View All Items

Title: A COMPARISON OF TEACHER PERCEPTIONS OF MIDDLE SCHOOL MATHEMATICS TEXTBOOKS IN THE UNITED STATES AND THE UNITED KINGDOM.
Creator: Clonts, Porscha, Andreasen, Janet, University of Central Florida
Abstract / Description: This study was a qualitative research study dedicated to the deep investigation of a regular and advanced seventh grade mathematics textbook used in Florida and the United Kingdom. A questionnaire was created for a teacher in both locations, along with the researcher, to rate the textbooks according to different characteristics. The two research questions that were answered through the research include: 1. In what ways, if any, is diversity represented in the pages of each seventh grade...
Show moreThis study was a qualitative research study dedicated to the deep investigation of a regular and advanced seventh grade mathematics textbook used in Florida and the United Kingdom. A questionnaire was created for a teacher in both locations, along with the researcher, to rate the textbooks according to different characteristics. The two research questions that were answered through the research include: 1. In what ways, if any, is diversity represented in the pages of each seventh grade mathematics textbooks examined? a. In what ways is the diversity of each textbook comparable to the observed diversity of the country in which it is used? 2. How do the seventh grade mathematics textbooks in the United States and the United Kingdom compare with aspects of appearance, readability, illustrations, content, the teacher's guide/resources, and EL accommodations? These research questions were answered through the questionnaire, follow up interview, as well as the observed environment. The conclusion to the research was that although these textbooks are from two different countries, they have qualities each teacher liked and disliked. When I completed the questionnaire I was only able to rate the textbooks according to visual perspectives, while the teachers in each location were able to base their ratings on tangible classroom experiences. To further my research, I would enjoy being able to teach for a year in each location and then complete the questionnaire again to compare the differences between my first time completing it and the second time.
Show less
Date Issued: 2014
Identifier: CFH0004684, ucf:45249
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004684

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.
Show less
Date Issued: 2006
Identifier: CFE0000917, ucf:46718
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000917

Title: Influencing students to become stewards of the Earth's ocean through a residential marine camp experience.
Creator: Rembert, Jenifer, Dixon, Juli, Andreasen, Janet, Everett, Robert, University of Central Florida
Abstract / Description: ABSTRACTThe purpose of this action research study was to document 8th grade students' experiences at a residential marine learning facility as they discovered the interconnections between life on Earth and its dependency on ocean health. My goal was for students to take their new knowledge and share it with others in a quest to become educated and caring stewards of the Earth's ocean. Students in this study participated in open peer and instructor discussions, performed full and guided...
Show moreABSTRACTThe purpose of this action research study was to document 8th grade students' experiences at a residential marine learning facility as they discovered the interconnections between life on Earth and its dependency on ocean health. My goal was for students to take their new knowledge and share it with others in a quest to become educated and caring stewards of the Earth's ocean. Students in this study participated in open peer and instructor discussions, performed full and guided inquiry activities, and snorkeled among the shallow water habitats that transition from mangroves toward coral reefs to discover the interconnections among shallow water marine habitats and the critical necessity of biological diversity among habitats.The processes used to collect data for this action research study were a pre/post knowledge assessment about coral reefs, videotaped conversations among peers and instructors, photographs documenting student engagement in activities, and interviews conducted at the conclusion of the trip. The themes that emerged included a mindset of ocean stewardship, deep engagement in inquiry-driven activities while interacting among peers, the ability to clearly articulate the effects of human impact on biological diversity and the need to maintain sustainable shallow water ecosystems that are biologically diverse.Although this study was only conducted over a three day weekend, the emergent themes highlight the value of providing students with opportunities to interact with nature. Experiential learning not only contributes to the various ways of knowing but such experiences help students develop a stronger sense of self perception and values as they begin formulating their sense of relationship to and responsibilities toward their own communities and the larger, natural world.
Show less
Date Issued: 2012
Identifier: CFE0004588, ucf:49198
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004588

$Influence of using context supportive of the area model on sixth grade students' performance when writing word problems for fraction subtraction and multiplication$

Title: Influence of using context supportive of the area model on sixth grade students' performance when writing word problems for fraction subtraction and multiplication.
Creator: Friske, Monica, Dixon, Juli, Andreasen, Janet, Ortiz, Enrique, University of Central Florida
Abstract / Description: The purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students' understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These...
Show moreThe purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students' understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These standards encourage the development of deeper understanding of mathematics, including fractions. I hoped this research would give my students the opportunity to make sense of fraction subtraction and fraction multiplication word problems on a deeper level, while giving me insight into my own practice in teaching context within word problems. Through this study, I learned that my students continued to switch the context of subtraction with multiplication within word problems. Students did make clear gains in their writing of fraction subtraction and fraction multiplication word problems. Although there is a limited amount of research on students mixing their context within fraction word problems, this study offers additional insight into a teacher's practice with writing fraction word problems.
Show less
Date Issued: 2011
Identifier: CFE0004111, ucf:49112
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004111

Title: Formative Assessment: Benefit For All.
Creator: Wallace, William, Dixon, Juli, Dieker, Lisa, Andreasen, Janet, University of Central Florida
Abstract / Description: This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative...
Show moreThis study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
Show less
Date Issued: 2013
Identifier: CFE0004955, ucf:49584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004955

Title: The Influence of Choice in Manipulatives on Second Grade Students' Attitudes, Achievement, and Explanations of Two-Digit Addition Concepts.
Creator: Siegel, Aryn, Andreasen, Janet, Dieker, Lisa, Dixon, Juli, University of Central Florida
Abstract / Description: The purpose of this study was to improve my teaching practice, as well as my second grade students' success with two-digit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre- and post-test...
Show moreThe purpose of this study was to improve my teaching practice, as well as my second grade students' success with two-digit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre- and post-test results showed an overall shift toward more positive mathematics attitudes, as well as increased academic achievement with two-digit addition concepts. Students also demonstrated changes in the ways they used the manipulatives, as well as how they explained their solutions to two-digit addition problems.
Show less
Date Issued: 2012
Identifier: CFE0004267, ucf:49540
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004267

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.
Show less
Date Issued: 2012
Identifier: CFE0004309, ucf:49490
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004309

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.
Show less
Date Issued: 2016
Identifier: CFE0006506, ucf:51405
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006506

Title: Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.
Creator: Brooks, Lisa, Dixon, Juli, Andreasen, Janet, Ortiz, Enrique, University of Central Florida
Abstract / Description: This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with...
Show moreThis qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction. The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.
Show less
Date Issued: 2014
Identifier: CFE0005308, ucf:50517
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005308

Title: Investigating the relationships between preferences, gender, and high school students' geometry performance.
Creator: Mainali, Bhesh, Haciomeroglu, Erhan, Dixon, Juli, Andreasen, Janet, Bai, Haiyan, University of Central Florida
Abstract / Description: In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were...
Show moreIn this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.
Show less
Date Issued: 2014
Identifier: CFE0005374, ucf:50448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005374

Title: The conceptual field of proportional reasoning researched through the lived experiences of nurses.
Creator: Deichert, Deana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Hunt, Debra, University of Central Florida
Abstract / Description: Proportional reasoning instruction is prevalent in elementary, secondary, and post-secondary schooling. The concept of proportional reasoning is used in a variety of contexts for solving real-world problems. One of these contexts is the solving of dosage calculation proportional problems in the healthcare field. On the job, nurses perform drug dosage calculations which carry fatal consequences. As a result, nursing students are required to meet minimum competencies in solving proportion...
Show moreProportional reasoning instruction is prevalent in elementary, secondary, and post-secondary schooling. The concept of proportional reasoning is used in a variety of contexts for solving real-world problems. One of these contexts is the solving of dosage calculation proportional problems in the healthcare field. On the job, nurses perform drug dosage calculations which carry fatal consequences. As a result, nursing students are required to meet minimum competencies in solving proportion problems. The goal of this research is to describe the lived experiences of nurses in connection to their use of proportional reasoning in order to impact instruction of the procedures used to solve these problems. The research begins by clarifying and defining the conceptual field of proportional reasoning. Utilizing Vergnaud's theory of conceptual fields and synthesizing the differing organizational frameworks used in the literature on proportional reasoning, the concept is organized and explicated into three components: concepts, procedures, and situations. Through the lens of this organizational structure, data from 44 registered nurses who completed a dosage calculation proportion survey were analyzed and connected to the framework of the conceptual field of proportional reasoning. Four nurses were chosen as a focus of in-depth study based upon their procedural strategies and ability to vividly describe their experiences. These qualitative results are synthesized to describe the lived experiences of nurses related to their education and use of proportional reasoning.Procedural strategies that are supported by textbooks, instruction, and practice are developed and defined. Descriptive statistics show the distribution of procedures used by nurses on a five question dosage calculation survey. The most common procedures used are the nursing formula, cross products, and dimensional analysis. These procedures correspond to the predominate procedures found in nursing dosage calculation texts. Instructional implications focus on the transition between elementary and secondary multiplicative structures, the confusion between equality and proportionality, and the difficulty that like quantities present in dealing with proportions.
Show less
Date Issued: 2014
Identifier: CFE0005781, ucf:50058
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005781

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.
Show less
Date Issued: 2013
Identifier: CFE0005005, ucf:50009
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005005

Title: An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
Creator: Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
Abstract / Description: The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less
Date Issued: 2018
Identifier: CFE0007393, ucf:52073
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007393

Title: A Multiple Case Study Exploring the Relationship Between Engagement in Model-Eliciting Activities and Pre-Service Secondary Mathematics Teachers' Mathematical Knowledge for Teaching Algebra.
Creator: Abassian, Aline, Safi, Farshid, Dixon, Juli, Andreasen, Janet, Bush, Sarah, Bostic, Jonathan, University of Central Florida
Abstract / Description: The goal of this research study was to explore the nature of the relationship between engagement in model-eliciting activities (MEAs) and pre-service secondary mathematics teachers' (PSMTs') mathematical knowledge for teaching (MKT) algebra. The data collection took place in an undergraduate mathematics education content course for secondary mathematics education majors. In this multiple case study, PSMTs were given a Learning Mathematics for Teaching (LMT) pre-assessment designed to measure...
Show moreThe goal of this research study was to explore the nature of the relationship between engagement in model-eliciting activities (MEAs) and pre-service secondary mathematics teachers' (PSMTs') mathematical knowledge for teaching (MKT) algebra. The data collection took place in an undergraduate mathematics education content course for secondary mathematics education majors. In this multiple case study, PSMTs were given a Learning Mathematics for Teaching (LMT) pre-assessment designed to measure their MKT algebra, and based on those results, three participants were selected with varying levels of knowledge. This was done to ensure varied cases were represented in order to be able to examine and describe multiple perspectives. The three examined cases were Oriana, a PSMT with high MKT, Bianca, a PSMT with medium MKT, and Helaine, a PSMT with low MKT. Over the course of five weeks, the three PSMTs were recorded exploring three MEAs, participated in two interviews, and submitted written reflections. The extensive amount of data collected in this study allowed the researcher to deeply explore the PSMTs' MKT algebra in relation to the given MEAs, with a focus on three specific constructs(-)bridging, trimming, and decompressing(-) based on the Knowledge of Algebra for Teaching (KAT) framework. The results of this study suggest that engaging in MEAs could elicit PSMTs' MKT algebra, and in some cases such tasks were beneficial to their trimming, bridging, and decompressing abilities. Exploring MEAs immersed the PSMTs in generating descriptions, explanations, and constructions, that helped reveal how they interpreted mathematical situations that they encountered. The tasks served as useful tools for PSMTs to have deep discussions and productive discourse on various algebra topics, and make many different mathematical connections in the process.
Show less
Date Issued: 2018
Identifier: CFE0007143, ucf:52305
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007143

Title: The Impact of Elementary Mathematics Workshops on Mathematics Knowledge for Parenting (MKP) and Beliefs About Learning Mathematics.
Creator: Eisenreich, Heidi, Dixon, Juli, Ortiz, Enrique, Andreasen, Janet, Brooks, Lisa, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time, as compared to parents who did not attend the workshops. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics...
Show moreThe purpose of this study was to investigate the extent to which parents of first, second, and third grade students who attended a two-day workshop on mathematics strategies differed on average and over time, as compared to parents who did not attend the workshops. The following areas were measured: mathematics content knowledge, beliefs about learning mathematics, ability to identify correct student responses regarding mathematics, ability to identify student errors in solving mathematics problems, methods used to solve problems, and comfort level with manipulatives.
Show less
Date Issued: 2016
Identifier: CFE0006101, ucf:52877
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006101

Title: The Influence of Instruction in Base 8 on Prospective Teachers' Mathematical Knowledge for Teaching.
Creator: Harshman, Katie, Haciomeroglu, Erhan, Andreasen, Janet, Witta, Eleanor, Safi, Farshid, Lewis, Nancy, University of Central Florida
Abstract / Description: The focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study,...
Show moreThe focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study, participants were given the MKT, a measure designed to measure teacher mathematical knowledge for teaching, before and after taking the base 8 unit. The researcher focused on two specific constructs: Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). The qualitative portion of the study involved carefully constructed student interviews which allowed the researcher to deeply explore how prospective teacher conceptual understanding changed as a result of taking the unit in base 8. Four participants with varying levels of knowledge were selected to be interviewed based upon initial scores on the MKT: 1) low CCK and low SCK, 2) low CCK and high SCK, 3) high CCK and low SCK, 4) high CCK and high SCK. Results of the interviews were used to help explain results from the MKT. Quantitative and qualitative results showed that participants did not significantly increase their CCK, but did experience an increase in their conceptual understanding (SCK) as a result of taking the unit in base 8. Most prospective teachers entering the Elementary School Mathematics Course already had high procedural knowledge of the algorithms associated with elementary mathematics, which could account for the non-significant increase in CCK. Prospective teachers all showed deeper conceptual understanding of whole number concepts and operations at varying levels by the end of the base 8 unit. Prospective teachers showed their increased understanding by way of explanations, justifications, and alternate solution strategies.
Show less
Date Issued: 2016
Identifier: CFE0006321, ucf:51552
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006321

Title: A Single Case Study on the Influence of Feedback on the Instructional Quality of a Preservice Elementary Teacher in Mathematics: The Instructional Quality Assessment Toolkit as a Resource.
Creator: Campbell Sutherland, Makini, Dixon, Juli, Safi, Farshid, Hoffman, Elizabeth, Andreasen, Janet, Childs, Kristopher, University of Central Florida
Abstract / Description: The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled...
Show moreThe purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students.In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.
Show less
Date Issued: 2018
Identifier: CFE0006983, ucf:51679
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006983

Title: An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.
Creator: Shorter, Nichole, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Andreasen, Janet, University of Central Florida
Abstract / Description: This dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on...
Show moreThis dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on postsecondary collaboration. Nonparametric statistical analyses were performed to provide answers to the research questions. Analysis of the data revealed that the participants demonstrated strength in 18 of the 20 WCF. The analysis also indicated that there was no statistically significant difference between the perceptions of collaboration among university and community college faculty. A principal components analysis led to the development of a modified conceptual framework joining the WCF and stages of collaboration that may be used to inform practice and policy. Recommendations include allocating faculty release time or incentives for collaboration, expanding articulation agreements to include K-12 alignment and policies on faculty collaboration, and using the Wilder Collaboration Factors Inventory (WCFI) as a tool to continue to assess the strengths, weaknesses, and differences in perception among university and community college faculty as they advance in collaborative stages.
Show less
Date Issued: 2015
Identifier: CFE0006003, ucf:51029
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006003

Title: Secondary and Postsecondary Calculus Instructors' Expectations of Student Knowledge of Functions: A Multiple-case Study.
Creator: Avila, Cheryl, Ortiz, Enrique, Dixon, Juli, Hynes, Michael, Andreasen, Janet, Mohapatra, Ram, University of Central Florida
Abstract / Description: This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a (")think-aloud(") activity of the instructors analyzing the results of a...
Show moreThis multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a (")think-aloud(") activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students' prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers' expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies' findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.
Show less
Date Issued: 2013
Identifier: CFE0004809, ucf:49758
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004809

Mathematics (3)	+ -
Mathematics Education (2)	+ -
mathematics (2)	+ -
Achievement Gap (1)	+ -
African-American Students (1)	+ -

Algebra 1 achievement (1)	+ -
Articulation Agreement (1)	+ -
Blacks (1)	+ -
Classroom Discourse (1)	+ -
Classroom Environment (1)	+ -
Classroom Interactions (1)	+ -
Classroom Management (1)	+ -
Clickers (1)	+ -
Collaboration (1)	+ -
Common Core (1)	+ -
Common Core State Standards (1)	+ -
Conceptual understanding (1)	+ -
Contextualization (1)	+ -
Culturally Relevant Pedagogy (1)	+ -
Culturally Relevant Teaching (1)	+ -
Culturally Responsive Pedagogy (1)	+ -
Culturally Responsive Teaching (1)	+ -
Culture (1)	+ -
Culture and Mathematics (1)	+ -
Culture and Mathematics Education (1)	+ -
Decontextualization (1)	+ -
Design Research (1)	+ -
Diagnostic assessment (1)	+ -
Discourse (1)	+ -
Diverse Students (1)	+ -

ETD Collection (18)	+ -
Honors Collection (1)	+ -

Andreasen, Janet (19)	+ -
University of Central Florida (19)	+ -
Dixon, Juli (14)	+ -
Ortiz, Enrique (6)	+ -
Haciomeroglu, Erhan (4)	+ -

Safi, Farshid (3)	+ -
Brooks, Lisa (2)	+ -
Dieker, Lisa (2)	+ -
Witta, Eleanor (2)	+ -
Abassian, Aline (1)	+ -
Adams, Thomasenia (1)	+ -
Avila, Cheryl (1)	+ -
Bai, Haiyan (1)	+ -
Baldwin, Lee (1)	+ -
Bostic, Jonathan (1)	+ -
Bronson, Elethia (1)	+ -
Bush, Sarah (1)	+ -
Campbell Sutherland, Makini (1)	+ -
Childs, Kristopher (1)	+ -
Cintron Delgado, Rosa (1)	+ -
Clonts, Porscha (1)	+ -
Deichert, Deana (1)	+ -
Eisenreich, Heidi (1)	+ -
Everett, Robert (1)	+ -
Friske, Monica (1)	+ -
Gresham, Regina (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -
Harshman, Katie (1)	+ -
Hoffman, Elizabeth (1)	+ -
Howse, Tashana (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner