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- Title
- THE DEVELOPMENT OF A FUZZY MODEL TO QUANTIFY TRAINING ANDEDUCATIONAL FACTORS AND THE RESULTING IMPACT ON STUDENT SUCCESSAND LEARNING.
- Creator
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Butler, Chandre, McCauley-Bell, Pamela, University of Central Florida
- Abstract / Description
-
The utilization of fuzzy mathematical modeling for quantification of the quality of training and educational delivery is an innovative application that can result in measurable and repeatable results. This research was designed to apply proven quantification techniques and Industrial Engineering methodologies to a nontraditional environment. The outcomes of this research provide the foundation, initial steps and preliminary validation for the development of a systematic fuzzy theoretical...
Show moreThe utilization of fuzzy mathematical modeling for quantification of the quality of training and educational delivery is an innovative application that can result in measurable and repeatable results. This research was designed to apply proven quantification techniques and Industrial Engineering methodologies to a nontraditional environment. The outcomes of this research provide the foundation, initial steps and preliminary validation for the development of a systematic fuzzy theoretical model to be applied for the quantification of various areas within training and education delivery. The test bed for this methodology is Orange County Public School system, the twelfth largest school district in the nation. The organizational and operational factors of a large school district are highly compatible with Systems Engineering concepts. The debate over education reform has drawn from referenced areas within the Industrial Engineering community including quality, continuous improvement, benchmarking and metrics development, data analysis, and scientific/systemic justification requirements. In spite of these applications, the literature does not reflect a consistent and broad application of these techniques in addressing the evaluation and quantification of educational delivery systems. This research draws on the previously listed areas within Industrial Engineering to apply these techniques to enhance the understanding and promote quantification of the multiple factors acting on the educational delivery system. The importance of addressing these issues is a national concern given the significant changes in the United States educational delivery system. For example, over the past 40 years there has been a more than three-hundred percent increase in per-pupil appropriations yet the academic performance gains have been limited and the quantification and measurement of those gains is even more limited. This body of work willidentify the systems, sub-systems, system factors, and factor degrees of existence necessary to quantify and measure these performance changes. Finally, the research will quantify the inputs and produce a model that provides a numeric value that represents the condition of the system and various subsystems of an educational system.
Show less - Date Issued
- 2005
- Identifier
- CFE0000890, ucf:46640
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000890
- Title
- THE PATHS TO BECOMING A MATHEMATICS TEACHER.
- Creator
-
Lowry, Kimberly, Dixon, Juli K., University of Central Florida
- Abstract / Description
-
Increasing numbers of mathematics teachers must be recruited in coming years, because of a growing student population, teacher attrition, calls for smaller class size, and the need to replace out-of-subject teachers. Recruitment can be made more effective and efficient, if better information on career paths is provided to decision makers. This study attempts to analyze the academic decisions which lead to the outcome "becoming a mathematics teacher". Four groups were compared and contrasted:...
Show moreIncreasing numbers of mathematics teachers must be recruited in coming years, because of a growing student population, teacher attrition, calls for smaller class size, and the need to replace out-of-subject teachers. Recruitment can be made more effective and efficient, if better information on career paths is provided to decision makers. This study attempts to analyze the academic decisions which lead to the outcome "becoming a mathematics teacher". Four groups were compared and contrasted: mathematics teachers, science teachers, other teachers, and non-teachers. Science teachers were removed from the "other teachers" category because of their many similarities to mathematics teachers on the variables examined. The question of whether these groups differ in ways that could help predict the outcome of interest was examined using the NCES dataset Baccalaureate &Beyond:93/97, which provides thousands of variables on academic path, demographics, and labor market histories for over 8,000 individuals. It was analyzed using the NCES online analytic tool DAS to generate tables showing percentage distribution of the four groups on variables organized according to the concepts demographics, family environment, academic path, and academic achievement. Further examination was conducted by entering the variables into a discriminant analysis. Mathematics teachers were found to differ from teachers of other K-12 fields on all of the four conceptual categories. However, only a few such differences were statistically significant. More significant differences were observed when the analyses were conducted separately for women and men. The trend observed was that those who became mathematics teachers were more likely to have attended public high schools and to have first attended two-year colleges; to have lower GPAs, more mathematics credits, and midrange CEE scores; and to be female.
Show less - Date Issued
- 2006
- Identifier
- CFE0001002, ucf:46835
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001002
- Title
- AN INVESTIGATION OF THE EFFECTS OF USING HANDHELDS TO INCREASECOMPUTATIONAL SPEED BY ENHANCING WORKING MEMORY FORSECONDARY STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Kinney, Marcey, Hines, Rebecca, University of Central Florida
- Abstract / Description
-
Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was...
Show moreUsing a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average gains for each student continued to be recorded. During week three the Brain Age activities were withdrawn and students continued to complete the timed math probes. During week four, the Brain Age activities were reinstated and data collection continued as the students completed the timed math probes. The data was analyzed visually, and the split middle technique was applied to determine a predicted slope of the data, followed by a binomial test to determine if there was a significant difference from baseline to intervention. The results of the current research have demonstrated that while computerized brain training may be effective for some students, the results are varied. While significant gains in computational speed and accuracy were noted for all participants during at least two of the phases, significant differences were only observed for one participant across all four phases.
Show less - Date Issued
- 2008
- Identifier
- CFE0002317, ucf:47869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002317
- Title
- Tessellation for computer image generation.
- Creator
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Panzitta, Michael James, Bauer, Christian S., Engineering
- Abstract / Description
-
University of Central Florida College of Engineering Thesis; Of the vast number of algorithms used in modern computer image generation, most rely upon data bases comprised of polygons. This becomes a severe impediment when curved objects must be modeled and displayed with an acceptable level of speed and accuracy. A technique is needed to provide a means of modeling curved surfaces, storing them in a data base, and displaying them using existing algorithms. Tessellation is one method of...
Show moreUniversity of Central Florida College of Engineering Thesis; Of the vast number of algorithms used in modern computer image generation, most rely upon data bases comprised of polygons. This becomes a severe impediment when curved objects must be modeled and displayed with an acceptable level of speed and accuracy. A technique is needed to provide a means of modeling curved surfaces, storing them in a data base, and displaying them using existing algorithms. Tessellation is one method of achieving such goals.
Show less - Date Issued
- 1987
- Identifier
- CFR0001375, ucf:52922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0001375
- Title
- ELEMENTARY TEACHERSÂÂÂÂ' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONSHIP TO STUDENTSÂÂÂÂ' MATHEMATICS ACHIEVEMENT.
- Creator
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Sasser, Jennifer, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÂÂÂÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught...
Show moreThe focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÂÂÂÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachersÂÂÂÂ' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachersÂÂÂÂ' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
Show less - Date Issued
- 2010
- Identifier
- CFE0003274, ucf:48521
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003274
- Title
- EFFECTS ON TEACHERS' MATHEMATICS CONTENT KNOWLEDGE OF A PROFESSIONAL LEARNING COMMUNITY.
- Creator
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Price, Beverley, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked...
Show moreThe purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked at whether or not the participation of a group of third grade teachers in a professional learning community PLC improved the mathematical content knowledge of the participants of the study. This research design called for the research to be conducted in three phases. In Phase I, the researcher interviewed all participants using a researcher-designed interview guide. A researcher-adapted survey, based upon previously released items Ball (2008) was administered as a pre-test of mathematical content knowledge,. In Phase II of the study, the researcher documented the activities that occurred within a 10-week long professional learning community (PLC) of third-grade teachers. In Phase III of the research, a post-study interview was conducted with each of the participants by an independent observer to elicit participants' perceptions and observations based on their participation in the PLC. A post-test of content knowledge was also administered to the participants. Several themes were identified in the research study. These themes led to recommendations for practice and future research. Themes were related to the lack of mathematical understanding experienced by some teachers and the lack of professional development specifically related to mathematics, the value of the professional learning community, and the benefits of sharing current research and best practices. During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.
Show less - Date Issued
- 2011
- Identifier
- CFE0003619, ucf:48856
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003619
- Title
- EFFECTS OF A TREATMENT USING COMPUTER GENERATION OF ISOMETRIC AND ORTHOGRAPHIC PROJECTIONS ON MIDDLE SCHOOL STUDENTSÂÂ' SPATIAL ABILITY.
- Creator
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Traas, Adam, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
The primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school studentsÂÂ' (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability...
Show moreThe primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school studentsÂÂ' (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability. The secondary focus was tested on a subsample (n=41), with the problem solving preferences measured via the Mathematical Processing Instrument (MPI) (Suwarsono, 1982). Findings indicated no significant gains in spatial ability scores after studentsÂÂ' use of the CRIOSAT treatment; while some increases in spatial ability took place in males. Significant positive correlation was identified between mathematics achievement and spatial ability; while conversely, a significant negative correlation was found between mathematics achievement and level of visual problem solving used by students.
Show less - Date Issued
- 2010
- Identifier
- CFE0003033, ucf:48345
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003033
- Title
- LINKING PLACE VALUE CONCEPTS WITH COMPUTATIONAL PRACTICES IN THIRD GRADE.
- Creator
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Cuffel, Terry, Dixon, Jule, University of Central Florida
- Abstract / Description
-
In an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the...
Show moreIn an attempt to examine student understanding of place value with third graders, I conducted action research with a small group of girls to determine if my use of instructional strategies would encourage the development of conceptual understanding of place value. Strategies that have been found to encourage conceptual development of place value, such as use of the candy factory, were incorporated into my instruction. Instructional strategies were adjusted as the study progressed to meet the needs of the students and the development of their understanding of place value. Student explanations of their use of strategies contributed to my interpretation of their understanding. Additionally, I examined the strategies that the students chose to use when adding or subtracting multidigit numbers. Student understanding was demonstrated through group discussion and written and oral explanations. My observations, anecdotal records and audio recordings allowed me to further analyze student understanding. The results of my research seem to corroborate previous research studies that emphasize the difficulty that many students have in understanding place value at the conceptual level.
Show less - Date Issued
- 2009
- Identifier
- CFE0002634, ucf:48196
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002634
- Title
- A microcomputer implementation of real time, continuously programmable digital filters.
- Creator
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Storma, William Edward, Simmons, Fred O., Engineering
- Abstract / Description
-
University of Central Florida College of Engineering Thesis; When a filter transfer function in s is replaced with the bilinear transform in z, t he resulting discrete model represents the original continuous model within a second order accuracy of integration. A unique set of recently discovered minimum memory algorithms that perform the bilinear transform on a continuous transfer function are implemented on an INTEL 8080 microprocessor system. Scal1ng techniques are used to frequency scale...
Show moreUniversity of Central Florida College of Engineering Thesis; When a filter transfer function in s is replaced with the bilinear transform in z, t he resulting discrete model represents the original continuous model within a second order accuracy of integration. A unique set of recently discovered minimum memory algorithms that perform the bilinear transform on a continuous transfer function are implemented on an INTEL 8080 microprocessor system. Scal1ng techniques are used to frequency scale all transfer functions to a standardized frequency. All data words are represented in a signed binary double precision format to maintain higher calculation speed and accuracy. Three test case transfer functions of different order are implemented using the bilinear transform algorithms. First, the algorithms are used to generate the three discrete models. Second, the continuous time models are driven by a step input function, generating a continuous time output. Third, the step function input is discretized and used to drive the bilinear algorithm derived models. Finally, the discrete outputs are compared with the continuous time outputs to validate and evaluate the software techniques used to implement the bilinear algorithms, which imply that the techniques provide a basis for new hardware designs.
Show less - Date Issued
- 1979
- Identifier
- CFR0003497, ucf:53140
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0003497
- Title
- An analytical model for evaluating database update schemes.
- Creator
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Kinsley, Kathryn C., Hughes, Charles E., Arts and Sciences
- Abstract / Description
-
University of Central Florida College of Arts and Sciences Thesis; A methodology is presented for evaluating the performance of database update schemes. The methodology uses the M/Hr/1 queueing model as a basis for this analysis and makes use of the history of how data is used in the database. Parameters have been introduced which can be set based on the characteristics of a specific system. These include update to retrieval ratio, average file size, overhead, block size and the expected...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; A methodology is presented for evaluating the performance of database update schemes. The methodology uses the M/Hr/1 queueing model as a basis for this analysis and makes use of the history of how data is used in the database. Parameters have been introduced which can be set based on the characteristics of a specific system. These include update to retrieval ratio, average file size, overhead, block size and the expected number of items in the database. The analysis is specifically directed toward the support of derived data within the relational model. Three support methods are analyzed. These are first examined in a central database system. The analysis is then extended in order to measure performance in a distributed system. Because concurrency is a major problem in a distributive system, the support of derived data is analyzed with respect to three distributive concurrency control techniques -- master/slave, distributed and synchronized. In addition to its use as a performance predictor, the development of the methodology serves to demonstrate how queueing theory may be used to investigate other related database problems. This is an important benefit due to this lack of fundamental results in the area of using queueing theory to analyze database performance.
Show less - Date Issued
- 1983
- Identifier
- CFR0011600, ucf:53041
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0011600
- Title
- THE EFFECTS OF USING AN INTERACTIVE STUDENT NOTEBOOK ON THE UNDERSTANDING OF THE CONCEPTS AND ALGORITHMS OF ADDITION AND SUBTRACTION OF FRACTIONS AND MIXED NUMBERS FOR FIFTH GRADE MATHEMATICS STUDENTS.
- Creator
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Twar, Brian, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
The purpose of this action research study was to observe the effectiveness of the utilization of an instructional tool in my three mathematics classes. Using a tool, called an Interactive Student Notebook, or ISN, the goal was to equip my students with a tool that would allow them to take and keep daily notes as well as conduct guided and independent practice in an organized fashion. I believed that my students would therefore utilize their notes and class work as a reference and study tool...
Show moreThe purpose of this action research study was to observe the effectiveness of the utilization of an instructional tool in my three mathematics classes. Using a tool, called an Interactive Student Notebook, or ISN, the goal was to equip my students with a tool that would allow them to take and keep daily notes as well as conduct guided and independent practice in an organized fashion. I believed that my students would therefore utilize their notes and class work as a reference and study tool to assist them with their homework as well as studying for assessments. Weak to moderate correlations between the students' ISN assessments and end-of-topic assessments scores was found. In-class observations of student utilization of their ISNs and out-of-class observations of students' collected ISNs were also conducted to assess how well students were able to keep their ISNs neat and organized. It was observed that most of the students were able to keep their ISNs complete and organized. Students also shared, by completing surveys, mostly positive feedback of the ISN process. They shared how often they used their ISNs at home as a reference and study tool and how useful they believed their ISNs were. Therefore, I concluded that even though there was not a strong correlation between high ISN assessment scores and high topic assessment scores, the ISN was still a useful tool that assisted my students to keep organized notes and class work, and proved to be a useful reference and study tool.
Show less - Date Issued
- 2011
- Identifier
- CFE0004093, ucf:53147
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004093
- Title
- The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance.
- Creator
-
Janzen, Renee, Gresham, Regina, Haciomeroglu, Erhan, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
In an attempt to examine the effects of journaling and vocabulary strategies on elementary students' attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students' attitudes towards mathematics.
- Date Issued
- 2012
- Identifier
- CFE0004266, ucf:49520
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004266
- Title
- A Multiple Case Study Examining How Third-Grade Students Who Struggle in Mathematics Make Sense of Fraction Concepts.
- Creator
-
Gault, Rebecca, Ortiz, Enrique, Dixon, Juli, Nickels, Megan, Little, Mary, University of Central Florida
- Abstract / Description
-
A qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934...
Show moreA qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934/1986/2012) theory that children's optimal learning is supported by teacher-student interactions was used as an interpretive framework. Tasks were developed over the course of the intervention sessions with consideration of a model developed by Lesh, Post, and Behr (1987) for connecting mathematical representations and the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices (&) Council of Chief State School Officers, 2010). Data, including transcripts, tapes, and artifacts, were analyzed using two frameworks. These were Geary's (2003) classification of three subtypes of learning disabilities in mathematics and Anghileri's (2006) descriptions of social-constructivist scaffolding techniques. The first analysis resulted in a description of each participant's strengths and struggles, including alignment with Geary's subtypes, and how these strengths and struggles interacted with participant's construction of knowledge about fractions. The second analysis described episodes of learning that were supported by social-constructivist scaffolding techniques and revealed how participants made sense of fractions through their interactions with each other, the researcher, and intervention tasks. The researcher found that each participant's learning process, including struggles, was unique, with each interacting in different ways with tasks, manipulatives, pictorial representations, and questioning. For each participant, however, scaffolding techniques oriented around prompting and probing questions, participant verbalizations, and interactions with connected fraction representations were critical in their learning process.
Show less - Date Issued
- 2016
- Identifier
- CFE0006307, ucf:51587
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006307
- 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.
Show less - Date Issued
- 2015
- Identifier
- CFE0005704, ucf:50137
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005704
- Title
- OPTIMAL UPFC CONTROL AND OPERATIONS FOR POWER SYSTEMS.
- Creator
-
Wu, Xiaohe, Qu, Zhihua, University of Central Florida
- Abstract / Description
-
The content of this dissertation consists of three parts. In thefirst part, optimal control strategies are developed for UnifiedPower Flow Controller (UPFC) following the clearance of faultconditions. UPFC is one of the most versatile Flexible ACTransmission devices (FACTs) that have been implemented thus far.The optimal control scheme is composed of two parts. The first isan optimal stabilization control, which is an open-loop `Bang'type of control. The second is an suboptimal damping...
Show moreThe content of this dissertation consists of three parts. In thefirst part, optimal control strategies are developed for UnifiedPower Flow Controller (UPFC) following the clearance of faultconditions. UPFC is one of the most versatile Flexible ACTransmission devices (FACTs) that have been implemented thus far.The optimal control scheme is composed of two parts. The first isan optimal stabilization control, which is an open-loop `Bang'type of control. The second is an suboptimal damping control,which consists of segments of `Bang' type control with switchingfunctions the same as those of a corresponding approximate linearsystem. Simulation results show that the proposed control strategyis very effective in maintaining stability and damping outtransient oscillations following the clearance of the fault. Inthe second part, a new power market structure is proposed. The newstructure is based on a two-level optimization formulation of themarket. It is shown that the proposed market structure can easilyfind the optimal solutions for the market while takeing factorssuch as demand elasticity into account. In the last part, amathematical programming problem is formulated to obtain themaximum value of the loadibility factor, while the power system isconstrained by steady-state dynamic security constraints. Aniterative solution procedure is proposed for the problem, and thesolution gives a slightly conservative estimate of the loadibilitylimit for the generation and transmission system.
Show less - Date Issued
- 2004
- Identifier
- CFE0000052, ucf:46122
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000052
- Title
- MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT MATHEMATICS ACHIEVEMENT IN A LARGE URBAN DISTRICT.
- Creator
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Swan, Bonnie, Hynes, Michael, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences,...
Show moreThe purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences, relate to student mathematics achievement, teacher attrition and teacher mobility. Student achievement was measured by test results from the Norm Reference Test-Normal Curve Equivalent (NRT-NCE) mathematics portion of the Florida Comprehensive Assessment Test (FCAT) for two school years (2003-04 and 2004-05). A variety of analytic approaches and methods were used to examine how different teacher characteristics relate to teacher employment patterns and student achievement, including chi-square, Kruskal-Wallace, Mann-Whitney U, ANOVA, and t tests, together with simple descriptives and graphical analysis. Standard multiple regression was used to evaluate whether students' previous test scores and teacher- and school-level predictors could affect the results of students' mathematics achievement. A short survey was administered, which provided some insight to ascertain whether and why teachers choose among schools when seeking employment. A total of 282 teachers and 24,766 students were included for the final analysis. This research revealed high rates of teacher turnover and deficient numbers of well qualified mathematics teachers for this particular demographic. For example, one in three middle school mathematics teachers was in their first year, and over half (55%) had less than three years seniority. It was also apparent that, because of a shortage of well-qualified mathematics teachers, many new teachers were being hired out-of-field--of those first-year teachers, only about half had certification in their content area and most (67%) did not have a degree in mathematics or mathematics education. Middle schools in this district had lost 29% of the mathematics teacher workforce employed the previous year due to mathematics teacher attrition. Of those many resigned, some came back to teach another subject at the same or different middle school, and others transferred to high schools. An additional 5% transferred to other middle schools within the same district bringing the total turnover to 34%. Findings revealed no significant differences in turnover rates in high-poverty versus low-poverty schools, but there were significant differences in the proportions of movers, leavers, and stayers in schools according to whether or not a school was achieving high-standards in mathematics. Although inequities did exist in favor of schools with less at-risk students, in this district--for the most part--teachers were fairly distributed according to the "quality" of their backgrounds and experiences. The only significant gap was in that students in wealthier schools were more likely to have a mathematics teacher with a higher degree. This study also offers results that further understanding on the debate about which attributes of teachers are most likely to translate into effective-classroom performance. When analysis was performed at the student level, the findings revealed that students of middle school mathematics teachers with higher seniority, advanced degrees, or certification in the content area that they taught, performed significantly higher than students in other classrooms. Yet the magnitude of those differences was either modest or very small. When controlling for students' socio-economics status at the classroom level, differences were not significant for seniority or advanced degrees but the results were significant for certification.
Show less - Date Issued
- 2006
- Identifier
- CFE0001210, ucf:46948
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001210
- Title
- THE USE OF FILTERS IN TOPOLOGY.
- Creator
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Dasser, Abdellatif, Richardson, Gary, University of Central Florida
- Abstract / Description
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Sequences are sufficient to describe topological properties in metric spaces or, more generally, topological spaces having a countable base for the topology. However, filters or nets are needed in more abstract spaces. Nets are more natural extension of sequences but are generally less friendly to work with since quite often two nets have distinct directed sets for domains. Operations involving filters are set theoretic and generally certain to filters on the same set. The concept of a filter...
Show moreSequences are sufficient to describe topological properties in metric spaces or, more generally, topological spaces having a countable base for the topology. However, filters or nets are needed in more abstract spaces. Nets are more natural extension of sequences but are generally less friendly to work with since quite often two nets have distinct directed sets for domains. Operations involving filters are set theoretic and generally certain to filters on the same set. The concept of a filter was introduced by H. Cartan in 1937 and an excellent treatment of the subject can be found in N. Bourbaki (1940).
Show less - Date Issued
- 2004
- Identifier
- CFE0000202, ucf:46271
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000202
- Title
- DEVELOPMENT OF SEVENTH GRADE PRE-ALGEBRA STUDENTS' MATHEMATICAL PROBLEM SOLVING THROUGH WRITTEN EXPLANATIONS AND JUSTIFICATIONS.
- Creator
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Jones, Rebecca, Dieker, Lisa, University of Central Florida
- Abstract / Description
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In this action research, the interactions of seventh grade pre-algebra students in a mathematics classroom shared their explanation and justification processes through group work. Prior to the start of the study students were given a written pre-test to determine current conceptual thinking in mathematics. Over the next nine weeks, the teacher engaged the students in problem solving activities that included reasoning skills, communication and making connections through discussion with their...
Show moreIn this action research, the interactions of seventh grade pre-algebra students in a mathematics classroom shared their explanation and justification processes through group work. Prior to the start of the study students were given a written pre-test to determine current conceptual thinking in mathematics. Over the next nine weeks, the teacher engaged the students in problem solving activities that included reasoning skills, communication and making connections through discussion with their peers. Following nine weeks of written and verbal discourse, students were provided a post-test to determine changes in their conceptual thinking. Overall students' grades, journal writings and test scores showed positive gains with the greatest changes occurring in written explanations of their conceptual thinking in mathematics.
Show less - Date Issued
- 2008
- Identifier
- CFE0002180, ucf:47510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002180
- Title
- THE INFLUENCE OF DISCOURSE AND JOURNAL WRITING ON SECOND GRADERS' ACQUISITION OF MULTIDIGIT ADDITION CONCEPTS.
- Creator
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Hensley, Elizabeth, Dixon, Juli, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a...
Show moreThe purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a daily mathematics journal to answer the class's Problems of the Day. Patterns found in student journals indicated three stages of multidigit learning. In Stage One, students used little or no words to explain their solution, illustrations show students using counting by ones strategies. Stage Two represents students using appropriate mathematics strategies and vocabulary to explain their solutions in detail. Lastly, Stage Three consists of students solving multidigit problems with little or no word explaining their solution process and illustrations are few. Results of the study indicated that students' oral explanations of solutions to addition problems included more detail compared to students' written justification of similar problems.
Show less - Date Issued
- 2007
- Identifier
- CFE0001670, ucf:47218
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001670
- Title
- LIMITED ENGLISH PROFICIENT STUDENTS AND THEIR TEACHERS ATTITUDES OF THE LEARNING ENVIRONMENT IN MATHEMATICS CLASSES.
- Creator
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snider, michelle, Gunter, Glenda, University of Central Florida
- Abstract / Description
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This study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and...
Show moreThis study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and non-LEP students in algebra and geometry classes. Students were administered a 30-item questionnaire using the What is Happening in This Class? survey. Scores provided from the survey's six scales were analyzed using an independent samples t-test to describe similarities and differences between the students. The Cooperation Scale was found statistically significant (p = .002) with a mean score of 3.72 for the LEP students compared to 3.74 for non-LEP students. Four scales were found statistically significant (p < 0.05) comparing the algebra and geometry students: Teacher Support (M = 3.61), Involvement (M = 3.38), Cooperation (M = 3.65), and Equity (M = 4.24). Qualitative data was collected via classroom observations and the student and teacher interviews. Classroom observations provided an additional descriptive account of the lived experiences of the participants in this study. Themes observed within LEP and non-LEP classes involved the physical setting, teaching methods, and instructional media used to present lessons. Four additional themes were found in the LEP classes that referred to the experience of teaching LEP students. They are language use, teaching methods specific to LEP students, classroom management, and teacher and student support. The interviews incorporated a phenomenological approach to examine the attitudes of participating students and teachers toward their classroom environments. The following five similar themes emerged from the examination of sheltered and nonsheltered teacher attitudes: (a) support systems, (b) teaching methods, (c) student mathematical skills, (d) instructional media, and (e) student attitudes toward mathematics. The additional theme of language emerged exclusively for sheltered teachers. Suggested further study on the attitudes of LEP students and their teachers in mathematics classes are discussed that includes the amount of support provided in LEP classes, LEP teacher practices in support of student educational needs related to language and mathematics. Additional findings were revealed throughout this study to suggest the effective use of instructional media in LEP mathematics classes and whether or not culture plays a role in their attitudes towards mathematics.
Show less - Date Issued
- 2007
- Identifier
- CFE0001968, ucf:47466
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001968
