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Title: AN INVESTIGATION IN JOURNAL WRITING AND COOPERATIVE LEARNING WITH 8TH GRADE GEOMETRY STUDENTS IN THE CONSTRUCTION OF PROOF.
Creator: Wojcik, Paul, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores...
Show moreThis action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student's attitude toward mathematics. Writing prompts focused on the students' perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students' written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.
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Date Issued: 2011
Identifier: CFE0003625, ucf:48865
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003625

Title: EFFECTS OF A TREATMENT USING COMPUTER GENERATION OF ISOMETRIC AND ORTHOGRAPHIC PROJECTIONS ON MIDDLE SCHOOL STUDENTSÃ‚Â' SPATIAL ABILITY.
Creator: Traas, Adam, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: The primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school studentsÃ‚Â' (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability...
Show moreThe primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school studentsÃ‚Â' (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability. The secondary focus was tested on a subsample (n=41), with the problem solving preferences measured via the Mathematical Processing Instrument (MPI) (Suwarsono, 1982). Findings indicated no significant gains in spatial ability scores after studentsÃ‚Â' use of the CRIOSAT treatment; while some increases in spatial ability took place in males. Significant positive correlation was identified between mathematics achievement and spatial ability; while conversely, a significant negative correlation was found between mathematics achievement and level of visual problem solving used by students.
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Date Issued: 2010
Identifier: CFE0003033, ucf:48345
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003033

Title: Design and Production of Calculus Assessments.
Creator: Wenzel, Lorna, Vitale, Thomas, Cox, Thomas, Boote, David, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: The AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and...
Show moreThe AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and where Green High School's assessments were falling short. More research was conducted to examine the college Board expectations of calculus learning. A content matrix was designed to measure how well an in-class assessment aligns with college and AP calculus expectations of calculus knowledge. From this, new assessments were created that meet the goals of the content matrix.
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Date Issued: 2018
Identifier: CFE0007264, ucf:52180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007264

Title: The Impact of using a Computer Algebra System in High School Calculus on High Performing Students' Conceptual and Procedural Understanding.
Creator: Bawatneh, Zyad, Haciomeroglu, Erhan, Dixon, Juli, Ortiz, Enrique, Saleh, Suha, University of Central Florida
Abstract / Description: Recently, there has been an increasing interest in high school mathematics education, especially in the teaching and learning of calculus. For example, studies conducted by Bressoud (2010); Judson and Nishimori (2005); Koh and Divaharan (2011); and St. Jarre (2008) all looked at how to improve the understanding of calculus students and what roles the educator must take to ensure that their students are successful. The purpose of this study was to determine if there was a significant...
Show moreRecently, there has been an increasing interest in high school mathematics education, especially in the teaching and learning of calculus. For example, studies conducted by Bressoud (2010); Judson and Nishimori (2005); Koh and Divaharan (2011); and St. Jarre (2008) all looked at how to improve the understanding of calculus students and what roles the educator must take to ensure that their students are successful. The purpose of this study was to determine if there was a significant difference between instruction using computer algebra system (CAS) compared to instruction using the graphing calculator in high school calculus on students' conceptual and procedural understanding. This study explored and compared two different types of instruction based on the use of two different types of technology, CAS and graphing calculator. The total population for this study consisted of 333 students. There were 187 students classified as using the graphing calculator and 146 students classified as using CAS. The data for this study were collected from four Advanced Placement (AP) calculus AB courses from high schools in Florida. The study used observations and two sets of calculus tasks in order to gather data. The research questions for this study looked at comparing the grades of students categorized based on the type of instruction received during the learning of calculus. The statistical procedure that was used was a simple one-way analysis of variance (ANOVA). The results indicated that there was no significant difference between the two types of instruction on the students' procedural knowledge, however, there was statistical significance on the students' conceptual understanding in favor of the CAS students. The study introduces a framework on how to obtain information about the effects of different types of instruction on students' understanding of calculus. The results of this study contribute in assisting teachers and future researchers on how to analyze student work in order to obtain information about the students' conceptual and procedural understanding of first semester calculus.
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Date Issued: 2012
Identifier: CFE0004514, ucf:49278
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004514

Title: The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance.
Creator: Janzen, Renee, Gresham, Regina, Haciomeroglu, Erhan, Roberts, Sherron, University of Central Florida
Abstract / Description: In an attempt to examine the effects of journaling and vocabulary strategies on elementary students' attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students' attitudes towards mathematics.
Date Issued: 2012
Identifier: CFE0004266, ucf:49520
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004266

Title: Gifted Students' Engagement in a Middle School Research and Critical Thinking Course.
Creator: Crupi, Samuel, Jeanpierre, Bobby, Gresham, Regina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and...
Show moreThis action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement sub-types. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.
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Date Issued: 2012
Identifier: CFE0004313, ucf:49466
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004313

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: 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.
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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.
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Date Issued: 2014
Identifier: CFE0005781, ucf:50058
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005781

Title: The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida.
Creator: Crupi, Samuel, Jeanpierre, Bobby, Gresham, Gina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on...
Show moreTo date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, (&) Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, (&) Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, (&) Krysinski, 2008; Spanjers, Burns, (&) Wagner, 2008; Wyss, Dolenc, Kong, (&) Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.
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Date Issued: 2015
Identifier: CFE0005777, ucf:50056
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005777

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: Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education.
Creator: Koech, Japheth, Gunter, Glenda, Xu, Lihua, Hartshorne, Richard, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in...
Show moreThis study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
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Date Issued: 2015
Identifier: CFE0005821, ucf:50022
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005821

Title: The AfterMath: A Culturally Responsive Mathematical Intervention to Aid Students Affected by Natural Disasters.
Creator: Kurtz, Brianna, Haciomeroglu, Erhan, Bush, Sarah, Safi, Farshid, Biraimah, Karen, University of Central Florida
Abstract / Description: On September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of...
Show moreOn September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of neocolonialism in their previous schooling. This mixed methods study implemented an intensive intervention in probability to aid students in developing mathematical understanding and forming meaningful connections. Student participants, who had been affected by Hurricane Maria, were now attending a public high school and were paired one-on-one with a bilingual, mathematically high performing student mentor to complete culturally responsive, bilingual probability tasks. Data collection occurred over the course of six weeks in fall 2019. Both mentor and mentee students participated in focus group interviews, and the mentees completed a probability pre-test and post-test. Student participants were found to have statistically significant increases in the understanding of probability concepts when comparing pre-intervention and post-intervention results, with the understanding and usage of the multiplication rule showing the most significant improvement. Both mentors and mentees reported feeling a stronger sense of unity and belonging post-intervention as well as improvement in bilingual academic vocabulary. With the impact of natural disasters on the rise, implications of this study include its adaption to respond to future displaced students as they resume schooling post-interruption in Central Florida and beyond.
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Date Issued: 2019
Identifier: CFE0007828, ucf:52820
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007828

Title: Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
Creator: Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
Abstract / Description: The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
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Date Issued: 2012
Identifier: CFE0004445, ucf:49320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004445

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.
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Date Issued: 2016
Identifier: CFE0006321, ucf:51552
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006321

Title: Second-Year to Third-Year in College: Identifying Factors in the Decision 'Not to Return'.
Creator: Viau, Paul, Cintron Delgado, Rosa, Owens, J. Thomas, Haciomeroglu, Erhan, Griffiths, Barry, Ehasz, Maribeth, University of Central Florida
Abstract / Description: The purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013),...
Show moreThe purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013), home mailing address (Tierney, 2000), gender and age (Schaller, 2010), college enrolled in and major (Graunke (&) Woosley, 2005; Pascarella (&) Terenzini, 2005), ethnicity (Miller (&) Herreid, 2009; Sciarra (&) Whitson, 2007), first generation status (Paulsen (&) St. John, 2002), hours completed (Pattengale, 2000), overall grade point average and university grade point average (Gohn, Swartz, (&) Donnelly, 2001; Pascarella (&) Terenzini, 2005), residency status (Paulsen (&) St. John, 2002), and ACT score and SAT score (Miller (&) Herreid, 2009). The cohorts examined consisted of students who began their freshman collegiate careers in the Summer or Fall terms from 2009 to 2013, and had completed two years at a university located in a southeastern state. When merged, there were 26,957 rows of data collected.The results of the Multicollinearity and Path Analysis indicated, among other things, three attrition areas at the end of the second year. These variables included university GPA, hours completed, and major. Regarding recommendations, it was suggested to build a second-year advising, mentoring, and faculty/professional staff outreach infrastructure to increase the retention rates of second-year students who may be at-risk of attrition.
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Date Issued: 2016
Identifier: CFE0006411, ucf:51471
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006411

Title: Female student services staff perceptions of safety on a state college campus: An exploratory study.
Creator: Chimera, Catherine, Owens, J. Thomas, Cintron Delgado, Rosa, Preston, Michael, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: The purpose of this qualitative research study was to explore the perceptions of female student services staff members' perceptions of safety on a state college campus. Through the lens of social construction theory, six staff members were interviewed about their views of safety both on and off campus. The goal of this study was to better understand how female staff members formed their perceptions of safety on campus, through social, political and cultural processes. The results of this...
Show moreThe purpose of this qualitative research study was to explore the perceptions of female student services staff members' perceptions of safety on a state college campus. Through the lens of social construction theory, six staff members were interviewed about their views of safety both on and off campus. The goal of this study was to better understand how female staff members formed their perceptions of safety on campus, through social, political and cultural processes. The results of this study were that although the informants all were aware of the same threats and dangers on campus, they each had differing views on how safe they were while on campus. Of the six interviewed, two expressed daily concern for their safety, two were aware of dangers, but not overly fearful, and two did not feel fearful for their safety at all. Although each informant knew about their campus safety amenities, only two had used their services, one that expressed concern daily, and one that was not overly fearful. Social influences such as televised news programs and Internet articles played a factor in how the employees viewed their safety. Overall, seven major themes were discovered including campus concern, concern over student behavior, self-protection, off campus concerns, social influences, lack of concern, and lack of information. The study concluded with the researcher's recommendations that female student services staff members become knowledgeable about crimes happening on their campuses and about utilizing services they have available to them, as well as emphasizing the importance of office location, especially the proximity to coworkers working similar schedules.
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Date Issued: 2016
Identifier: CFE0006448, ucf:51420
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006448

Title: A Phenomenological Analysis of Undergraduate Teaching in the United States and the United Kingdom from the Perspective of Current and Former Exchange Students.
Creator: Griffiths, Barry, Owens, J. Thomas, Cintron Delgado, Rosa, Welch, Kerry, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: While once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on...
Show moreWhile once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe.After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on two aspects that have been extensively researched in recent years, namely the role of technology in the classroom and the balance that many modern day faculty must seek with regard to teaching and research. A new perspective on these issues is then explored by considering the perceptions of current and former exchange students from the United States and the United Kingdom. Data were collected by interviewing 12 students representing eight universities in the two countries, and an analysis was conducted according to established phenomenological principles. Four primary themes emerged as a result, which allowed me to seek commonalities and differences with the existing literature, and make suggestions for the direction of future research.The conclusions made center around how students want technology to be used by faculty in a moderated fashion, and a distinction is formed between the way in which faculty and institutions in the two countries use web-based technology. With regard to the teaching-research nexus, this study largely refutes the notion that contemporary faculty prioritize research to the detriment of undergraduate students, and posits that the two disciplines are integrated in the sense that they can positively affect each other.
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Date Issued: 2014
Identifier: CFE0005800, ucf:50042
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005800

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: The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
Creator: Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms.
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Date Issued: 2015
Identifier: CFE0005704, ucf:50137
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005704

Education (4)	+ -
Mathematics (4)	+ -
Retention (2)	+ -
Standards for Mathematical Practice (2)	+ -
Achievement (1)	+ -

Achievement Gap (1)	+ -
Administrators (1)	+ -
African American (1)	+ -
African-American Students (1)	+ -
Allocated Time (1)	+ -
Assessment (1)	+ -
Attitudes (1)	+ -
Attitudes Towards Mathematics Inventory (ATMI) (1)	+ -
Attrition (1)	+ -
Blacks (1)	+ -
CGI (1)	+ -
Calculus (1)	+ -
Calculus Reform (1)	+ -
Calculus Tasks (1)	+ -
Case study (1)	+ -
Classroom Discourse (1)	+ -
Classroom Environment (1)	+ -
Classroom Interactions (1)	+ -
Classroom Management (1)	+ -
Classroom Observations (1)	+ -
Cognitively guided instruction (1)	+ -
Common Core (1)	+ -
Common Core State Standards (1)	+ -
Computer Algebra System (CAS) (1)	+ -
Conceptual Understanding (1)	+ -

Haciomeroglu, Erhan (20)	+ -
University of Central Florida (20)	+ -
Dixon, Juli (8)	+ -
Andreasen, Janet (4)	+ -
Cintron Delgado, Rosa (3)	+ -

Ortiz, Enrique (3)	+ -
Owens, J. Thomas (3)	+ -
Bai, Haiyan (2)	+ -
Boote, David (2)	+ -
Crupi, Samuel (2)	+ -
Gresham, Regina (2)	+ -
Griffiths, Barry (2)	+ -
Jeanpierre, Bobby (2)	+ -
Safi, Farshid (2)	+ -
Adams, Thomasenia (1)	+ -
Bawatneh, Zyad (1)	+ -
Biraimah, Karen (1)	+ -
Bush, Sarah (1)	+ -
Childs, Kristopher (1)	+ -
Chimera, Catherine (1)	+ -
Cox, Thomas (1)	+ -
Deichert, Deana (1)	+ -
Dziuban, Charles (1)	+ -
Ehasz, Maribeth (1)	+ -
Glenn-White, Vernita (1)	+ -
Gresham, Gina (1)	+ -
Gunter, Glenda (1)	+ -
Harshman, Katie (1)	+ -
Hartshorne, Richard (1)	+ -
Hopp, Carolyn (1)	+ -

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