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The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement
Title
The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
Creator
Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms.
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Date Issued
2015
Identifier
CFE0005704, ucf:50137
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005704
Modeling the innovation ecosystem and development of a dynamic innovation index
Title
Modeling the innovation ecosystem and development of a dynamic innovation index.
Creator
Schoen, Henriette, Karwowski, Waldemar, Hoekstra, Robert, Shumaker, Randall, Akbas, Mustafa, University of Central Florida
Abstract / Description
The topic of innovation currently generates a tremendous amount of interest around the world. Innovation is considered an essential part of the solution to creating more jobs and improving the socio-economic conditions of many countries around the globe. Innovation comes about through the existence of many interrelated solutions to socio-economic problems in an extensively interconnected network, which create value for each other. Such a complex creativity and innovation value-creating...
Show moreThe topic of innovation currently generates a tremendous amount of interest around the world. Innovation is considered an essential part of the solution to creating more jobs and improving the socio-economic conditions of many countries around the globe. Innovation comes about through the existence of many interrelated solutions to socio-economic problems in an extensively interconnected network, which create value for each other. Such a complex creativity and innovation value-creating network is here called an Innovation Ecosystem (IE). The main objective of this dissertation research is to improve the current understanding of the IE by developing a simulation model that uses a broad set of relevant static and dynamic variables and incorporates the principles of system dynamics (SD). The proposed model, which is named the IECO-model is based on the relationships between 91 variables and the combined influences of the 43 parameters. Available data for 32 countries, representing a full span of GDP worldwide, was used to study the level of innovation in each of these countries. The result of the developed IECO-model is a novel ranking of the level of innovation through a dynamic innovation index, called the DII. The DII is a new tool to evaluate the innovation and entrepreneurship level of a given country in the context of the global economy. The most significant differentiator from other existing indices of innovation is that the DII is focusing more on the entrepreneurship qualities in 19 of the 43 parameters by looking at cultural values and belief systems, the social context, existing entrepreneurial culture, innovation attitudes, and mentality of each of the considered countries. According to DII-based ranking, the ten most innovative countries in the world are 1. Switzerland, 2. USA, 3. Finland, 4. Netherlands, 5. Iceland, 6. Sweden, 7. Germany, 8. Denmark, 9. The United Kingdom, and 10. Austria.
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Date Issued
2018
Identifier
CFE0007586, ucf:52537
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007586