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 Dissertations (3)
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Articles 1  30 of 75
FullText Articles in Education
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 …
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 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) …
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 …
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 …
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.
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 …
An Exploration Of Scaffolding Strategies In A Remedial High School Mathematics Course, Pauline Ofure Aikhuele
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 ninthgrade 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 …
Implementing Technology Enhanced Mathematical Instruction In An Algebra I Course To Increase Students’ Academic Achievement In Mathematics, Carlos Marrero
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 highquality 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 technologyenhanced mathematical instruction to a group of …
The Effect Of Mandating Algebra For All Students In Grade 8 Versus Grade 9 In A Small Suburban K12 School District In New Jersey, Peter Crawley
The Effect Of Mandating Algebra For All Students In Grade 8 Versus Grade 9 In A Small Suburban K12 School District In New Jersey, Peter Crawley
Seton Hall University Dissertations and Theses (ETDs)
The traditional sequencing of the ninth to twelfthgrade 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. precalculus, 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
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 K12 mathematics curriculum …
Relationship Of Supplemental Instruction And Attitude Of Students Enrolled In College Algebra, Kele Anne Mckaig
Relationship Of Supplemental Instruction And Attitude Of Students Enrolled In College Algebra, Kele Anne Mckaig
OTS Master's Level Projects & Papers
The problem of this study was to determine the relationship of supplemental instruction on the attitudes of college algebra students at a Southeastern university. The population for this study consisted of college algebra students enrolled in M102 and M103 courses in the Summer 2018 semester. While M102 and M103 cover the same material, M103 requires mandatory tutoring in addition to the classroom instruction. A survey of these students provided data on their attitudes toward mathematics at the beginning and end of their college algebra course. The first research question of this study asked to what extent attitudes differ, if at …
Teacher Graphing Practices For Linear Functions In A CovariationBased College Algebra Classroom, Konda Jo Luckau
Teacher Graphing Practices For Linear Functions In A CovariationBased College Algebra Classroom, Konda Jo Luckau
Theses and Dissertations
Graphing is a fundamental topic in algebra that is notoriously difficult for students. Much of the past research has focused on conceptions and misconceptions. This study extends past research by looking at the mathematical practices of a practitioner, specifically one instructor of a functionbased covariationfocused algebra class in the linear functions unit. Considering practices in addition to conception adds dramatically to our understanding of mathematical activity because it leads to explicit descriptions of normative purposes that are connected to particular situations or problems and also specifies how tools and symbols are coordinated to achieve these purposes. The results of this …
The Influence Of MathematicalInstructional Minutes On The Percentage Of Proficient And Advanced Proficient Scores In Mathematics On The New Jersey Assessment Of Skills And Knowledge For Grades 68, Eric Walter Kosek
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this nonexperimental, crosssectional, correlational study was to examine the influence, if any, of mathematicalinstructional minutes on academic achievement as measured by the 2014 New Jersey Assessment of Skills and Knowledge (NJ ASK) 6, 7, and 8 mathematics scores. Additionally, the study accounted for other factors that influence student achievement, including selected metrics and variables listed on the 20132014 New Jersey School Performance Report. The variable of interest, mathematicalinstructional minutes, was obtained via survey from all schools in New Jersey that educated students in Grades 68. The survey data were then matched with each responding school’s New Jersey …
Student Centered Approaches In High School Algebra, Jennifer L. Mahan
Student Centered Approaches In High School Algebra, Jennifer L. Mahan
M.S.Ed. in Educational Leadership Research Projects
This quasiexperimental study evaluated the impact of four, student centered approaches on learning outcomes for high school math students, to determine if algebraic understanding improved in an active learning environment. Specifically, this study investigated high school algebra students’ use of learning stations, hands on manipulatives, small group collaboration and mathematical games, to deepen their conceptual understanding of linear equations. Surveys revealed students prefered to work independently while being led by the teacher, yet this approach yielded the least amount of improvement. Pre and posttests showed students from the experimental groups outperformed peers in the control group on achievement of standards …
Influence Of ApplicationBased Homework On Students Who Struggle In Algebra I, Charles Seipp
Influence Of ApplicationBased Homework On Students Who Struggle In Algebra I, Charles Seipp
Theses and Dissertations
This investigation describes a problem of practice with the academic achievement of students who struggle in Algebra I by means of an action research design. Students regularly struggle academically for a variety of reasons, as described within and are frequently identified as atrisk due to this struggle. This investigation seeks to determine if the utilization of applicationbased homework serves to increase achievement and student engagement in a course with such significant importance for future success as Algebra I. An example of applicationbased would be the use of specific content outside of the classroom, such as parabolic functions to model projectile …
A Program Evaluation Of DoublePeriod Algebra, Jason Major
A Program Evaluation Of DoublePeriod Algebra, Jason Major
Dissertations
Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing doubleperiod algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that studentteacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, …
The Impact Of An Elementary Algebra Course On Student Success In A CollegeLevel Liberal Arts Math Course And Persistence In College, Lori Ann Austin
The Impact Of An Elementary Algebra Course On Student Success In A CollegeLevel Liberal Arts Math Course And Persistence In College, Lori Ann Austin
Theses and Dissertations
Many students enter community college underprepared for collegelevel math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed collegelevel math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable to graduate (Bahr, 2008; Bailey, Jeong, & Cho, 2010). This quasiexperimental design focused on students who are not in mathintensive majors, needing only a general liberal arts math course. The purpose was to determine the impact of the elementary algebra course on success in collegelevel math and persistence in college. Student performance …
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
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 K12 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, AhlgrimDelzell, Harris & Wakeman, 2008; CreechGalloway, Collins, Knight, …
The Influence Of Dragonbox On Student Attitudes And Understanding In 7th Grade Mathematics Classroom, Nihal Katirci
The Influence Of Dragonbox On Student Attitudes And Understanding In 7th Grade Mathematics Classroom, Nihal Katirci
Legacy Theses & Dissertations (2009  2024)
This exploratory study seeks to investigate how a mathematical education game, DragonBox12+, effects students’ learning about algebra. Data for this research was collected from middle school 7th grade students in the Northeast region of the United States of America. The interviews and classroom observations were recorded on videotape. The research results showed that the video game DragonBox 12+ affects students’ attitude of mathematics and learning of mathematics by the help of using game mechanics to teaching algebraic rules.
Secondary Students’ Perceptions Of An Interactive Mathematics Review Program: An Action Research Study, Crystal Burroughs Wingard
Secondary Students’ Perceptions Of An Interactive Mathematics Review Program: An Action Research Study, Crystal Burroughs Wingard
Theses and Dissertations
The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participantresearcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and handson, active learning. Data are comprised of surveys, field notes, semistructured interviews, and focus group insights about the IMRP over an 8week period in the spring of 2017 at a southern, lowsocioeconomic status high school. Findings include: (1) greater comprehension; (2) increased engagement and mathrelated discussions; (3) increased motivation; (4) egalitarian principles; and (5) highquality reciprocity. A ninestep action plan designed to enable other math teachers at …
A Matter Of Time: The Relationship Of Class Length And Demographics On The South Carolina Algebra I EndOfCourse Test In South Carolina Middle Schools, Jennifer Addie Ramsey
A Matter Of Time: The Relationship Of Class Length And Demographics On The South Carolina Algebra I EndOfCourse Test In South Carolina Middle Schools, Jennifer Addie Ramsey
Education Dissertations and Projects
For middle school students taking Algebra 1 as a high school credit, having sufficient instructional time to understand and explore the course content is crucial. While the focus of the literature review helps lend understanding to the study, there has been limited information concerning assessment scores in middle school math classes and the length of class time. This study investigated the differences in the EndofCourse Examination Program (EOCEP) test scores of middle school students in Algebra 1 as influenced by schedules used in South Carolina public middle schools for each individual year in a 5year span of the 20102015 academic …
Motivation For Mathematics: The Development And Initial Validation Of An Abbreviated Instrument, Kenneth Lee Butler
Motivation For Mathematics: The Development And Initial Validation Of An Abbreviated Instrument, Kenneth Lee Butler
USF Tampa Graduate Theses and Dissertations
This study outlines the development and initial validation of an abbreviated instrument intended to measure motivation for mathematics of university students in developmental algebra courses. I look across many of the predominant theories on motivation with the aim of representing several of these theories as latent constructs in a single instrument that is short enough to be administered in a reasonable amount of time, but inclusive enough that it could incorporate subscales representing multiple distinct latent factors. This study answers a call by researchers expressing a need to investigate relationships between disparate theories on motivation and is a response to …
Algebraic Content And Pedagogical Knowledge Of Sixth Grade Mathematics Teachers, Mariyam Shahuneeza Naseer
Algebraic Content And Pedagogical Knowledge Of Sixth Grade Mathematics Teachers, Mariyam Shahuneeza Naseer
Walden Dissertations and Doctoral Studies
Algebra test scores of the Maldivian students from grade 6 through 12 are the lowest compared to any other area of mathematics. Algebra is a fundamental topic in mathematics and lays the foundation for mathematical reasoning and complex problemsolving. Research shows that strengthening algebra instruction could improve student achievement. This concurrent mixed methods study examined the algebraic content and pedagogical knowledge of 5 sixth grade mathematics teachers who teach in 5 different schools across the Maldives. Shulman's major categories of teacher knowledge and Ball, Thames, and Phelps' domains of mathematical knowledge for teaching guided this study. The research questions examined …
Teaching An Algebraic Equation To High School Students With Moderate To Severe Intellectual Disability, Suzannah M. Chapman
Teaching An Algebraic Equation To High School Students With Moderate To Severe Intellectual Disability, Suzannah M. Chapman
Theses and DissertationsEarly Childhood, Special Education, and Counselor Education
The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multipleprobe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.