Open Access. Powered by Scholars. Published by Universities.®

Science and Mathematics Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

2008

Discipline
Institution
Keyword
Publication
Publication Type

Articles 61 - 90 of 341

Full-Text Articles in Science and Mathematics Education

The Game Of Bridg-It, Sandy Dean Jul 2008

The Game Of Bridg-It, Sandy Dean

Department of Mathematics: Master of Arts in Teaching, Exam Expository Papers

On the surface, Bridg-It appears to be a simple game of connecting dots to form lines across the board. Playing Bridg-It is simple. Understanding and playing Bridg-It well is more complicated. To understand the theory and strategy behind Bridg-It, one must first understand certain elements of graph theory, such as disjoint spanning trees. Only then can one master the game of Bridg-It.

Go to article

The Kaprekar Routine, Emy Jones Jul 2008

The Kaprekar Routine, Emy Jones

Department of Mathematics: Master of Arts in Teaching, Exam Expository Papers

There is a story about a man named “Joe” whose wife sent him to the supermarket. Joe was never a very good listener – he tended to pick up on the major points of a conversation, but never seemed to get things in the right order. So when he arrived at the store, he headed straight for the garlic section (for he was sure that his wife had mentioned garlic). However, when he got there, he stared at the $10 bill in his hand. She had asked him to buy $4.95 worth of garlic, or was it $9.54, or maybe …

Go to article

An Uphill Battle: Incorporating Cooperative Learning Using A Largely Individualized Curriculum, Anna Anderson Jul 2008

An Uphill Battle: Incorporating Cooperative Learning Using A Largely Individualized Curriculum, Anna Anderson

Action Research Projects

In this action research study of my classroom of 8th grade mathematics, I investigated if cooperative learning could be an effective teaching method with the Saxon curriculum. Saxon curriculum is largely individualized in that most lessons could be completed without much group interaction. I discovered that cooperative learning was very successful with the curriculum as long as it was structured. Ninety-five percent of the students in the study preferred to work in groups, and I observed mathematical communication grow with most of the students. As a result of this research, I plan to continue to incorporate cooperative learning into my …

Go to article

Vocabulary Instruction As A Tool For Helping Students Of Diverse Backgrounds And Ability Levels To Understand Mathematical Concepts, Joan Brethouwer Jul 2008

Vocabulary Instruction As A Tool For Helping Students Of Diverse Backgrounds And Ability Levels To Understand Mathematical Concepts, Joan Brethouwer

Department of Teaching, Learning, and Teacher Education: Master of Arts in Teaching, Summative Projects

This action research project describes a research project designed and implemented specifically with an emphasis on the instruction of mathematical vocabulary. The targeted population was my second period classroom of sixth grade students. This group of seventeen students represented diverse socioeconomic backgrounds and abilities. The school is located in a community of a population of approximately 5,000 people in the Midwest. My research investigation focused on the use of specific methods of vocabulary instruction and students’ use of precise mathematical vocabulary in writing and speaking. I wanted to see what effects these strategies would have on student performance. My research …

Go to article

Writing Relevant Word Problems: Seeking To Increase Student Mathematical Achievement, Amanda Stark Jul 2008

Writing Relevant Word Problems: Seeking To Increase Student Mathematical Achievement, Amanda Stark

Department of Teaching, Learning, and Teacher Education: Master of Arts in Teaching, Summative Projects

In this action research study of eighth grade mathematics, I investigated my students’ use of writing and solving word problems. I collected data to determine if writing and solving word problems would have a positive effect on students’ abilities to understand and solve word problems. These word problems are grade-level appropriate and are very similar to the problems on the eighth grade online assessment of state standards. Pre- and post-test data, weekly word problems that focus on specific mathematics topics, beginning and end surveys about word problem perceptions, and a teacher journal reveal that student engagement in this weekly practice …

Go to article

Five Processes Of Mathematical Thinking, Toni Scusa Jul 2008

Five Processes Of Mathematical Thinking, Toni Scusa

Department of Teaching, Learning, and Teacher Education: Master of Arts in Teaching, Summative Projects

My research project was to investigate key processes of mathematical thinking in my seventh grade mathematics classroom. Its purpose was to see whether I could affect the quality of student mathematical thinking and solution writing by teaching students five key processes of mathematical thinking I had identified, and by providing students with opportunities to evaluate sample student solutions using traits describing these processes. Every two weeks, students attempted solutions for a given problem and rated their work according to the specific characteristics identified as key to mathematical thinking. Every other week I gave the class sample student work at varied …

Go to article

Using Non-Traditional Activities To Enhance Mathematical Connections, Sandy Dean Jul 2008

Using Non-Traditional Activities To Enhance Mathematical Connections, Sandy Dean

Action Research Projects

In this action research study of my classroom of seventh grade mathematics, I investigated the use of non-traditional activities to enhance mathematical connections. The types of nontraditional activities used were hands-on activities, written explanations, and oral communication that required students to apply a new mathematical concept to either prior knowledge or a realworld application. I discovered that the use of non-traditional activities helped me reach a variety of learners in my classroom. These activities also increased my students’ abilities to apply their mathematical knowledge to different applications. Having students explain their reasoning during non-traditional activities improved their communications skills, both …

Go to article

Using Descriptive Feedback In A Sixth Grade Mathematics Classroom, Vicki J. Barry Jul 2008

Using Descriptive Feedback In A Sixth Grade Mathematics Classroom, Vicki J. Barry

Action Research Projects

In this action research of my 6th grade math class, I investigated whether or not my students would improve their ability to reflect on their learning process when they received descriptive feedback from a peer. I discovered the process of giving and receiving feedback was challenging for the students to initially learn, but eventually using the feedback was highly beneficial. Descriptive feedback allowed the students to learn and understand their mistakes immediately, which in turn improved their learning. In my action research, I also began to discover more ways to implement descriptive feedback in my instruction so it could be …

Go to article

Calculators In A Middle School Mathematics Classroom: Helpful Or Harmful?, Leah Wilcox Jul 2008

Calculators In A Middle School Mathematics Classroom: Helpful Or Harmful?, Leah Wilcox

Action Research Projects

In this action research study of my classroom of eighth grade mathematics, I investigated the use of calculators. Specifically, I wanted to know the answer to three questions. I wanted to know more about what would happen to my students’ ability to recall basic math facts, their ability to communicate mathematically during problem solving, and their attitude when my students were or were not permitted to use their calculator. I discovered that in my research, I did not find enough evidence to either support or reject my initial hypotheses, that calculators largely influenced my students’ behavior, and also that my …

Go to article

Rubric Assessment Of Mathematical Processes In Homework, Aubrey Weitzenkamp Jul 2008

Rubric Assessment Of Mathematical Processes In Homework, Aubrey Weitzenkamp

Action Research Projects

In this action research study of my classroom of 11th grade geometry, I investigated the use of rubrics to help me assess my students during homework presentations. I wanted to know more about the processes students went through as they did their homework problems, so homework presentations were implemented with the rubrics being the main form of assessment. I discovered that students are willing to speak about mathematics and can gain more understanding of mathematical processes as a result of homework presentations. The scores of the class improved after they talked about the homework assignments with each other. As a …

Go to article

Rap (Reasoning And Proof) Journals: I Am Here, Bryce Schwanke Jul 2008

Rap (Reasoning And Proof) Journals: I Am Here, Bryce Schwanke

Action Research Projects

In this action research study of my classroom of 5th grade mathematics, I investigated writing in a journal as formative assessment. I also investigated how elementary age students would be able to utilize the National Council of Teachers of Mathematics (NCTM) process standard reasoning and proof. Using the Houghton Mifflin (2005) textbook and curriculum I discovered that writing reasons and proof as a formative assessment in a mathematics journal is a good way to teach mathematics. Having students solve math problems during the closure portion of each math lesson does a good job of holding students accountable for the math …

Go to article

How Student Self-Assessment Influences Mastery Of Objectives, Jeremy John Renfro Jul 2008

How Student Self-Assessment Influences Mastery Of Objectives, Jeremy John Renfro

Action Research Projects

In this action research study of my classroom of 7th grade students, enrolled in Pre- Algebra (an 8th grade course), I investigated: rate of homework completion when not taken as part of the academic grade, cognizant self-assessment and its affect on mastery of objectives, and use of self-assessment to guide instruction and re-teaching of classroom objectives. I learned that without sufficient accountability homework completion rates drop with time. Similarly, students can be overconfident in their abilities but unmoved when their summative reports do not match their initial perceived formative benchmarks. Finally, due in part to our society’s reactive nature; students …

Go to article

Ua64/2 The Challenge: Magazine Of The Center For Gifted Studies (No. 21, Summer 2008), Center For Gifted Studies, Tracy Inman Editor Jul 2008

Ua64/2 The Challenge: Magazine Of The Center For Gifted Studies (No. 21, Summer 2008), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.

Go to article

Enough Already? Linking Science, Geography, Mathematics, And Sociology Through Population Study, Roxanne Greitz Miller, Lilian M. Were Jul 2008

Enough Already? Linking Science, Geography, Mathematics, And Sociology Through Population Study, Roxanne Greitz Miller, Lilian M. Were

Education Faculty Articles and Research

In several previous Issues In-Depth columns, science topics deeply affected by population size--such as climate change, fuel and agricultural resources, and ecology--have been discussed. In this column, we will discuss the issue of population growth in developed and developing countries, why this is an important topic to discuss with young adolescents, and how interdisciplinary connections can be made between science and several other subject areas through an examination of populations across the globe.

Go to article

Producing More Problem Solving By Emphasizing Vocabulary, Jill Edgren Jul 2008

Producing More Problem Solving By Emphasizing Vocabulary, Jill Edgren

Action Research Projects

In this action research study of my Algebra 1 and Algebra 2 classrooms with ninth to eleventh grade students, I investigated word problem completion while emphasizing vocabulary. A word wall was implemented along with notes organizers, vocabulary sheets, and written definition during class. Data was gathered about attempts and completion of mathematic word problems on daily assignments, quizzes, journals and tests. Through observation of student work, surveys, interviews, and in class word problem journals, I discovered that many students are least likely to do word problems on assignments, then tests, and most likely to complete word problems on a quiz. …

Go to article

Mathematical Communication, Conceptual Understanding, And Students' Attitudes Toward Mathematics, Kimberly Hirschfeld-Cotton Jul 2008

Mathematical Communication, Conceptual Understanding, And Students' Attitudes Toward Mathematics, Kimberly Hirschfeld-Cotton

Action Research Projects

This action research study of my 8th grade classroom investigated the use of mathematical communication, through oral homework presentations and written journals entries, and its impact on conceptual understanding of mathematics. This change in expectation and its impact on students’ attitudes towards mathematics was also investigated. Challenging my students to communicate mathematics both orally and in writing deepened the students’ understanding of the mathematics. Levels of understanding deepened when a variety of instructional methods were presented and discussed where students could comprehend the ideas that best suited their learning styles. Increased understanding occurred through probing questions causing students to reflect …

Go to article

Building Confidence In Low Achievers Through Building Mathematics Vocabulary, Val Adams Jul 2008

Building Confidence In Low Achievers Through Building Mathematics Vocabulary, Val Adams

Action Research Projects

In this action research study, I investigated the use of vocabulary strategies and the effectiveness of the strategies in building confidence in low achievers. My subjects were twenty-three eighth grade mathematics students. They were introduced to vocabulary activities and then were asked to use them in class through the use of note-taking graphic organizers, group class discussion, and partner work. I assessed their confidence and use of vocabulary through a pre and post survey, class work, notebook checks, and student interviews. I discovered that the use of vocabulary strategies built the confidence and increased the achievement of my students. As …

Go to article

Does Decoding Increase Word Problem Solving Skills?, Jalena J. Clement Jul 2008

Does Decoding Increase Word Problem Solving Skills?, Jalena J. Clement

Action Research Projects

In this action research study of my classroom of 7th grade mathematics, I investigated whether the use of decoding would increase the students’ ability to problem solve. I discovered that knowing how to decode a word problem is only one facet of being a successful problem solver. I also discovered that confidence, effective instruction, and practice have an impact on improving problem solving skills. Because of this research, I plan to alter my problem solving guide that will enable it to be used by any classroom teacher. I also plan to keep adding to my math problem solving clue words …

Go to article

Homework: Is There More To It Than Answers?, Shelly Sehnert Jul 2008

Homework: Is There More To It Than Answers?, Shelly Sehnert

Action Research Projects

In this action research study of my two high school geometry classrooms, I investigated the use of homework. By changing the focus on homework away from the answers to the process involved in getting the answers, I found that students felt more confident, utilized their class time better, and placed more effort on complex problems. Their questions also became more specific and more effective for finding gaps in their understanding. As a result of this research, I plan to change my strategy in the practice of homework. I will give students the answers on multi-step problems to allow them the …

Go to article

Oral Presentation: Exploring Oral Presentations Of Homework Problems As A Means Of Assessing Homework Jul 2008

Oral Presentation: Exploring Oral Presentations Of Homework Problems As A Means Of Assessing Homework

Action Research Projects

In this action research study of my freshmen Algebra I class, I investigated a method of assessing homework based on completion and presentations. When I changed the method of grading from checking answers to looking for completion and presentation of selected problems, I found that the majority of the students enjoyed the method because it allowed them to explore other methods of solving and helped them gain an understanding of the problems. This resulted in less stress on obtaining “the” answer. I also realized that I viewed homework differently and had a better understanding of the students’ thought processes, which …

Go to article

Cooperative Learning In Relation To Problem Solving In The Mathematics Classroom, Shelley Poore Jul 2008

Cooperative Learning In Relation To Problem Solving In The Mathematics Classroom, Shelley Poore

Action Research Projects

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to …

Go to article

Using Relearning Groups To Help All Students Understand Learning Objectives Before Tests, Katie Pease Jul 2008

Using Relearning Groups To Help All Students Understand Learning Objectives Before Tests, Katie Pease

Action Research Projects

In this action research study of my 8th grade algebra class, I investigated placing students in relearning groups based on learning objectives. A learning objective is what a learner should be able to do by the end of a learning experience. I was trying to see how this affected test scores, anxiety in the classroom and on tests, and how it affected my teaching. Overall, I discovered that the relearning groups were beneficial. Many students stated the extra practice helped them perform better and feel slightly less nervous than they originally had before a test. I did not discover the …

Go to article

Exploring The Influence Of Vocabulary Instruction On Students’ Understanding Of Mathematical Concepts, Micki Mcconnell Jul 2008

Exploring The Influence Of Vocabulary Instruction On Students’ Understanding Of Mathematical Concepts, Micki Mcconnell

Action Research Projects

In this action research study of my classroom of 8th grade mathematics, I investigated the influence of vocabulary instruction on students’ understanding of the mathematics concepts. I discovered that knowing the meaning of the vocabulary did play a major role in the students’ understanding of the daily lessons and the ability to take tests. Understanding the vocabulary and the concepts allowed the students to be successful on their daily assignments, chapter tests, and standardized achievement tests. I also discovered that using different vocabulary teaching strategies enhanced equity in my classroom among diverse learners. The knowledge of the math vocabulary increased …

Go to article

Confidence In Communication: Can My Whole Class Achieve This?, Emily Lashley Jul 2008

Confidence In Communication: Can My Whole Class Achieve This?, Emily Lashley

Action Research Projects

In this action research study of my classroom of Algebra 2 students, I investigated the confidence levels and communication skills of these students. I discovered that students who have higher confidence levels are comfortable in their classroom situations. The students with increased levels of confidence also have more open communication with those they respect. As a result of this research, I plan to continue with the implementation of communication skills. I will also look to next school year as a place to start executing a plan to be more available and involved in the active learning process of my students.

Go to article

Can Homework Become More Meaningful With The Inclusion Of Oral Presentations?, Emy Jones Jul 2008

Can Homework Become More Meaningful With The Inclusion Of Oral Presentations?, Emy Jones

Action Research Projects

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my …

Go to article

Enhancing Thinking Skills: Will Daily Problem Solving Activities Help?, Julie Hoaglund Jul 2008

Enhancing Thinking Skills: Will Daily Problem Solving Activities Help?, Julie Hoaglund

Action Research Projects

In this action research study of my classroom of eighth grade general mathematics students, I investigated how addressing problem solving activities each day would affect the thinking and reasoning skills of the students. I discovered that the students became more adept at problem solving as they practiced various strategies. As students justified their answers, both orally and in written form, their understanding of mathematics and its applications to the real world improved. I discovered that students worked more diligently on problems of interest to them. Also, some problems are better solved individually, and some are more geared as a group …

Go to article

Reduce Late Assignments Through Classroom Presentations, Cole Hilker Jul 2008

Reduce Late Assignments Through Classroom Presentations, Cole Hilker

Action Research Projects

In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.

Go to article

Homework Presentations: Are They Worth The Time?, Kacy Heiser Jul 2008

Homework Presentations: Are They Worth The Time?, Kacy Heiser

Action Research Projects

In this action research study of my eighth grade mathematics classroom, I investigated the use of daily homework presentations and how they impacted students’ written and oral reasoning, students’ attitudes towards mathematics homework and students’ grades and completion of mathematics homework. I discovered that implementing daily homework presentations had no influence on students’ grades or attitudes towards mathematics homework, however students did find homework presentations useful in helping them to better understand the mathematics they were learning. Students’ written and oral reasoning were increased through daily homework presentations as well. By requiring students to not only present daily homework problems, …

Go to article

Perceptions Of Math Homework: Exploring The Connections Between Written Explanations And Oral Presentations And The Influence On Students’ Understanding Of Math Homework, Kyla Hall Jul 2008

Perceptions Of Math Homework: Exploring The Connections Between Written Explanations And Oral Presentations And The Influence On Students’ Understanding Of Math Homework, Kyla Hall

Action Research Projects

In this action research study of my fifth grade mathematics classroom, I investigated how homework presentations combined with written explanations of math homework influenced students’ understanding of math concepts and perceptions of math homework. I discovered that my students really do not like homework but they do believe that homework has a purpose. I also found that my students’ test scores were slightly higher when they had written about and presented a particular math concept. Finally, as a teacher I learned that my students can interact in a positive way and teach each other math, so I do not always …

Go to article

Reading As A Learning Strategy For Mathematics, Monte Else Jul 2008

Reading As A Learning Strategy For Mathematics, Monte Else

Action Research Projects

In this action research study of 55 sophomore and junior students in my Algebra II/Trigonometry classrooms, I investigated a reading strategy of learning mathematics. Students were given background information about reading and explored the benefits of reading for themselves. Next, students were taught to read their textbook, analyzing one section of the textbook at a time. Throughout the research project, students were given reading guides to fill out during class with whole class discussion following the reading time. I discovered that students are able to read a mathematics textbook with understanding and students who are gone for activities can learn …

Go to article

First Prev Next Last