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- Title
- EFFECTS OF INTEGRATING WRITING ACTIVITIES ON STUDENTS' ATTITUDES AND ACHIEVEMENT IN PROBLEM SOLVING: AN ACTION RESEARCH STUDY.
- Creator
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Culbert, Kelly, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
This action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a...
Show moreThis action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a problem solving themed writing rubric for evaluating student journal responses, anecdotal records, and using a pre- and posttest problem solving attitude inventory. In this study, students demonstrated overall increased mathematical knowledge, strategic knowledge, and abilities to explain their procedures. In addition, all three data-collection instruments demonstrated students' positive attitudes toward problem solving. Moreover, evaluation of the data sources illustrated a relationship between students' performance and attitudes. The study suggested that writing about mathematics is beneficial to students' achievement and attitudes toward problem solving.
Show less - Date Issued
- 2005
- Identifier
- CFE0000435, ucf:46392
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000435
- Title
- THE EFFECTS OF PROBLEM SOLVING STRATEGY INSTRUCTION, JOURNAL WRITING AND DISCOURSE ON 6TH GRADE ADVANCED MATHEMATICS STUDENT PERFORMANCE.
- Creator
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Wittcop, Melissa, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
There are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be...
Show moreThere are two purposes to this study. The first was for me, as a teacher, to try something new in my instruction and grow from it. The second purpose of this study focused on the students. I wanted to see what level of performance in problem solving my students are at currently, and how the use of journaling and discourse affected the students' problem solving abilities. A problem-solving unit was taught heuristically in order to introduce students to the various strategies that could be used in problem solving. Math journals were also used for problem solving and reflection. Classroom discourse in discussion of problem solving situations was used as a means of identifying strategies used to solve the problem. Explanations and justifications were then used in writing and discourse to support students' solution and methods. An analytic problem-solving rubric was used to score the problems solved by the students. These scores, along with explanations and justifications, and discourse were used as data and analyzed for common themes. The results of this study demonstrate overall improvement in student performance in problem solving. Heuristic instruction the students received on strategies in problem solving helped to improve their ability to not only select an appropriate strategy, but also implement it. This unit, along with the problem solving prompts solved in the journals, helped to improve the students' performance in explanations. It was discourse combined with all the previous instruction that finally improved student performance in justification.
Show less - Date Issued
- 2008
- Identifier
- CFE0002075, ucf:47592
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002075
- Title
- THE EFFECTS OF DISCOURSE AND JOURNAL WRITING ON STUDENTS' ATTITUDES TOWARDS MATHEMATICS IN A FIFTH GRADE CLASSROOM: AN ACTION RESEARCH STUDY.
- Creator
-
Rose, Anna, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post...
Show moreThe purpose of this study was to investigate how my use of discourse and journal writing affected students' attitudes and conceptions of mathematics in a 5th grade mathematics classroom. The nature of students' strengths and weaknesses with mathematics using discourse and journal writing were described. To show students' attitudes towards the two teaching methods transcription of teacher and student discourse on digital audio recordings, observational notes, journal writing, and pre and post attitude surveys were used. The research approach was qualitative and quantitative. The participants in this twelve-week study were twenty fifth grade students from a private school in central Florida. Through analysis of the data collected, the students showed positive improvement in attitude towards discourse and journal writing in the mathematics classroom. The study supported that discourse and journal writing are important to student learning.
Show less - Date Issued
- 2005
- Identifier
- CFE0000722, ucf:46616
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000722
- Title
- USING COMMUNICATION TECHNIQUES IN THE LOW-PERFORMING MATHEMATICS CLASSROOM: A STUDY OF FRACTIONS,DECIMALS,PERFORMANCE AND ATTITUDES.
- Creator
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Guyton, Pamela, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used...
Show moreWithin a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.
Show less - Date Issued
- 2008
- Identifier
- CFE0002146, ucf:47928
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002146
- Title
- EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS.
- Creator
-
Roicki, Joseph, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of...
Show moreFor this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks both at the beginning of the study and continually as the study progressed. Through daily discussions, monthly written assessments, and student interviews, the study helped to determine the importance of developing students' mathematical communication skills and building conceptual understanding of mathematical ideas.
Show less - Date Issued
- 2008
- Identifier
- CFE0002026, ucf:47627
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002026
- Title
- THE INFLUENCE OF GRAPHIC ORGANIZERS ON STUDENTS' ABILITY TO SUMMARIZE AND COMPREHEND SCIENCE CONTENT REGARDING THE EARTH'S CHANGING SURFACE.
- Creator
-
Goss, Patricia, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
The purpose of this action research project was to determine how my practice of using graphic organizers during instruction influenced my students' ability to summarize and comprehend significant fifth grade Earth Science content regarding the Earth's changing surface. A secondary purpose was to determine the students' perceptions of how concept mapping assisted in making connections to understand the fifth grade Earth Science content regarding the Earth's changing surface....
Show moreThe purpose of this action research project was to determine how my practice of using graphic organizers during instruction influenced my students' ability to summarize and comprehend significant fifth grade Earth Science content regarding the Earth's changing surface. A secondary purpose was to determine the students' perceptions of how concept mapping assisted in making connections to understand the fifth grade Earth Science content regarding the Earth's changing surface. The three processes used to collect data for this research were concept maps, focus groups and the pre- and post-test results. The themes that emerged were the ability to describe, categorize and classify details, the increased accuracy of the use of vocabulary and the memory of the concepts that students' ability to recall information and understand the Earth Science concepts as evidenced through summarization and comprehension through the pre- and post-test.
Show less - Date Issued
- 2009
- Identifier
- CFE0002595, ucf:48287
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002595
- Title
- THE EFFECTS OF USING AN INTERACTIVE STUDENT NOTEBOOK ON THE UNDERSTANDING OF THE CONCEPTS AND ALGORITHMS OF ADDITION AND SUBTRACTION OF FRACTIONS AND MIXED NUMBERS FOR FIFTH GRADE MATHEMATICS STUDENTS.
- Creator
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Twar, Brian, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
The purpose of this action research study was to observe the effectiveness of the utilization of an instructional tool in my three mathematics classes. Using a tool, called an Interactive Student Notebook, or ISN, the goal was to equip my students with a tool that would allow them to take and keep daily notes as well as conduct guided and independent practice in an organized fashion. I believed that my students would therefore utilize their notes and class work as a reference and study tool...
Show moreThe purpose of this action research study was to observe the effectiveness of the utilization of an instructional tool in my three mathematics classes. Using a tool, called an Interactive Student Notebook, or ISN, the goal was to equip my students with a tool that would allow them to take and keep daily notes as well as conduct guided and independent practice in an organized fashion. I believed that my students would therefore utilize their notes and class work as a reference and study tool to assist them with their homework as well as studying for assessments. Weak to moderate correlations between the students' ISN assessments and end-of-topic assessments scores was found. In-class observations of student utilization of their ISNs and out-of-class observations of students' collected ISNs were also conducted to assess how well students were able to keep their ISNs neat and organized. It was observed that most of the students were able to keep their ISNs complete and organized. Students also shared, by completing surveys, mostly positive feedback of the ISN process. They shared how often they used their ISNs at home as a reference and study tool and how useful they believed their ISNs were. Therefore, I concluded that even though there was not a strong correlation between high ISN assessment scores and high topic assessment scores, the ISN was still a useful tool that assisted my students to keep organized notes and class work, and proved to be a useful reference and study tool.
Show less - Date Issued
- 2011
- Identifier
- CFE0004093, ucf:53147
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004093
- Title
- Evaluating Pedagogical Methods that Influence Homework Assignment Completion.
- Creator
-
Sawyer, Kirk, Hartshorne, Richard, Bush, Sarah, Boote, David, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
College students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their...
Show moreCollege students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their homework assignments, such strategies have historically been unsuccessful for the course used in this study. The researcher designed two pedagogical interventions, along with a survey instrument, to measure the impact of the interventions on completion rates and student attitudes toward homework, using a combination of inferential and descriptive statistics. Ideally, the findings of this study would be generalizable to subsequent offerings of the course used in this study, as well as other courses taught by the investigator, and potentially other faculty at the college. Although both interventions did not produce statistically significant results on impacting student homework completion rates, or improve student attitudes toward homework, the results of the study did indicate a positive correlation between student self-assessed knowledge gains attributed to the course and its homework. One intervention did improve homework completion rates, but the results only marginally improved final course grades, which does not fully align with prior research studies. In addition, this study provided the researcher an opportunity to study their own practice and the importance of homework and its effectiveness for student learning.
Show less - Date Issued
- 2019
- Identifier
- CFE0007858, ucf:52764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007858
- Title
- A comparison of sixth-grade English language arts and mathematics achievement between middle schools and K-8 schools.
- Creator
-
Asplen, Brennan, Johnson, Jerry, Doherty, Walter, Ortiz, Enrique, Shope, Shane, University of Central Florida
- Abstract / Description
-
The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed...
Show moreThe purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.
Show less - Date Issued
- 2019
- Identifier
- CFE0007599, ucf:52550
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007599
- 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
- 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.
Show less - Date Issued
- 2012
- Identifier
- CFE0004514, ucf:49278
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004514
- 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
- The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability.
- Creator
-
Newby, Tara, Jeanpierre, Bobby, Ortiz, Enrique, Everett, Robert, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if my practice of having 4th grade students participate in engineering design challenges impacted their attitudes towards engineering, the classroom climate, and writing ability. In this action research students were given a pre and posttest that measured their attitudes towards engineering and their perceptions of the classroom climate. A pre and post written reflection was also examined and compared for the use of predicting, observing, thinking,...
Show moreThe purpose of this study was to determine if my practice of having 4th grade students participate in engineering design challenges impacted their attitudes towards engineering, the classroom climate, and writing ability. In this action research students were given a pre and posttest that measured their attitudes towards engineering and their perceptions of the classroom climate. A pre and post written reflection was also examined and compared for the use of predicting, observing, thinking, explaining, reflecting, and yearning to learn more. A triangulation of data included the use of pre and posttest statistical analysis, rubrics, teacher observation, and student interviews. The data collected from this action research project showed that that students were more satisfied with the course after completing the design challenges, the classroom environment improved in that students perceived the level of friction in the class had decreased. The data collected also showed that students' attitudes towards engineers was changed in that they were more likely to want to pursue a career in engineering and take a future school course in engineering after having completed this action research. Student generated definitions of engineers demonstrated a decrease in the number of misconceptions about the work of engineers and an increase in students' knowledge as to what engineers do for a living. My practice of implementing engineering design challenges with a 4th grade class did not have an impact on students writing ability.
Show less - Date Issued
- 2012
- Identifier
- CFE0004281, ucf:49545
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004281
- Title
- The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards.
- Creator
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Dorr, Mariella, Everett, Robert, Gresham, Gina, Ortiz, Enrique, University of Central Florida
- Abstract / Description
-
The purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology...
Show moreThe purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology integration improved the performance of two second-grade classrooms implementing three higher-order thinking life science standards. A total of 27 students from two second-grade classrooms volunteered for this research. For the study, a pretest and posttest from Classroom A and Classroom B were utilized for the quantitative data analysis. A web-based rubric was created to assess the science digital story and student journals. The students also completed a self-assessment progression scale at the end of the study. The data collected showed an improvement in the performance of second-grade students using higher-order thinking science standards with technology integration.
Show less - Date Issued
- 2017
- Identifier
- CFE0006871, ucf:51753
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006871
- 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
- A Multiple Case Study Examining How Third-Grade Students Who Struggle in Mathematics Make Sense of Fraction Concepts.
- Creator
-
Gault, Rebecca, Ortiz, Enrique, Dixon, Juli, Nickels, Megan, Little, Mary, University of Central Florida
- Abstract / Description
-
A qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934...
Show moreA qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934/1986/2012) theory that children's optimal learning is supported by teacher-student interactions was used as an interpretive framework. Tasks were developed over the course of the intervention sessions with consideration of a model developed by Lesh, Post, and Behr (1987) for connecting mathematical representations and the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices (&) Council of Chief State School Officers, 2010). Data, including transcripts, tapes, and artifacts, were analyzed using two frameworks. These were Geary's (2003) classification of three subtypes of learning disabilities in mathematics and Anghileri's (2006) descriptions of social-constructivist scaffolding techniques. The first analysis resulted in a description of each participant's strengths and struggles, including alignment with Geary's subtypes, and how these strengths and struggles interacted with participant's construction of knowledge about fractions. The second analysis described episodes of learning that were supported by social-constructivist scaffolding techniques and revealed how participants made sense of fractions through their interactions with each other, the researcher, and intervention tasks. The researcher found that each participant's learning process, including struggles, was unique, with each interacting in different ways with tasks, manipulatives, pictorial representations, and questioning. For each participant, however, scaffolding techniques oriented around prompting and probing questions, participant verbalizations, and interactions with connected fraction representations were critical in their learning process.
Show less - Date Issued
- 2016
- Identifier
- CFE0006307, ucf:51587
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006307
- Title
- Teaching Fractions Procedurally and Conceptually to Pre-Service Elementary Education Teachers.
- Creator
-
Edwards, Deborah, Hopp, Carolyn, Vitale, Thomas, Ortiz, Enrique, French, Jonathan, University of Central Florida
- Abstract / Description
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The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly...
Show moreThe purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.
Show less - Date Issued
- 2015
- Identifier
- CFE0006215, ucf:51098
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006215
- Title
- Talking Back: Mathematics Teachers Supporting Students' Engagement in a Common Core Standard for Mathematical Practice: A Case Study.
- Creator
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Sotillo Turner, Mercedes, Dixon, Juli, Ortiz, Enrique, Gresham, Gina, Dieker, Lisa, University of Central Florida
- Abstract / Description
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The researcher in this case study sought to determine the ways in which teachers support their students to create viable arguments and critique the reasoning of others (SMP3). In order to achieve this goal, the self-conceived classroom roles of two teachers, one experienced and one novice, were elicited and then compared to their actualized roles observed in the classroom. Both teachers were provided with professional development focused on supporting student engagement in SMP3. This...
Show moreThe researcher in this case study sought to determine the ways in which teachers support their students to create viable arguments and critique the reasoning of others (SMP3). In order to achieve this goal, the self-conceived classroom roles of two teachers, one experienced and one novice, were elicited and then compared to their actualized roles observed in the classroom. Both teachers were provided with professional development focused on supporting student engagement in SMP3. This professional development was informed by the guidelines that describe the behaviors students should exhibit as they are engaged in the standards for mathematical practice contained in the Common Core State Standards for Mathematics. The teachers were observed, video recorded, and interviewed during and immediately after the professional development. A final observation was performed four weeks after the PD. The marked differences in the teachers' characteristics depicted in each case added to the robustness of the results of the study. A cross-case analysis was performed in order to gauge how the novice and experienced teachers' roles compared and contrasted with each other. The comparison of the teachers' self-perception and their actual roles in the classroom indicated that they were not supporting their students as they thought they were. The analysis yielded specific ways in which novice and experienced teachers might support their students. Furthermore, the cross-case analysis established the support that teachers are able to provide to students depends on (a) teaching experience, (b) teacher content and pedagogical knowledge, (c) questioning, (d) awareness of communication, (e) teacher expectations, and (f) classroom management. Study results provide implications regarding the kinds of support teachers might need given their teaching experience and mathematics content knowledge as they attempt to motivate their students to engage in SMP3.
Show less - Date Issued
- 2014
- Identifier
- CFE0005553, ucf:50275
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005553
- Title
- Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.
- Creator
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Brooks, Lisa, Dixon, Juli, Andreasen, Janet, Ortiz, Enrique, University of Central Florida
- Abstract / Description
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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
- The Impact of Elementary Mathematics Workshops on Mathematics Knowledge for Parenting (MKP) and Beliefs About Learning Mathematics.
- Creator
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Eisenreich, Heidi, Dixon, Juli, Ortiz, Enrique, Andreasen, Janet, Brooks, Lisa, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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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
