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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

*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 …

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

#### 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

#### 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

#### The Skatepark Mathematics Extravaganza, William H. Robertson

*William H. Robertson*

Examining Implementations Of Blended Learning In A K-12 Mathematics Classroom, Kelsey Waynick

#### 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

*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

#### 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

#### 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

#### 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

#### 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

#### 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

#### 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 …

Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks

#### 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 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

#### 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 …