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Title: A Mathematical Model for Determining the Thermal Distribution Resulting from Discharge of a Heated Effluent.
Creator: Epstein, Alan H., Nimmo, Bruce, Engineering
Abstract / Description: Florida Technological University College of Engineering Thesis; A mathematical model is presented for the problem of determining the two-dimensional temperature distribution resulting from the discharge of a heated effluent into a shallow, quiescent receptacle. The physical model ofr the problem is the two-dimensional jet augmented by an imposed condition of viscous drag due to bottom friction effects. By virtue of the assumption that the physical properties of the effluent are independent of...
Show moreFlorida Technological University College of Engineering Thesis; A mathematical model is presented for the problem of determining the two-dimensional temperature distribution resulting from the discharge of a heated effluent into a shallow, quiescent receptacle. The physical model ofr the problem is the two-dimensional jet augmented by an imposed condition of viscous drag due to bottom friction effects. By virtue of the assumption that the physical properties of the effluent are independent of temperature over the operational temperature range of the plume, the analysis separates the total problem into a flow problem and a temperature problem. Solution of the temperature distribution is accomplished both analytically and numerically. Analytically, the temperature distribution is found through sequential integral solution of the equations defining the mathematical model, under the physical assumptions of a Gaussian flow distribution and the following relationship between the velocity and temperature distributions: [formula] where the subscript (max) denotes conditions along the jet centerline. Numerically, the equations defining the mathematical model are solved by a finite differencing technique implemented with the aid of an I.B.M. 360 digital computer. Comparison of the predictions of the model with the classical two-dimensional momentum jet indicate that the model is a reasonable approximation of the real physical problem. In addition, there is seen to be a critical dependence of the flow in the plume on the depth of the receptacle.
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Date Issued: 1972
Identifier: CFR0012146, ucf:53131
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0012146

Title: A Military Training System Perspective and Model for Training Program Management.
Creator: Boudreaux, Alvin J., Clapp, Donald E., Engineering
Abstract / Description: Florida Technological University College of Engineering Thesis; A perspective of the Naval Education and Training System (NETS) is developed and utilized as a framework on which a simulation model of general training system activities is constructed. The simulation model, which is based on functional activities, emphasizes the interdependent consequences of decisions and actions created through management planning, analysis, and control of training programs. A simulation experiment was...
Show moreFlorida Technological University College of Engineering Thesis; A perspective of the Naval Education and Training System (NETS) is developed and utilized as a framework on which a simulation model of general training system activities is constructed. The simulation model, which is based on functional activities, emphasizes the interdependent consequences of decisions and actions created through management planning, analysis, and control of training programs. A simulation experiment was conducted using a test situation description (scenario) to reflect the impact of management decisions and actions on the resulting allocation of resources and timeliness of training program activities. Conclusions are drawn regarding the utility and implications of the system dynamics model as a management tool with which to improve training. Recommendations are made regarding future experimentation and analysis which is required for sufficient development of a useful management tool.
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Date Issued: 1974
Identifier: CFR0003500, ucf:53016
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0003500

Title: Feasability analysis of ramp control systems, a simulation approach.
Creator: Popkin, Henry Allen, Klee, Harold, Engineering
Abstract / Description: Florida Technological University College of Engineering Thesis; The ever increasing traffic congestion being experienced on urban freeways has caused attention to be focused on methods for improving traffic operations on these facilities. The reduction or elimination of freeway congestion can be handled in two basic ways: 1) by increasing the freeway's capacity defined as the number of vehicles per unit time that can pass a given point in one lane of the freeway multiplied by the number of...
Show moreFlorida Technological University College of Engineering Thesis; The ever increasing traffic congestion being experienced on urban freeways has caused attention to be focused on methods for improving traffic operations on these facilities. The reduction or elimination of freeway congestion can be handled in two basic ways: 1) by increasing the freeway's capacity defined as the number of vehicles per unit time that can pass a given point in one lane of the freeway multiplied by the number of lanes on the freeway, or 2) by decreasing the traffic loads imposed on these freeways. Monumental costs and adverse public relations are involved in the construction of either new freeways or additional lanes in urban areas to increase freeway capacity. Due to these factors, the move in recent years has been toward decreasing traffic loads to accomplish the goals of reduction or elimination of freeway congestion. In an effort to combat the freeway congestion, traffic researchers have devoted much time and effort to the theoretical and practical aspects of systems in which controlled access is utilized to prevent or reduce congestion caused by traffic demands in excess of freeway operational capacity. Such systems perform the function of 'freeway surveillance and control'. An important aspect of these systems is the control mechanism used for the regulation of the ramp traffic to the freeway. This topic of ramp metering is the subject of this report.
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Date Issued: 1975
Identifier: CFR0003522, ucf:52998
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0003522

Title: Teaching Fractions Procedurally and Conceptually to Pre-Service Elementary Education Teachers.
Creator: Edwards, Deborah, Hopp, Carolyn, Vitale, Thomas, Ortiz, Enrique, French, Jonathan, University of Central Florida
Abstract / Description: The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly...
Show moreThe purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.
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Date Issued: 2015
Identifier: CFE0006215, ucf:51098
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006215

Title: The effects of an online coaching model on secondary co-teaching teams in algebra.
Creator: Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
Abstract / Description: Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
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Date Issued: 2017
Identifier: CFE0006745, ucf:51869
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006745

Title: An Examination of Administrators' Knowledge of the Standards for Mathematical Practice - A Think Aloud.
Creator: Glenn-White, Vernita, Dixon, Juli, Ortiz, Enrique, Haciomeroglu, Erhan, Boote, David, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Administrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study...
Show moreAdministrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study was to examine what administrators attend to in the instructional environment and how what they notice influences their ability to identify the Common Core State Standards, Standards for Mathematical Practice. A purposive sample of six administrators engaged in cognitive interviews, known as think alouds, while observing two mathematics classroom videos. This study was designed to explore how administrators' instructional leadership knowledge or skills influence what they notice during mathematics instruction.There was evidence that administrators did notice aspects of the instructional environment pertaining to teachers, students, and, content. However, in this study it was found that administrators with an understanding of mathematics teaching and learning attended more to student's mathematical thinking during instruction. It was also found that there was an increase of the administrators' mathematical language and attention to student interactions with mathematics content when the administrators were presented with a tool describing the elements of a classroom engaged in the Standards for Mathematical Practice.
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Date Issued: 2015
Identifier: CFE0005797, ucf:50034
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005797

Title: A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
Creator: Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
Abstract / Description: The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and...
Show moreThe focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
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Date Issued: 2013
Identifier: CFE0005316, ucf:50514
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005316

Title: Pre-service teacher perceptions on the education of children with critical illness and preparation to teach mathematics to children with critical illness.
Creator: Fralish, Bethany, Nickels, Megan, Bush, Sarah, Kelley, Michelle, University of Central Florida
Abstract / Description: This research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods,...
Show moreThis research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods, diagnostic and corrective reading, and teaching exceptional students). The data collected includes the pre-service teacher applications to participate in internship at the hospital-based school program, pre-interview questionnaire, end-of-day reflections, post-interview questionnaire, and background information questionnaire. The questions of study were: (1) How prepared do pre-service teachers feel to educate children with critical illness and address the needs of children with critical illness in the classroom as a result of completion of a 6-week internship at a hospital-based school program? (2) How prepared do pre-service teachers feel to teach mathematics to children with critical illness after completing a 6-week internship at a hospital-based school program? The results show that the participants' reported an increase in preparation to teach children with critical illness and teach them mathematics, but their views about the education of children with a critical illness and mathematics remain consistent. Thus, the results illuminated two themes across all participants: 1) children as a homogenous group 2) procedural mathematics. Study implications include the need to add specific professional learning on the educational impacts of a critical illness and the need to involve pre-service teachers in reflective practices of what they learn and observe and how that informs actions in the classroom.
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Date Issued: 2019
Identifier: CFE0007804, ucf:52354
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007804

Title: A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
Creator: Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
Abstract / Description: This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
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Date Issued: 2013
Identifier: CFE0005005, ucf:50009
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005005

Title: EFFECTS OF A COMPUTER GAME ON MATHEMATICS ACHIEVEMENT AND CLASS MOTIVATION: AN EXPERIMENTAL STUDY.
Creator: kebritchi, Mansureh, Hirumi, Atsusi, University of Central Florida
Abstract / Description: In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics...
Show moreIn the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students' mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller's (1987a) ARCS model of motivational design measured students' mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers' interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: "This is definitely the way that we have to go to teach mathematics in the future." Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers' helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills.
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Date Issued: 2008
Identifier: CFE0002066, ucf:47577
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002066

Title: An Analysis of Undergraduate Elementary School Pre-Service Teachers' Ability to Contextualize Fraction Expressions and Decontextualize Fraction Word Problems.
Creator: Tapp, Laura, Ortiz, Enrique, Andreasen, Janet, Dixon, Juli, Witta, Eleanor, University of Central Florida
Abstract / Description: The focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the...
Show moreThe focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the participants were given the Contextualization and Decontextualization of Fractions Instrument (CDFI) which assessed elementary school pre-service teachers' ability to solve fraction word problems and identify decontextualized fraction word problems into expressions and contextualized fraction expressions into word problems. The elementary school pre-service teachers were given the CDFI before and after they completed a unit on fractions. Of the 52 participants who completed both the pre- and post- CDFI, 11 were selected to participant in think aloud interviews in which they decontextualized fraction expressions from word problems and solved and contextualized fraction word problems from expressions. Quantitative results showed an overall statistically significant difference in the elementary school pre-service teachers' pre- and post- test scores. With the exception of two questions, all questions on the CDFI showed a statistically significant difference between the pre- and the post- test scores. No statistical significance was found in the responses to the question that required the elementary school pre-service teachers to identify the expression that matched the given fraction subtraction word problem. A large number of participants correctly identified the correct subtraction expression on the pre-test, and only slightly more of them were able to identify the correct subtraction expression on the post-test. No statistical significance was found in the responses to the question that required the elementary school pre-service teachers to explain their selection of a contextualized fraction multiplication expression. Though there was an increase in the elementary school pre-service teachers' ability to explain their selection of the contextualized fraction multiplication expression, it was not statistically significant. The qualitative analysis of the think aloud interview data showed that some of the elementary school pre-service teachers struggled with contextualizing fraction expressions. Most of the elementary school pre-service teachers did not struggle with solving the fraction word problems, but did struggle with decontextualizing fraction multiplication word problems.
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Date Issued: 2016
Identifier: CFE0006506, ucf:51405
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006506

Title: MATHEMATICAL MODELS OF MOSQUITO POPULATIONS.
Creator: Reed, Hanna, Shuai, Zhisheng, University of Central Florida
Abstract / Description: The intent of this thesis is to develop ordinary differential equation models to better understand the mosquito population. We first develop a framework model, where we determine the condition under which a natural mosquito population can persist in the environment. Wolbachia is a bacterium which limits the replication of viruses inside the mosquito which it infects. As a result, infecting a mosquito population with Wolbachia can decrease the transmission of viral mosquito-borne diseases,...
Show moreThe intent of this thesis is to develop ordinary differential equation models to better understand the mosquito population. We first develop a framework model, where we determine the condition under which a natural mosquito population can persist in the environment. Wolbachia is a bacterium which limits the replication of viruses inside the mosquito which it infects. As a result, infecting a mosquito population with Wolbachia can decrease the transmission of viral mosquito-borne diseases, such as dengue. We develop another ODE model to investigate the invasion of Wolbachia in a mosquito population. In a biologically feasible situation, we determine three coexisting equilibria: a stable Wolbachia-free equilibrium, an unstable coexistence equilibrium, and a complete invasion equilibrium. We establish the conditions under which a population of Wolbachia infected mosquitoes may persist in the environment via the next generation number and determine when a natural mosquito population may experience a complete invasion of Wolbachia.
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Date Issued: 2018
Identifier: CFH2000299, ucf:45845
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000299

Title: THE EFFECTS OF PROBLEM SOLVING STRATEGY INSTRUCTION, JOURNAL WRITING AND DISCOURSE ON 6TH GRADE ADVANCED MATHEMATICS STUDENT PERFORMANCE.
Creator: Wittcop, Melissa, Ortiz, Enrique, University of Central Florida
Abstract / Description: There are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be...
Show moreThere are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be used in problem solving. Math journals were also used for problem solving and reflection. Classroom discourse in discussion of problem solving situations was used as a means of identifying strategies used to solve the problem. Explanations and justifications were then used in writing and discourse to support students' solution and methods. An analytic problem-solving rubric was used to score the problems solved by the students. These scores, along with explanations and justifications, and discourse were used as data and analyzed for common themes. The results of this study demonstrate overall improvement in student performance in problem solving. Heuristic instruction the students received on strategies in problem solving helped to improve their ability to not only select an appropriate strategy, but also implement it. This unit, along with the problem solving prompts solved in the journals, helped to improve the students' performance in explanations. It was discourse combined with all the previous instruction that finally improved student performance in justification.
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Date Issued: 2008
Identifier: CFE0002075, ucf:47592
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002075

Title: AN INVESTIGATION OF HIGH SCHOOL GEOMETRY STUDENTS' PROVING AND LOGICAL THINKING ABILITIES AND THE IMPACT OF DYNAMIC GEOMETRY SOFTWARE ON STUDENT PERFORMANCE.
Creator: Subramanian, Lalitha, Hynes, Michael, University of Central Florida
Abstract / Description: The purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement....
Show moreThe purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement. The sample for the study consisted of 1,325 high school geometry students enrolled in regular, honors, and mastery courses in four high schools from the school district affiliated with the Local Education Agency (LEA) during the academic year 2004-2005. Geometer's Sketchpadä (GSP) was assumed to represent the dynamic geometry software. Responses of students on two pre-tests and two post-tests, each with one on logical thinking and one on proof, were analyzed to address the research questions. Results of the analyses indicated no significant effect of the yearlong geometry course on the performance of students on proof tests but a fairly significant effect on the tests of logical thinking. Use of GSP was found to have some impact on honors and mastery students' performance on proof post-tests. Honors students showed a higher logical thinking level than their regular and mastery counterparts in both GSP and non-GSP groups. There was a significant positive correlation between students' performance on the tests of logical thinking and proof.
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Date Issued: 2005
Identifier: CFE0000616, ucf:46546
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000616

Title: SUPPLEMENTAL INSTRUCTION IN A COMMUNITY COLLEGE DEVELOPMENTAL MATHEMATICS CURRICULUM: A PHENOMENOLOGICAL STUDY OF LEARNING EXPERIENCES.
Creator: Phelps, Julie, Evans, Ruby, University of Central Florida
Abstract / Description: Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological...
Show moreMirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.
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Date Issued: 2005
Identifier: CFE0000661, ucf:46512
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000661

Title: THE EFFECT OF TECHNOLOGY ACCEPTANCE ON POST SECONDARY AFRICAN- AMERICAN STUDENTS' ACHIEVEMENT IN MATHEMATICS:A PATH ANALYTIC INQUIRY.
Creator: Sen, Sulakshana, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived...
Show moreThe purpose of this research was to investigate the effect of technology acceptance on post secondary African American students' achievement in Mathematics. The study was conducted in a historically Black four-year college in Daytona Beach, Florida on students using the computer to enhance their mathematics performance in an introductory algebra mathematics course. By using Technology Acceptance Model (TAM) developed by F. Davis (1989), this study focused on variables such as perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, attitude and actual use of the computer to account the effect towards the achievement in the final exam which is an outcome variable. The data were collected over four different time periods during the fall semester of 2004 to find how these results changed over time. The study was conducted by using six instruments to measure perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, actual use of computer (frequency and duration), attitude and an additional demographic instrument. The data were analyzed by path analysis using multiple regressions (SPSS for windows) to find the contribution of each independent variable to the dependent variable that ultimately predicted the final outcome. Computer self-efficacy and subjective norms were determinants of perceived usefulness and perceived ease of use which in turn determined the attitude of students using computer for enhancing their math score in the final. The findings of path analysis indicated that the research did not support TAM. The results suggested that perceived usefulness is the most significant predictor of perceived ease of use. The duration of actual use of the computer in a single session contributed significantly towards their final score for achievement in mathematics. The students preferred a face-to-face instruction in mathematics by the instructor than interaction with a computer. Additional research endeavors should be devoted to the measurement of system use in different set up with different ethnic background to further analyze students' acceptance or rejection of technology towards their achievement in mathematics.
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Date Issued: 2005
Identifier: CFE0000572, ucf:46435
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000572

Title: AN EXPLORATION OF TEACHER PERSPECTIVES OF MATHEMATICS ANXIETY AND GENDER STEREOTYPING.
Creator: Browning, Jessica, Gresham, Regina, University of Central Florida
Abstract / Description: The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I...
Show moreThe purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.
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Date Issued: 2015
Identifier: CFH0004756, ucf:45347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004756

Title: LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY.
Creator: Keller, Stacy, Biraimah, Karen, University of Central Florida
Abstract / Description: This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed...
Show moreThis study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
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Date Issued: 2008
Identifier: CFE0002356, ucf:47810
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002356

Title: COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
Creator: Robertson, Shelby, Little, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online...
Show moreThe purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
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Date Issued: 2008
Identifier: CFE0002256, ucf:47857
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002256

Title: Modeling Disease Impact of Vibrio-Phage Interactions.
Creator: Botelho, Christopher, Shuai, Zhisheng, Nevai, A, Zhang, Teng, Teter, Kenneth, University of Central Florida
Abstract / Description: Since the work of John Snow, scientists and medical professionals have understood that individuals develop cholera by means of consuming contaminated water. Despite the knowledge(&)nbsp;of cholera's route of infection, many countries have experienced and still experience endemic cholera. Cholera is caused by the Vibrio cholerae (V. cholerae) bacterium and presents with acute diarrhea and vomiting. If untreated, infected individuals may die due to dehydration. Cholera is a disease that most...
Show moreSince the work of John Snow, scientists and medical professionals have understood that individuals develop cholera by means of consuming contaminated water. Despite the knowledge(&)nbsp;of cholera's route of infection, many countries have experienced and still experience endemic cholera. Cholera is caused by the Vibrio cholerae (V. cholerae) bacterium and presents with acute diarrhea and vomiting. If untreated, infected individuals may die due to dehydration. Cholera is a disease that most commonly affects countries with poor infrastructure and water sanitation. Despite efforts to control cholera in such countries, the disease persists. One such example is Haiti which has been experiencing a cholera outbreak since 2010. While there has been much research in the field of microbiology to understand V. cholerae, there has been comparably less research in the field of mathematical biology to understand the dynamics of V. cholerae in the environment. A mathematical model of V. cholerae incorporating a phage population is coupled with a SIRS disease model to examine the impact of vibrio and phage interaction. It is shown that there might exist two endemic equilibria, besides the disease free equilibrium: one in which phage persist in the environment and one in which the phage fail to persist. Existence and stability of these equilibria are established. Disease control strategies based on vibrio and phage interactions are discussed.
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Date Issued: 2019
Identifier: CFE0007604, ucf:52544
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007604

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