Education Commons^™

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.

Finding Meaning In A Multivariable World: A Conceptual Approach To An Algebra-Based Second Course In Statistics, Karen Mcgaughey, Beth Chance, Nathan L. Tintle, Soma Roy, Todd Swanson, Jill Vander Stoep

Faculty Work Comprehensive List

Although the teaching of the first course in statistics has improved dramatically in recent years, there has been less focus on a similarly conceptual-based second course aimed at non-majors. We present a curriculum for the second course, designed to expand statistical literacy across disciplines, which focuses on conceptual understanding of multivariable relationships through data visualization, study design, the role of confounding variables, reduction of unexplained variation, and simulation-based inference, rather than the mathematically-based discourse often used in the second course. Our curriculum uses a student-centered pedagogical approach, utilizing guided discovery activities based on real-world case studies, facilitated by student-focused technology …

How The Use Of Subjectivist Instructional Strategies In Teaching Multiple Sections Of An Eighth Grade Algebra Class In Guyana Relates To Algebra Achievement And Attitude Changes Toward Mathematics, Jennifer Hoyte

FIU Electronic Theses and Dissertations

In Guyana, South America, the Ministry of Education seeks to provide universal, inclusive education that prepares its citizens to take their productive places in society and to creatively solve complex, real-world problems. However, with frequent national assessments that are used to place students in high school, college or into jobs, teachers resort to using familiar strategies such as lecture, recitation and test drilling. Despite their efforts, over 56% of students are failing the Grade 6 assessments, 43% failing 10th grade Mathematics and over 60% failing college algebra courses. Such performance has been linked to students’ lower academic self-concept and their …

Using Technology To Determine Factorability Or Non-Factorability Of Quadratic Algebraic Trinomials, John E. T. Bernard, Olga Ramirez, Cristina Villalobos

School of Mathematical and Statistical Sciences Faculty Publications and Presentations

This paper is aimed for mathematics educators who teach algebra, more specifically, the factoring of quadratic algebraic expressions, and who want to enhance student learning of this topic using technology in conjunction with the Middle Term Splitting Method (Donnell, 2010; MTSM 2016a; MTSM 2016b). We will use technology-based algebra and geometry connections to help determine factorability or nonfactorability of quadratic algebraic trinomials over the integers, over the real numbers, and over the complex numbers, both with clarity, certainty and with understanding by using two equations, one derived from the coefficients of the outer terms and the other from the middle …

Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik

Theses and Dissertations

Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, …

Richard Dedekind And The Creation Of An Ideal: Early Developments In Ring Theory, Janet Heine Barnett

Abstract Algebra

No abstract provided.

The Power Of X, Darren B. Glass

Math Faculty Publications

In his recent book, The Math Myth: And Other STEM Delusions, political scientist Andrew Hacker argues, among other things, that we should not require high school students to take algebra.

Part of his argument, based on data some have questioned, is that algebra courses are a major contributor to students dropping out of high school. He also argues that algebra is nothing more than an "enigmatic orbit of abstractions" that most people will never use in their jobs. [excerpt]

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

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 …

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.

Finances & Algebra Too!, Anne J. Catlla, Jonathan Foster, Charlene Frazier

Arthur Vining Davis High Impact Fellows Projects

The focus of this project is to provide an application-based approach to teaching algebra 2. Students will study algebraic concepts and functions through the lens of personal finance. After each unit of study, students will complete a financial application project that will go into each student’s “financial” portfolio.

An Analysis Of Differences In Approaches To Systems Of Linear Equations Problems Given Multiple Choice Answers, Amber Lagasse

Honors Theses and Capstones

This descriptive study focuses on the approaches college students (ages 20 -24) use when solving systems of linear equations problems that have multiple choice answers. Participants were from a midsize public university in the northeast. Four approaches were considered – three forwards approaches: 1) substitution, 2) elimination, and 3) graphing, and one backwards approach: plugging in the x and y values from each multiple choice option. Participants solved systems of linear equations problems and answered questions based on their methods in a structured clinical interview. Each participant also filled out a questionnaire. It was shown from the results of this …

Characterizing And Supporting Change In Algebra Students' Representational Fluency In A Cas/Paper-And-Pencil Environment, Nicole L. Fonger

Dissertations

Representational fluency (RF) includes an ability to interpret, create, move within and among, and connect tool-based representations of mathematical objects. Taken as an indicator of conceptual understanding, there is a need to better support school algebra students’ RF in learning environments that utilize both computer algebra systems (CAS) and paper-and-pencil. The purpose of this research was to: (a) characterize change in ninth-grade algebra students’ RF in solving problems involving linear equations, and (b) determine conditions of a CAS and paper-and-pencil learning environment in which those students changed their RF.

Change in RF was measured by comparing results from initial to …

Analyzing Common Algebra-Related Misconceptions And Errors Of Middle School Students., Sarah B. Bush

Electronic Theses and Dissertations

The purpose of this study was to examine common algebra-related misconceptions and errors of middle school students. In recent years, success in Algebra I is often considered the mathematics gateway to graduation from high school and success beyond. Therefore, preparation for algebra in the middle grades is essential to student success in Algebra I and high school. This study examines the following research question: What common algebra-related misconceptions and errors exist among students in grades six and eight as identified on student responses on an annual statewide standardized assessment? In this study, qualitative document analysis of existing data was used …

Parts Of The Whole: An Algebra Lesson, Dorothy Wallace

Numeracy

This column draws on research of Eon Harper to demonstrate how an understanding of his proposed stages of algebra acquisition would inform a systemic overhaul of algebra education. Harper's stages also explain why students may pass a series of algebra courses yet still be unable to make sense of calculus, as well as offering insight on what aspects of algebra support quantitative literacy.

Characterizing Preservice Teachers’ Mathematical Understanding Of Algebraic Relationships, Leah A. Nillas

Leah A. Nillas

Assessing The Impact Of A Computer-Based College Algebra Course, Ningjun Ye

Dissertations

USM piloted the Math Zone in Spring 2007, a computer-based program in teaching MAT 101and MAT 099 in order to improve student performance. This research determined the effect of the re-design of MAT 101 on student achievements in comparison to a traditional approach to the same course. Meanwhile, the study investigated possible effects of the Math Zone program on students’ attitude toward studying mathematics.

This study shows that there was no statistically significant difference on MAT101 final exam scores between the Math Zone students and the Classroom students in Fall 2007, Spring 2008 and Fall 2008. At the same time, …

A Comparative Investigation Of The Effects Of Frequent Testing Upon Achievement In Secondary Advanced Algebra, John Thomas Fullerton

All Master's Theses

Relatively speaking, few studies have concerned themselves with the problem of frequent testing, and as Keys pointed out, empirical evidence, uncomplicated by differences in the amount of testing material employed, on the effects of frequent testing is, at best, scarce (14:427). Also many studies used tests and test results for direct instruction, thus introducing additional variables. Furthermore, the choice of subjects and disciplines has been limited, the better part being taken from college psychology and sociology classes or high school science classes. This investigation was not an attempt to modify previous experiments, nor was it an attempt to identify which …