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Title: AN IMPROVED THERMOREGULATORY MODEL FOR COOLING GARMENT APPLICATIONS WITH TRANSIENT METABOLIC RATES.
Creator: Westin, Johan, Kapat, Jayanta, University of Central Florida
Abstract / Description: Current state-of-the-art thermoregulatory models do not predict body temperatures with the accuracies that are required for the development of automatic cooling control in liquid cooling garment (LCG) systems. Automatic cooling control would be beneficial in a variety of space, aviation, military, and industrial environments for optimizing cooling efficiency, for making LCGs as portable and practical as possible, for alleviating the individual from manual cooling control, and for improving...
Show moreCurrent state-of-the-art thermoregulatory models do not predict body temperatures with the accuracies that are required for the development of automatic cooling control in liquid cooling garment (LCG) systems. Automatic cooling control would be beneficial in a variety of space, aviation, military, and industrial environments for optimizing cooling efficiency, for making LCGs as portable and practical as possible, for alleviating the individual from manual cooling control, and for improving thermal comfort and cognitive performance. In this study, we adopt the Fiala thermoregulatory model, which has previously demonstrated state-of-the-art predictive abilities in air environments, for use in LCG environments. We validate the numerical formulation with analytical solutions to the bioheat equation, and find our model to be accurate and stable with a variety of different grid configurations. We then compare the thermoregulatory model's tissue temperature predictions with experimental data where individuals, equipped with an LCG, exercise according to a 700 W rectangular type activity schedule. The root mean square (RMS) deviation between the model response and the mean experimental group response is 0.16°C for the rectal temperature and 0.70°C for the mean skin temperature, which is within state-of-the-art variations. However, with a mean absolute body heat storage error (e_BHS_mean) of 9.7 W·h, the model fails to satisfy the ±6.5 W·h accuracy that is required for the automatic LCG cooling control development. In order to improve model predictions, we modify the blood flow dynamics of the thermoregulatory model. Instead of using step responses to changing requirements, we introduce exponential responses to the muscle blood flow and the vasoconstriction command. We find that such modifications have an insignificant effect on temperature predictions. However, a new vasoconstriction dependency, i.e. the rate of change of hypothalamus temperature weighted by the hypothalamus error signal (DThy·dThy/dt), proves to be an important signal that governs the thermoregulatory response during conditions of simultaneously increasing core and decreasing skin temperatures, which is a common scenario in LCG environments. With the new DThy·dThy/dt dependency in the vasoconstriction command, the e_BHS_mean for the exercise period is reduced by 59% (from 12.9 W·h to 5.2 W·h). Even though the new e_BHS_mean of 5.8 W·h for the total activity schedule is within the target accuracy of ±6.5 W·h, e_BHS fails to stay within the target accuracy during the entire activity schedule. With additional improvements to the central blood pool formulation, the LCG boundary condition, and the agreement between model set-points and actual experimental initial conditions, it seems possible to achieve the strict accuracy that is needed for automatic cooling control development.
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Date Issued: 2008
Identifier: CFE0002460, ucf:47707
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002460

Title: CHALLENGING A TRADITIONAL SOCIAL NORM IN A SECOND GRADE MATHEMATICS CLASSROOM.
Creator: Egendoerfer, Lisa, Dixon, Juli K., University of Central Florida
Abstract / Description: In an attempt to examine classroom dialogue within a second grade classroom, I encouraged students to participate in mathematics discussions without needing to raise their hands before speaking. I challenged this traditional social norm and established sociomathematical norms as the study progressed. My study showed the effects of this change on the dialogue of students in my classroom. Focus was placed on the participation in classroom discussions when traditional social and...
Show moreIn an attempt to examine classroom dialogue within a second grade classroom, I encouraged students to participate in mathematics discussions without needing to raise their hands before speaking. I challenged this traditional social norm and established sociomathematical norms as the study progressed. My study showed the effects of this change on the dialogue of students in my classroom. Focus was placed on the participation in classroom discussions when traditional social and sociomathematical norms were in place as well as when new norms were established. The study helped determine the effects of student-centered dialogue on conceptual understanding as demonstrated in the students' discussions, participation, and written expression.
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Date Issued: 2006
Identifier: CFE0000946, ucf:46734
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000946

Title: CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED TO PLACE VALUE AND OPERATIONS.
Creator: Andreasen, Janet, Dixon, Juli, University of Central Florida
Abstract / Description: This qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning...
Show moreThis qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning trajectory and instructional sequence related to place value and operations were created and refined in the two semesters prior to this study. The instructional sequence was in its third iteration for this study. The developmental levels that children progress through in learning place value and operations were used in identifying the learning trajectory and supporting tasks in which the preservice teachers were asked to engage. A large portion of the instructional sequence involved a setting of base eight instead of base ten. The sequence returned to base ten in order to discuss whole number operations and alternative strategies for operations in an effort to further develop the preservice teachers' conceptual understandings of place value and operations and to examine children's thinking strategies. Data were collected through video-taped recordings of class sessions, audio-taped recordings of table discussions and research team meetings, field notes, and journals written by the research team. Sixteen preservice teachers participated in the study which lasted over 5 class sessions of 3 hours and 10 minutes each. The emergent perspective which attempts to coordinate the individual learning and the social aspects of the classroom that support collective learning was used as an interpretive lens for data collection and analysis. The social aspects along with some aspects of individual student understandings together give an indication of collective mathematical understandings of the students as a whole group. Social norms established were: a) the expectation of providing explanations and justifications for solutions and solution methods, b) making sense of each other's solutions and c) asking questions of classmates or the instructor. Sociomathematical norms that were valued but not fully established were: a) criteria for different solutions and solution methods and b) criteria for what constituted a good explanation. Data analysis for the establishment of classroom mathematical practices was conducted using Toulmin's argumentation model (Toulmin, 1969). A three phase approach described by Rasmussen and Stephan (in press) was used in determining what constituted a classroom mathematical practice. The classroom mathematical practices that facilitated student learning in this study were: a) unitizing, b) flexibly representing numbers, and c) reasoning about operations. This study led to the refinement of the hypothetical learning trajectory and further progress in defining an instructional theory of how preservice teachers may come to understand place value and whole number operations.
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Date Issued: 2006
Identifier: CFE0000917, ucf:46718
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000917

Title: LISTENING TO STUDENT VOICES: FIFTH GRADERS' PERCEPTIONS OF THEIR MATHEMATICS LEARNING WITHIN THE CONTEXT OF A MATHEMATICS REFORM EFFORT.
Creator: Hoffman, Elizabeth, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: This qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in...
Show moreThis qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in nonstandard English, their perceptions of their mathematics learning. They passionately explained what helped them learn mathematics as well as what impeded their mathematics learning and were often incredibly insightful in their commentary. In an effort to hear and present the student voices, the data gathering methods used in this study included the use of focus groups, one-on-one interviews, and classroom observations as well as the use of a student survey. Several ethnographic methods and practices were employed to help ensure the credibility of this study, including triangulation and member checking. Data analysis involved a highly detailed, organic process which culminated in the emergence of a number of significant themes involving students' perspectives of mathematics, their mathematics experiences prior to fifth grade, and finally their perspectives of their learning during the first year of a mathematics reform effort. A number of valuable lessons learned as a result of this study are presented and translated into implications for the elementary mathematics classroom. These lessons, based on the students' own voices, urge teachers to prioritize mathematics instruction, effectively utilize manipulatives, games, and alternative algorithms as well as encourage classroom discourse about mathematics. If teachers would follow this outline, provided by the students' voices, students' mathematical power will be more deeply realized. Additionally, the promise of true reform due to the transformational power of students' voices is discussed and the possibilities defined.
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Date Issued: 2006
Identifier: CFE0000973, ucf:46693
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000973

Title: WHAT TEACHERS WANT TO KNOW: A SYSTEMATIC REVIEW OF ACTION RESEARCH THESES RELATED TO K-8 MATHEMATICS AND SCIENCE.
Creator: Steele, Bridget, Hynes, Michael, University of Central Florida
Abstract / Description: The research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research...
Show moreThe research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research interests and classroom practices. Also, the study will help teacher educators who deliver the teacher enhancement program to improve the effectiveness of the program. A summary sheet was filled out for each thesis and teacher, and then entered into a spreadsheet that was later analyzed for reoccurring themes in the data. The results showed themes in topics of action research studies, questions in action research studies, and results of action research studies. There were no trends in characteristics of teachers performing the action research studies.
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Date Issued: 2006
Identifier: CFE0001199, ucf:46860
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001199

Title: MATHEMATICAL MODELING OF SMALLPOX WITHOPTIMAL INTERVENTION POLICY.
Creator: LAWOT, NIWAS, ROLLINS, DAVID, University of Central Florida
Abstract / Description: In this work, two differential equation models for smallpox are numerically solved to find the optimal intervention policy. In each model we look for the range of values of the parameters that give rise to the worst case scenarios. Since the scale of an epidemic is determined by the number of people infected, and eventually dead, as a result of infection, we attempt to quantify the scale of the epidemic and recommend the optimum intervention policy. In the first case study, we mimic a densely...
Show moreIn this work, two differential equation models for smallpox are numerically solved to find the optimal intervention policy. In each model we look for the range of values of the parameters that give rise to the worst case scenarios. Since the scale of an epidemic is determined by the number of people infected, and eventually dead, as a result of infection, we attempt to quantify the scale of the epidemic and recommend the optimum intervention policy. In the first case study, we mimic a densely populated city with comparatively big tourist population, and heavily used mass transportation system. A mathematical model for the transmission of smallpox is formulated, and numerically solved. In the second case study, we incorporate five different stages of infection: (1) susceptible (2) infected but asymptomatic, non infectious, and vaccine-sensitive; (3) infected but asymptomatic, noninfectious, and vaccine-in-sensitive; (4) infected but asymptomatic, and infectious; and (5) symptomatic and isolated. Exponential probability distribution is used for modeling this case. We compare outcomes of mass vaccination and trace vaccination on the final size of the epidemic.
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Date Issued: 2006
Identifier: CFE0001193, ucf:46848
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001193

Title: THE EFFECTS OF HANDS-ON INSTRUCTIONAL STRATEGIES ON FOURTH GRADE STUDENTS' ATTITUDES AND PERFORMANCE IN MATHEMATICS.
Creator: Hosack, Lindsey, Gresham, Gina, University of Central Florida
Abstract / Description: This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments...
Show moreThis study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.
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Date Issued: 2006
Identifier: CFE0001025, ucf:46815
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001025

Title: AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MATHEMATICS.
Creator: Williams, Falecia, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty...
Show moreThis study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
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Date Issued: 2006
Identifier: CFE0001066, ucf:46806
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001066

Title: USING COMMUNICATION TECHNIQUES IN THE LOW-PERFORMING MATHEMATICS CLASSROOM: A STUDY OF FRACTIONS,DECIMALS,PERFORMANCE AND ATTITUDES.
Creator: Guyton, Pamela, Ortiz, Enrique, University of Central Florida
Abstract / Description: Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used...
Show moreWithin a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.
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Date Issued: 2008
Identifier: CFE0002146, ucf:47928
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002146

Title: VECTORPAD: A TOOL FOR VISUALIZING VECTOR OPERATIONS.
Creator: Bott, Jared, LaViola, Joseph, University of Central Florida
Abstract / Description: Visualization of three-dimensional vector operations can be very helpful in understanding vector mathematics. However, creating these visualizations using traditional WIMP interfaces can be a troublesome exercise. In this thesis, we present VectorPad, a pen-based application for three-dimensional vector mathematics visualization. VectorPad allows users to define vectors and perform mathematical operations upon them through the recognition of handwritten mathematics. The VectorPad user...
Show moreVisualization of three-dimensional vector operations can be very helpful in understanding vector mathematics. However, creating these visualizations using traditional WIMP interfaces can be a troublesome exercise. In this thesis, we present VectorPad, a pen-based application for three-dimensional vector mathematics visualization. VectorPad allows users to define vectors and perform mathematical operations upon them through the recognition of handwritten mathematics. The VectorPad user interface consists of a sketching area, where the user can write vector definitions and other mathematics, and a 3D graph for visualization. After recognition, vectors are visualized dynamically on the graph, which can be manipulated by the user. A variety of mathematical operations can be performed, such as addition, subtraction, scalar multiplication, and cross product. Animations show how operations work on the vectors. We also performed a short, informal user study evaluating the user interface and visualizations of VectorPad. VectorPad's visualizations were generally well liked; results from the study show a need to provide a more comprehensive set of visualization tools as well as refinement to some of the animations.
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Date Issued: 2009
Identifier: CFE0002827, ucf:48087
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002827

Title: CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
Creator: Davis, Kimberly, Dieker, Lisa, University of Central Florida
Abstract / Description: ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
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Date Issued: 2008
Identifier: CFE0002294, ucf:47863
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002294

Title: The Mathematics Achievement Gap in Virtual Education.
Creator: Glover, Sara, Martin, Suzanne, Boote, David, Dixon, Juli, Butler, Lorrie, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation ...
Show moreThis phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation (Fullan (&) Quinn, 2016). Virtual education is a growing platform for learning, with nearly 300,000 students enrolled across the United States. Achievement data demonstrates the existence of an academic achievement gap in this learning environment as well (Miron, Shank, (&) Davidson, 2018). Yet, there is not a great deal of high-quality research surrounding aspects of virtual education (Molnar et al., 2017). A phenomenological research method was used to examine the lived experiences of Algebra I teachers in a virtual learning environment. Interviews were conducted with five participants (N = 5). Data analysis resulted in eight overarching themes and twenty-seven tertiary themes. The major themes include: (a) teachers believe that student characteristics are a primary determinant of their success in virtual education; (b) teachers believe they have a strong impact upon student success in a virtual learning environment; (c) teachers believe Algebra I is a challenging content area for student achievement; (d) teachers believe family involvement impacts student learning in virtual education; (e) teachers believe frequent and consistent communication is vital in virtual education; (f) teachers believe there are challenges communicating with English language learners; (g) teachers believe strategies can be implemented to support student success in an online learning environment; and (h) teachers believe virtual education is a unique learning environment. This study concludes with an examination of each finding and provides implications for virtual education teachers and policy, and recommendations for future research.
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Date Issued: 2019
Identifier: CFE0007461, ucf:52667
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007461

Title: The Relationship of Computer Science Immersion in Elementary Schools to Achievement of High Poverty Students.
Creator: Erickson, Keith, Taylor, Rosemarye, Ceballos, Marjorie, Gordon, William, Clark, M. H., University of Central Florida
Abstract / Description: The purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race...
Show moreThe purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race individuals, and females. Research Question 1 analyzed the relationship between the implementation of the computer science immersive learning experience when a cohort control group design was used. Research Question 2 determined if a relationship existed when the treatment schools were compared to demographically similar schools that did not receive the treatment of computer science immersion. A two-way analysis of variances (ANOVA) was run for each of the research questions with the subgroups of students used as moderators for the treatment. Statistical significance was found for the following groups; fourth grade ELA Hispanic cohort, fourth grade Hispanic mathematics cohort, third grade ELA cohort, third grade mathematics cohort, the ELA treatment group, and the mathematics treatment group. Statistically significant findings showed negative, positive, and neutral effects on the treatment groups. These findings provide implications for the implementation of computer science immersion in other elementary schools with similar student demographic variables. Further investigation is needed to determine other potential impacts on student achievement over time.
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Date Issued: 2019
Identifier: CFE0007627, ucf:52559
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007627

Title: Enriching Students With Developmental Delays in an Early Childhood Classroom Using iPads With Mathematics Applications.
Creator: Powell, Selma, Dieker, Lisa, Little, Mary, Cross, Lee, Culp, Anne, University of Central Florida
Abstract / Description: Laws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in...
Show moreLaws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in inclusive early intervention classrooms. A need for developmentally appropriate quality mathematics instruction exists to prepare students to meet the demands of a global economy; students must demonstrate mastery of core subjects, such as mathematics, along with skills in information and communication technology (Partnership for 21st Century Skills, 2009). To promote mathematics achievement technology should be infused in instruction. Data were collected through a variety of sources including: student records review, TEMA-3 test scores, researcher's observation field notes, transcripts from student exit interviews, teacher interviews pre and post data collection, and parent questionnaires. The data were analyzed using Atlas-ti and was triangulated from the various data sources. Inter-observer agreement was obtained for all the results. Researcher observations occurred for 19 days in a pre-kindergarten inclusive classroom. The data were analyzed to identify themes for the four individual cases as well as two overarching themes as it related to the investigation of utilizing handheld technology for mathematics instruction in an early childhood education setting.
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Date Issued: 2012
Identifier: CFE0004584, ucf:49197
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004584

Title: THE EFFECTS OF A RATIO-BASED TEACHING SEQUENCE ON PERFORMANCE IN FRACTION EQUIVALENCY FOR STUDENTS WITH MATHEMATICS DISABILITIES.
Creator: Hunt, Jessica, Dieker, Lisa, University of Central Florida
Abstract / Description: This study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was...
Show moreThis study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratio-based teaching sequence. Both groups continued to receive textbook based instruction in fraction equivalency concepts in their regular mathematics classroom. Qualitative interviews were employed to further investigate the thinking of each of the three types of students in the study. Analysis of the data indicated that students in the experimental group outperformed the control group on both the curriculum-based measure and the standardized measure of fraction equivalency All students who participated in ratio-based instruction had a higher performance in fraction equivalency than those who did not. Performance on the CBM and the standardized measure of fraction equivalency improved significantly from pre to post test for students who struggled; their performance also transferred to standardized measures. Qualitative analysis revealed that a focal student with MLD, while improving his ability to think multiplicatively, had misconceptions about fractions as ratios that persisted even after the intervention was completed. Implications for instruction, teacher preparation, and future research are provided.
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Date Issued: 2011
Identifier: CFE0004003, ucf:49170
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004003

Title: EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS.
Creator: Roicki, Joseph, Ortiz, Enrique, University of Central Florida
Abstract / Description: For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of...
Show moreFor this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks both at the beginning of the study and continually as the study progressed. Through daily discussions, monthly written assessments, and student interviews, the study helped to determine the importance of developing students' mathematical communication skills and building conceptual understanding of mathematical ideas.
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Date Issued: 2008
Identifier: CFE0002026, ucf:47627
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002026

Title: A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT.
Creator: Pierre Gilles, Viana, Dieker, Lisa, University of Central Florida
Abstract / Description: The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3...
Show moreThe purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
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Date Issued: 2011
Identifier: CFE0003613, ucf:48872
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003613

Title: Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School.
Creator: Klingler, Kelly, Ortiz, Enrique, Gresham, Regina, Andreasen, Janet, University of Central Florida
Abstract / Description: The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word...
Show moreThe purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem solving in mathematics was found. Students took the Mathematics Attitudes survey before and after the study was conducted. In-class observations of the students applying problem solving strategies and students' response journals were made. Students had small group interviews after the research study was conducted. Therefore, I concluded that with the relationship between the Mathematics Attitudes survey scores and journal responses that teaching the problem solving strategies to middle school students was an influential tool for improving students' mathematics attitude.
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Date Issued: 2012
Identifier: CFE0004309, ucf:49490
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004309

Title: AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS.
Creator: Gill, Clara, Dixon, Juli, University of Central Florida
Abstract / Description: This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to...
Show moreThis study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
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Date Issued: 2010
Identifier: CFE0003010, ucf:48338
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003010

Title: THE ROLE OF COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES IN THE READING AND INTERPRETATION OF MATHEMATICAL WORD PROBLEM TEXTS: READING CLINICIANS' PERCEPTIONS OF DOMAIN RELEVANCE AND ELEMENTARY STUDENTS' COGNITIVE STRATEGY USE.
Creator: Clements, Taylar, Gill, Michele, University of Central Florida
Abstract / Description: The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of...
Show moreThe intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.
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Date Issued: 2011
Identifier: CFE0003687, ucf:48832
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003687

mathematics (37)	+ -
Mathematics (14)	+ -
Education (5)	+ -
Mathematics Education (5)	+ -
discourse (5)	+ -

fractions (5)	+ -
elementary education (4)	+ -
mathematics education (4)	+ -
student achievement (4)	+ -
Middle School (3)	+ -
action research (3)	+ -
attitudes (3)	+ -
constructivism (3)	+ -
content knowledge (3)	+ -
elementary mathematics (3)	+ -
manipulatives (3)	+ -
mathematics achievement (3)	+ -
middle school (3)	+ -
professional development (3)	+ -
social norms (3)	+ -
sociomathematical norms (3)	+ -
students with disabilities (3)	+ -
African American (2)	+ -
Algebra (2)	+ -
Communication (2)	+ -
Curriculum (2)	+ -
Discourse (2)	+ -
Elementary (2)	+ -
Exceptional Student Education (2)	+ -
SMP3 (2)	+ -

ETD Collection (113)	+ -
Honors Collection (5)	+ -

University of Central Florida (109)	+ -
Dixon, Juli (26)	+ -
Ortiz, Enrique (15)	+ -
Andreasen, Janet (12)	+ -
Taylor, Rosemarye (11)	+ -

Dieker, Lisa (10)	+ -
Haciomeroglu, Erhan (9)	+ -
Doherty, Walter (8)	+ -
Engineering (8)	+ -
Baldwin, Lee (5)	+ -
Hynes, Michael (5)	+ -
Little, Mary (5)	+ -
Bai, Haiyan (4)	+ -
Boote, David (4)	+ -
Bush, Sarah (3)	+ -
Dixon, Juli K. (3)	+ -
Gresham, Regina (3)	+ -
Hines, Rebecca (3)	+ -
Hopp, Carolyn (3)	+ -
Murray, Barbara (3)	+ -
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Nickels, Megan (3)	+ -
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Biraimah, Karen (2)	+ -
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Gresham, Gina (2)	+ -
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