Teacher Education and Professional Development Commons^™

Engaging Students With High-Stakes Problems, Deepak Basyal

Mathematics and Statistics

Engaging students in meaningful mathematics problem-solving is the intention of many education stakeholders around the world. Research suggests that the implementation of high-stakes problems in mathematics teaching is one way to strengthen students’ conceptual understanding. Many carefully crafted open-ended problems constitute high-stakes problems, and proper use of such problems in teaching and learning not only encourages learners’ flexible thinking but also helps detect their misconceptions. However, what is less practiced and understood is: how exactly one should aim to implement such problems in a classroom setting. Teaching pre-service middle school teachers for a few years using high-stakes (mostly open-ended problems) …

Applying Expansive Framing To An Integrated Mathematics-Computer Science Unit, Kimberly Evagelatos Beck, Jessica F. Shumway

Publications

In this research report for the National Council of Teachers of Mathematics 2022 Research Conference, we discuss the theory of Expansive Framing and its application to an interdisciplinary mathematics-computer science curricular unit.

Factors Impacting Students’ Perceptions Of Mathematics, Amber Souza

Honors Program Theses and Projects

I want to be able to present math in a positive light to all of my future students, regardless of race, gender, and math background. However, for teachers as a whole to be able to take this important step, they must first develop a deeper understanding of why math is a sore spot for many students.

Impact Of Concept-Based Mathematics Instructional Strategies On Seventh Grade Student Achievement, Katherine Annette Lawley Ellsworth

Doctoral Dissertations and Projects

In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional …

Course Portfolio For Math 407 Mathematics For High School Teaching: Refining Conceptual Understanding In A Mathematics Course For Pre-Service Teachers, Alexandra Seceleanu

UNL Faculty Course Portfolios

My intention in this portfolio is to present my approach to teaching an upper-level mathematics course for pre-service secondary level mathematics teachers. Several teaching strategies are discussed in the context of designing a coherent approach to this course, which emphasizes the need for conceptual reasoning above all other goals. These strategies are evaluated and assessed in connection to the learning outcomes using samples of student work from the course.

Also presented are samples of course materials that were used to lead students through an organized discussion of the relevant concepts. These materials convey some basic mathematical knowledge and therefore may …

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 …

Collaboration And Creativity In Southern Califonia: An Offering, Gizem Karaali, Ami Radunskaya

Pomona Faculty Publications and Research

WiMSoCal (Women in Math in Southern California) is a regional conference in its ninth incarnation. The conference is the result of the efforts of Professor Cymra Haskell (USC) to create a supportive local community for women mathematicians. At our first meeting in 2007, a confluence of Ami’s EDGE regional cluster and Cymra’s WISE group at USC, we socialized, got to know each other and brainstormed about what we, as a group, would like to see happen. It was clear that our younger colleagues wanted to meet as mathematicians, sharing intellectual ideas as well as anecdotes from the trenches.

Teaching Statistics To Elementary Children: Using A Problem-Solving Approach To Enhance Learning, Kayla Lee Botelho

Honors Projects

When teaching statistics (or data analysis) to elementary children, it is beneficial to use a problem-solving approach that incorporates meaningful tasks to enhance the students' learning. This was determined through a careful review of literature, observations of elementary teachers, and the creation and instruction of data analysis unit. The unit required the students to collect data on heights, organize the data in charts, and display the data in line plots. In addition, the students analyzed the data to recalculate the average and other measures of central tendency and to answer questions that arose through the implementation of the lessons. In …