies.
Connecting Algebra To Geometry: A Transition Summer Camp For AtRisk Students, Mary E. Pilgrim, John Bloemker
Connecting Algebra To Geometry: A Transition Summer Camp For AtRisk 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
Patterns, An Approach To Learning Algebra And Developing Mathematical Thinking In Primary School In Honduras, Johana Elizabeth Thomas Zapata, Alejandra Cáceres
International Programs
No abstract provided.
Preparing New Jersey Community College Students For The Mathematics Placement Tests, Charles Edward Haas
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 collegelevel 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 …
Effects Of Differential Instructional Time In Algebra On Standardized Assessment And Semester Grade Outcomes, Michael S. Wojtowicz
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 doubledose 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 doubledose and a singledose 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 …
Outcomes Of A SchoolWide Mathematics Intervention, Lisa M. Garrett
Outcomes Of A SchoolWide Mathematics Intervention, Lisa M. Garrett
Walden Dissertations and Doctoral Studies
In response to studentsâ poor algebra achievement, Midtown High School, a pseudonym, implemented a schoolwide math intervention and enrichment program during the 20142015 school year. The purpose of this mixedmethods study was to assess the influence of the intervention on Algebra I and Algebra II endofcourse (EOC) exam achievement scores as well as explore math teachersâ 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 20132014 and after the intervention 20142015 and 20152016 were used with teacher interviews for triangulation. ANOVA results …